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Oregon Response to Intervention
www.oregonrti.org
Student/Grade PSF CLS WWR Accuracy ORF Composite
Joey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below
Miranda (1st) 20 (I) 14 (I) 0 (I) Well Below
Miles (4th) 95% (S) 60 (I) Well Below
Student/Grade PSF LS WRF Accuracy PRF Composite
Chandra (1st) 47 (LR) 12 (HR) 3 (HR) High Risk
Diego (3rd) 83% 40 (HR) High Risk
Kali (5th) 96% 97 (HR) High Risk
DIBELS NextPhonics Phonics Accuracy FluencyPA
PA Phonics Phonics Accuracy Fluency
easyCBM
**Vocabulary and Comprehension (Retell, Daze, MCRC) are not foundational skills and are typically not targets for intervention
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Oregon Response to Intervention
www.oregonrti.org
Process for matching student need to intervention
Problem Identification1. Use Universal Screener to identify the
lowest students Problem Analysis
2. Identify the target skill and the instructional focus
Plan Development
3. Place the student into the correct intervention level and lesson
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Oregon Response to Intervention
www.oregonrti.org
Process for matching student need to intervention
Screening Data
Intervention Program
Instructional
need/focus
Problem Identificati
on
PlanDevelopme
nt
Problem Analysis
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Oregon Response to Intervention
www.oregonrti.org
Curricula “Focus” Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no, teach skill.If yes, move to fluency
If no, teach fluency/automaticityIf yes, move to application
If no, teach applicationIf yes, the move to higher level skill/concept
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Tier 2: Intervention• Programs and materials
designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.
Tier 3: Intervention• Programs and materials
are designed to accelerate student growth by addressing multiple skill needs of students who are far below grade level.
Differences Between Tier 2 & 3 Interventions
Kame'enui, Simmons, Coyne, & Harn © 2003
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Oregon Response to Intervention
www.oregonrti.org
Differences between Tier 2 & 3
• Instructional Factors– Instructional intensity– Skills addressed (materials)– Opportunities to Respond
• Organizational Factors– Time allotted for instruction– Group size
• Assessment Factors– Frequency of progress monitoring – Use of diagnostic assessment
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Oregon Response to Intervention
www.oregonrti.org
Remember…….
• All students get Tier 1 support• Students receive Tier 2 or Tier 3
Support based on their level of need
• Don’t have to go through Tier 2 to get Tier 3 support
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Phonemic Awareness Phonics
Oral Reading Accuracy & Fluency
Phonics for Reading
Read Naturally STARS
Reading Mastery Phonemic Awareness for Young Children
Horizons REWARDS Journeys Wonder Works
Matching Intervention to Need
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Oregon Response to Intervention
www.oregonrti.org
Accuracy Fluency Application
Matching Instructional Focus to Interventions
Accuracy Fluency Application
Read Naturally
Reading Mastery
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Oregon Response to Intervention
www.oregonrti.org
District Standard Reading Protocol
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Oregon Response to Intervention
www.oregonrti.org
Student/Grade PSF CLS WWR Accuracy ORF CompositeJoey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below
Miranda (1st) 20 (I) 14 (I) 0 (I) Well BelowMiles (4th) 95% (S) 60 (I) Well Below
DIBELS NextPhonics Phonics Accuracy FluencyPA
Phonics for Reading
Read Naturally
STARS
Reading Mastery
Phonemic Awareness for Young Children
Horizons
REWARDS
Journeys
Wonder Works
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Oregon Response to Intervention
www.oregonrti.org
Student/Grade PSF CLS WWR Accuracy ORF CompositeJoey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below
Miranda (1st) 20 (I) 14 (I) 0 (I) Well BelowMiles (4th) 95% (S) 60 (I) Well Below
DIBELS NextPhonics Phonics Accuracy FluencyPA
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Oregon Response to Intervention
www.oregonrti.org
Use intervention placement tests to help guide creation of intervention groups
Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.
Available resources (time, staff, materials) will guide how many groups are created.
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Oregon Response to Intervention
www.oregonrti.org
Handout
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DIBELS Next DORF Accuracy Benchmarks
Grade
Fall Winter
Spring
1st 78% 90%2nd 90% 96% 97%3rd 95% 96% 97%4th 96% 97% 98%5th 98% 98% 99%6th 97% 97% 98%
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DIBELS Next DORF Fluency Benchmarks
Grade
Fall Winter
Spring
1st 23 472nd 52 72 873rd 70 86 1004th 90 103 1155th 111 120 1306th 107 109 120
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Oregon Response to Intervention
www.oregonrti.org
Differences between Tier 2 & 3Factor Tiers of Instructional Support
Instructional/Materials Tier 2 Tier 3
• Instructional focus More focused on single skills, supports core
More comprehensive (2-3 skills)
• scaffolding Uses I do, we do, you do More time/explicitness spent in I do, we do, you do
Organization Tier 2 Tier 3
• Time allotted for instruction
30 minutes 45 minutes – 120 minutes
• Group size 5-8 students 1-3 students
Assessment Tier 2 Tier 3
• Frequency of progress monitoring
Biweekly/monthly Twice a week/weekly
• Diagnostic assessment group assessments Individual diagnostic assessment