intervention placement process: finding the right fit
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Intervention Placement Process: Finding the Right Fit. Cadre 8 Training Feb 5, 2012. Where We’ve Been. You’ve learned how to develop your intervention system. You’ve also learned how to maximize the effectiveness of your interventions. Where We’re Going. - PowerPoint PPT PresentationTRANSCRIPT
Intervention Placement Process:
Finding the Right FitCadre 8 TrainingFeb 5, 2012
• You’ve learned how to develop your intervention system.
• You’ve also learned how to maximize the effectiveness of your interventions.
Where We’ve Been
• Now we’re going to talk about how you use your screening data to place students in interventions matched to their specific needs
Where We’re Going
Implementation Plan
Start with the Why
Why
How
What
Simon Sinek
Some will need moreOral Reading Fluency &Accuracy
ReadingComp
Phonemic Awareness
Vocabulary
Phonics (Alphabetic
Principle)
Snow covered car video
Why
How
What
Simon Sinek
Intervention Placement: Logistics
FeatureUnacceptable
PracticeAcceptable
Practice Best Practice
When?Only place students informally
Formally 1x per year, review 6-8 weeks
Formally 3x per year, review 6-8 weeks
Who?Not involving teachers or trained specialists
A trained reading specialist w/ teacher input
A team of teachers, specialists, principal, other staff
Data?Classroom dataTeacher referral
Screening data+ OAKS (if applicable) Screening data
+ OAKS (if applicable)+ Classroom Data
Which students receive interventions?
• Schoolwide/Districtwide decision rules should determine which students will receive additional support– Based on schoolwide screening data
(DIBELS, easyCBM, AIMSWEB, etc)– Based on available resources and
system capacity• Lowest 20%? 30%?• All student well below benchmark?
Lowest 20%All High Risk
Lowest 25%
Decision Rules guide placement in interventions
60 2nd Grade Students
Lowest 20%
Lowest 25%
All below and well below benchmark
Linking Assessment to Intervention
Screening Data
Intervention Program
Instructional need
Why
How
What
Simon Sinek
Ensuring an Instructional Match
Question 1: What is the skill deficit?
Question 2: How big is that deficit?
Question 3: What interventions address that deficit?
Question 4: How do we implement the program?
Question 1: What is the skill deficit?
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Common Screening Data Sources
DIBELS Next easyCBM* AIMSWEB
•RTF•Daze•ORF CWPM
•MC Reading Comp
•Maze•Reading CBM
•ORF CWPM•ORF Acc %
•PRF•WRF •Reading CBM
•ORF Acc %•NWF WWR•NWF CLS
•PRF Acc %•Letter Sounds
•R-CBM Acc %•NWF•LSF
•PSF•FSF
•Phoneme Segmenting
•Phoneme Segmentation
DIBELS Next easyCBM* AIMSWEB *easyCBM includes a Vocabulary measure
CBM measures are linked to the Big 5 of Reading
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List by Scores & %iles (3rd Grade – Fall)
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Words missed per page when accuracy is…
95% 98% 99%The Secret Life of Bees 7th Grade
18.5 7.4 3.6
My Brother Sam is Dead 5-6th grade
15 6 3
The Magic School Bus 2nd – 3rd grade
6 2.4 1.2
Phonics and accuracy are important
Richard Allington
Accuracy is more important than fluency
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
Adapted from
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Application
Fluency
Accuracy
Phonics Example:Nonsense Word Fluency
Accurate at Skill
Fluent at Skill
Able to Apply Skill
Student knows all letter sounds and makes few, if any, mistakes
Student knows all letter sounds AND provides letter sounds fluently
Student automatically blends letter sounds into whole words
Accuracy Fluency Application
77984
35
00
0
000
35/56 letter sounds correct = 63%
Accuracy Fluency Application
14
7
35
00
0
014
35/36 letter sounds correct = 97%
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
54/54 letter sounds correct = 100%
Validating the deficit• CBM measures (DIBELS, easyCBM,
AIMSWEB, etc) are “indicators”
• What does your other data tell you?– In-curriculum assessments– Other CBM data– OAKS
Question 2: How big is that deficit?
Is the skill low or significantly low?
• You must define what is low and what is significantly low:
Examples: Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM* Between 11th and 20th percentile ≤10th Percentile
AIMSWEB** Between 11th and 25 percentile ≤10th Percentile
*easyCBM default percentile rank settings**AIMSWEB default percentile rank settings
…as compared to a Research-Based Standard
…as compared to Other Students
…as compared to Other Students or a Standard you set
Question 3: What interventions address that deficit?
What intervention programs does your school have that address the
skill need(s)?
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
What intervention programs does your school have that address the skill need(s)?
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
Question 4: How do we implement the program?
Placement Tests
Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.
Other considerations• Available resources (time, staff,
materials) will guide how many groups are created.
• Consider the behavioral and social/emotional needs of the students
Phonics
Oral ReadingFluency & Accuracy Reading Comprehension
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Phonics
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Group #1: PhonicsGeorge Holly
Sam Mary
Group #2-3?: Phonics/FluencyLuis Jay
Frank Ronny
Alex Marco
Oral ReadingFluency & Accuracy
Group #4: FluencyKelly Jose
Maria Alexis
Alicia
Additional Diagnostic data
Diagnostic assessment in critical area of need:Quick phonics screenerCurriculum-Based
EvaluationCORE multiple measuresDIBELS booklets error
patternsRunning RecordsTalk time - What else do
you use to validate your screening data?
77984
35
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0
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• You’ve learned how you use your screening data to place students in interventions matched to their specific needs
Where We’ve Been
• Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate.
Where We’re Going
• Please complete the evaluation for this presentation
• Please write down some things you really want to remember on the “Tools and Take Away” Sheet
Evaluation