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Group Intervention Review Meetings:Julie WalkerBend-La Pine SchoolsOregon Response to InterventionOregon Response to InterventionIntervention Review ProcessThis presentation will lead participants through the nuts and bolts of meetings to look at the effectiveness of interventions. The presentation will look at ways that staff can work together to reduce curricular chaos for students through wise data based decision making. Decision rules will be discussed and how they help to standardize the intervention process for staff and students alike.

1Is what WE are doing working?

ExpectationsDemonstrate good audience skillsSilence cell phonesHold side conversations out of ear shot of othersEngage in active listeningParticipate in discussionsAsk questions during work timeIf you need a break, take oneOregon Response to InterventionSession PurposesThe participant will be able to:Discuss the structured process used to evaluate the effectiveness of interventionsExplain the use of decision rules to place, intensify, and exit students from interventionsAnalyze a sample case of an intervention group

Anita ArcherOregon Response to InterventionSession OutcomesBe affirmed for your good practices.Be reminded of things you used to do but forgot about.See things that you already do, now use and can expand on.See things that are new and you would like to try.

Oregon Response to InterventionDespite our strong efforts. . .

Oregon Response to InterventionPartnersThe person with the next birthday is coffee, the other person is cream.

Oregon Response to InterventionGroup Intervention meetings help decide if the cows are fed the right food

Oregon Response to InterventionStart with the WhySimon SinekPurposeTo determine which students are in need of interventions, decide what intervention best fits each students needs, coordinate the students reading program, determine the effectiveness of current interventions, and make decisions about whether to continue, discontinue, or change an intervention. Oregon Response to InterventionCoordinationCVCeSilent e Bossy eSuper eNinja eOregon Response to InterventionTeamwork!!!!Oregon Response to Intervention

Oregon Response to InterventionInterventions are one part of the system that helps a student be successful.The adults must coordinate and be explicit with the students how the parts of instructional day are connected.

Is what WE are doing working?

Oregon Response to Intervention

Talk TimeCoffee please answer the following question:Review the purpose of the intervention review process.Cream please answer the following question:How does/can your team work together to coordinate the students program?With extra time switch questionsOregon Response to Intervention16Start with the WhySimon Sinek

Intervention Review Process Meetings must be structured to determine-

Is what WE are doing working?Teaming is hard!!Having strong and effective teams is the MOST DIFFICULT thing to pull together!Who meets?How do we organize meetings?When do we meet?Who completes the paperwork?How do we communicate decisions?How do we assess our systems?Oregon Response to InterventionWho sits at the table?PrincipalLiteracy Guru/Title IGrade level teamSpecial Education teacherMay also includeELL teacherSchool PsychologistTeacher representatives from other grade levelsParaprofessionals

Oregon Response to InterventionA solid agenda will. . . . . . guide your teams decision making. . . keep you focused on decision rules. . . keep you solution focused. . . help to avoid storytelling

Oregon Response to Intervention

Guiding Question

Oregon Response to InterventionSample Agenda

Oregon Response to InterventionWhen Do We Meet?

Oregon Response to InterventionWho completes the paperwork?

Oregon Response to InterventionNotifying Parents

Oregon Response to InterventionNote taking

Oregon Response to InterventionTracking Attendance

Oregon Response to Intervention

System Check

Oregon Response to Intervention

Talk TimeCream please answer the following question:Which components of a tracking and communication system do you believe are most essential? Coffee please answer the following question:What do you believe is the next piece of the tracking and communication system that your school should work on?With extra time switch questionsReview the documents in the handoutsOregon Response to Intervention30Start with the WhySimon Sinek

Intervention Review ProcessHave a clear set of decision rules to determine-

Is what we are doing working?Oregon Response to InterventionPurposes of Data Based Decision MakingIs what WE are doing working?Adjustments to Instructional DesignTimeDesignDeliveryOptimize System VariablesStandardizationEfficiencyEffectiveness

Oregon Response to InterventionDecision Rules Pause Analyze RespondOregon Response to InterventionDecision RulesDecision rules guide how we decide if what WE are doing is workingYour decision rules create consistency across grade levels and schoolsDetermine how to intensify and individualize interventionsStandardizes process for eligibility decision makingOregon Response to InterventionKey features of decision rulesNational research - benchmarks and normsSet the grade levels for the decision rules (K, 1-6)Number of points below the aimlineGive direction if the data is highly variableTrendline analysisDuration of intervention /frequency of monitoring - Length of time in between meetings (6 to 8 weeks)Define success Oregon Response to InterventionExample from KCSDChange interventions when:DIBELS progress monitoring indicates at least 3 consecutive data points below the aimline (after at least6 weeks of instruction) or the student has not met grade level ambitious growth targets (see Adequate Response to Intervention for ORF).If data is highly variable (points are above and below the aimline), maintain the current intervention until a total of 6 data points have been collected.Each time the intervention is changed, the aimline should be redrawn using the median of the 3 data points prior to the intervention change as the starting point for the new aimline (see Aimlines and Trendlines for Progress Monitoring).Check the progress of the cohort group after each 6-week period to determine whether an individual students progress is significantly different from the cohort group.

Oregon Response to InterventionExample from BLPProgress monitoring indicates 3 out of 4 data points over a 6 week period (20 intervention periods) are below the aim-line. Use the following guideline below:If the data are highly variable, continue with the intervention for another 6 week period. The new aim-line should be redrawn using the median of three data points prior to the intervention change. This will be starting point for the new aimline.For ELL students, check the progress of the cohort group with same ELL level after a 6 each week period to determine if the individual students progress is significantly different from the group (see ELL protocol)

Oregon Response to InterventionExample from CCSDChange interventions when:Progress monitoring indicates at least 3 consecutive data points below the aimline and the slope is flat or decreasing.If the data are highly variable (points are above and below the aimline), maintain the current intervention until 6 data points have been collected, analyze aimline and trendline. Change intervention if the slope is flat or decreasing and the scores are below the aimline.Each time the intervention is changed the aimline should be redrawn using the median of the three data points prior to the intervention changes as the starting pint for the new aimlineCheck the progress of the cohort after each 8-week period to determine whether an individual students progress is significantly different from the cohort group.

Oregon Response to InterventionPauseWhen a student has X number of points below the aimline we must pause and think. . . 10203040Dec.ScoresFeb.ScoresJan.ScoresMarchScoresAprilScoresMayScoresJuneScores6050AimlineChaseOregon Response to InterventionRTI = TIRTIR = Thinking Is RequiredDecision rules are trip wires that tell us when to pause, analyze, respond as needed based on the best thinking of the group.

Oregon Response to Intervention

Talk TimeCoffee please answer the following question:What are the key features of decision rules? How do the examples help you to understand decision rules?Cream please answer the following question:How would using these decision rules change the discussions at your meetings?With extra time switch questionsOregon Response to Intervention42AnalyzeAnalyze group progress monitoring dataAnalyze individual progress monitoring dataAnalyze complementary dataOregon Response to InterventionAnalyze DataOnce the decision rule has triggered a pause, we analyze progress monitoring dataOregon Response to InterventionAnalyze Group DataAnalyze: Is it an individual or a cohort problem?Oregon Response to InterventionCohort DataCohort Group Analysis: Students who have similar literacy programming:Grade levelIntervention programTimeELD levelOregon Response to Intervention Analyze Cohort Data4710203040Dec.ScoresFeb.ScoresJan.ScoresMarchScoresAprilScoresMayScoresJuneScores6050AmyChaseMaryIsaiahOregon Response to Intervention47 Analyze Cohort Data4810203040Dec.ScoresFeb.ScoresJan.ScoresMarchScoresAprilScoresMayScoresJuneScores6050AmyMaryIsaiahChaseOregon Response to Intervention48CWPM (goal 100) 475039555753

Accuracy (goal 95%)72%73%90%80%82%95%

Analyze Individual DataIs this intervention successful?Oregon Response to InterventionNational Growth Rates: ReadingGradeAverage ORF Growth (WCPM)*Ambitious ORF Growth (WCPM)*Average Maze Growth (WCR)**1230.421.520.4311.50.440.851.10.450.50.80.460.30.650.4 *Fuchs et al (1993), **Fuchs & Fuchs (2004)

Analyze DataOnce the decision rule has triggered a pause, we analyze progress monitoring data and. . . Oregon Response to InterventionAnalyze DataOnce the decision rule has triggered a pause, we analyze progress monitoring data and. . . Intervention data, e.g. weekly checkoutsOAKSWeekly core reading assessmentsUnit/Theme core reading assessmentsSystematic anecdotal notesDiagnostic assessmentOther CBMOregon Response to Intervention

Talk TimeCream please answer the following question:Explain the use progress monitoring data (cohort groups and individual students) in how we analyze students needs.Coffee please answer the following question:What complementary data do you see as important for your team? With extra time switch questionsOregon Response to Intervention53RespondGather additional diagnostic data if necessaryFocus on instructional variables that you can controlExit students as appropriate

Oregon Response to InterventionAdditional Diagnostic AssessmentLook to your Assessment Protocol

Assessments to considerIntervention Placement TestPhonics ScreenerCORE AssessmentsDRA QRINot needed for EVERY childOregon Response to Intervention

Variables Related to Student AchievementDesire to learnStrategies for learningKnowledgeSkillsPrior content knowledgeSelf-efficacy/helplessnessRace Genetic potentialGenderBirth OrderDispositionPhysical differenceIQDisability category Personal historyQuality of instructionPedagogical knowledgeContent knowledgeQuality of curriculumQuality of learning environmentQuality of evaluation Quality and quantity of time/contentFamily income and resourcesFamily housingParent years of schoolingMobilityMembers of familyFamily valuesSocioeconomic statusFamily historyAlterableUnalterable(hard to change)Within the studentExternal to the studentOregon Response to InterventionAlterable Variables Chart57

http://oregonreadingfirst.uoregon.edu/downloads/Alt_Var_Chart_2.pdfIntensityTimeGroup SizeDifferent programFidelityTime/Engagement

Oregon Response to Intervention57

What do we change?TimeGroup SizeDifferent ProgramIndividual Problem-SolvingTime/Engagement

A change of intervention does not necessarily mean a change of intervention program.It means a change in intensity matched to need.

The goal of RTI is to give interventions until they can make it on their own without additional supportLifers not making progress in interventions is problematicShift in thinking from Title 1 modelShould I Stay or Should I Go?Oregon Response to InterventionExample from KCSDConsider Exiting students from interventions when:The student has met the DIBELS Next grade level end of year Benchmark through 3 consecutive data pointsORIntervention assessments indicate grade level proficiencyORStudent has met the benchmark goals for OAKS

Oregon Response to Intervention

Talk TimeCoffee please answer the following question:Explain the alterable variables chart and how it correlates to the changes in intervention document. Cream please answer the following question:Why do you believe it is difficult to move students out of interventions? How would decision rules help?With extra time switch questionsOregon Response to Intervention62Example: 3rd Grade (Fall)Group 1: Accurate & Fluent 95%, 70 Words Correct/MinuteGroup 2: Accurate but Slow 95%, 70 Words Correct/MinuteStudentAccuracyFluencyStudentAccuracyFluencyKelly95%58Maria96%50Jose95%55Alexis95%60Group 3: Inaccurate & Slow 95%, 70 Words Correct/MinuteGroup 4: Inaccurate & High Rate 95%, 70 Words Correct/MinuteStudentAccuracyFluencyStudentAccuracyFluencyGeorge59%13Jay89%70Sam67%16Marco92%86Holly86%31Mary91%28Luis94%58Frank94%15Alex93%64Alicia94%62Ronny93%42Phonics Group 1 (Intensive) George, Sam, Holly, MaryPhonics Group 2 Luis, Frank, Alex, Alicia, RonnyGroup #1: PhonicsGeorge (59%)Holly (86%)Sam (67%)Mary (67%)Group #2: Phonics/FluencyLuis (58 @ 91%)Jay (70 @ 89%)Frank (15 @ 94%)Ronny (42 @ 93%)Alex (64 @ 93%)Marco (42 @ 93%)Group #3: FluencyKelly (58)Jose (53)Maria (50)Alexis (60)Alicia (62)Phonics for ReadingHM InterventionsReading MasteryRead NaturallyOregon Response to InterventionGroup #1: PhonicsGeorge (59%)Holly (86%)Sam (67%)Mary (67%)Look to the decision rulesProgress monitoring indicates 4 consecutive data points below the aimline.

Reading Mastery GroupPauseOregon Response to Intervention

Talk TimeCream please answer the following question:Review the decision rules for this exercise.Coffee please answer the following question:What do you notice about the group data?With extra time switch questionsOregon Response to Intervention67Group #1: PhonicsGeorge (59%)Holly (86%)Sam (67%)Mary (67%)Group DataIndividual DataComplementary Data

Reading Mastery GroupAnalyzeOregon Response to Intervention

2 points above aimline2 points above aimline2 points above aimlineAll students had a low score on the December assessment4 points below aimline

Sam676372748059637266Look deeper at Benchmark dataWinter Benchmark Errors

Complementary DataTotal WordsErrorsCWPMAccuracy2.173215272%2.260155575%2.381265567%

Core Program AssessmentsVocRead CompConst RespVocRead CompConst RespVocRead CompConst RespVocRead CompConst RespVocRead CompConst Resptotal correctPercentPoss32232232232232235#/35 = %Sam3102122103212002257%SkillMake InferencesPlot and SettingCause and EffectMake InferencesSequenceReading Mastery AssessmentsComplementary Data Lesson 20Lesson 40Lesson 60Lesson 808/1512/1511/1513/15Retest 14/15Retest 13/15Oregon Response to InterventionQuick Phonics Screener (QPS)

Complementary Data

Oregon Response to InterventionRespondGroup #1: PhonicsGeorge (59%-85%)Holly (86%-95%)Sam (67%-72%)Mary (67%-87%)Continue the groupIt is working well for George, Holly and MaryP.M. in CWPMIntensify for Sam

Small Group during core on word attack skills based on QPS using cuing system from RMKeep Sam for 15 minutes after the group leaves and reteach Word Attack section of Reading MasteryReading Mastery Group

Oregon Response to Intervention

Talk TimeCoffee please answer the following question:Review the steps in the placement and decisions in this intervention review process Cream please answer the following question:What additional questions or pieces of information do you wish you had? How would collect that information?With extra time switch questionsOregon Response to Intervention76Group #2: Phonics/FluencyLuis (58 @ 91%)Jay (70 @ 89%)Frank (15 @ 94%)Ronny (42 @ 93%)Alex (64 @ 93%)Marco (42 @ 93%)PauseOregon Response to Intervention

X = accuracy. = CWPM

Talk TimeCream please answer the following question:With your decision rules in mind, what strikes you about this groups data?Coffee please answer the following question:How does seeing both accuracy and correct words per minute help you understand the students needs? With extra time switch questionsOregon Response to Intervention79Group #2: Phonics/FluencyLuis (58 @ 91%)Jay (70 @ 89%)Frank (15 @ 94%)Ronny (42 @ 93%)Alex (64 @ 93%)Marco (42 @ 93%)Group DataIndividual DataComplementary Data

Phonics for Reading GroupAnalyzeOregon Response to Intervention

Complementary DataVocRead CompConst RespVocRe CompConst RespVocRead CompConst RespVocRead CompConst RespVocRead CompConst Resptotal correctPercentPoss32232232232232235#/35 = %JayAB2122213222212279%Ronny3212122223203122880%Marco3113223212213122983%Luis3012122222122222674%Frank0100102223101111543%Alex302AB211AB1011152%SkillMake InferencesPlot and SettingCause and EffectMake InferencesSequenceJayRonnyMarcoLuisFrankAlexscore212224220215205210PassMMMMNMNMPercentile35th57th67th49th17th27thOAKSPassing = 211

Talk TimeCoffee please answer the following question:Analyze the student progress. What do you notice about the group and the individuals?Cream please answer the following question:Thinking of the role of complementary data:What else do you wish you had?Who would collect this assessment?How would it be weighed against the other assessments?With extra time switch questionsOregon Response to Intervention83Phonics for Reading GroupRespondOregon Response to InterventionPhonics for Reading Group

Oregon Response to Intervention

Talk TimeCream please answer the following question:What decisions would you make for this group?Coffee please answer the following question:What decisions would you make for this group?Oregon Response to Intervention86Your TurnUsing your Decision Rules, examine one of your groupsSelect 1 intervention groupDo any of the data cause us to pause?What do you need to analyze?What other sources of data do you need?How would you systematically collect it?Based on your Handbook and Protocol, how would you Respond?Oregon Response to InterventionThank you!!!Please fill out your evaluation and place them in the box by the door

Upcoming Oregon RTI Training: (register at www.oregonrti.org)Instructional Leadership Conference, Monarch Hotel, Clackamas, April 15 Spring Conference, Riverhouse Conference Center, Bend, May 21-22Oregon Response to Intervention