Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Digging Deeper with Screening Data
Creating Intervention Groups
Data-Based Decision Making Across Levels
Juliebull Taught K-3 Grade bull Literacy Specialist (K-5)bull Instructional Coachbull Title 1 Coordinatorbull Reading Special
Education ESOL and Admin Endorsed
bull RTIEBISS Coordinator
Talk Timebull Person with the next
birthday is Coffee and the other person is Cream
Oregon Response to Intervention
wwworegonrtiorg
Purpose for the Session
bull Describe a process to use screening data for placing students in the appropriate interventions
Start with the Why
Why
How
What
Simon Sinek
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Juliebull Taught K-3 Grade bull Literacy Specialist (K-5)bull Instructional Coachbull Title 1 Coordinatorbull Reading Special
Education ESOL and Admin Endorsed
bull RTIEBISS Coordinator
Talk Timebull Person with the next
birthday is Coffee and the other person is Cream
Oregon Response to Intervention
wwworegonrtiorg
Purpose for the Session
bull Describe a process to use screening data for placing students in the appropriate interventions
Start with the Why
Why
How
What
Simon Sinek
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Talk Timebull Person with the next
birthday is Coffee and the other person is Cream
Oregon Response to Intervention
wwworegonrtiorg
Purpose for the Session
bull Describe a process to use screening data for placing students in the appropriate interventions
Start with the Why
Why
How
What
Simon Sinek
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Purpose for the Session
bull Describe a process to use screening data for placing students in the appropriate interventions
Start with the Why
Why
How
What
Simon Sinek
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Start with the Why
Why
How
What
Simon Sinek
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Why dig deeper into screening data
What is the probability of ldquobelow benchmark (Strategic)rdquo students reaching reading goals without intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull 40-60 bull Below benchmark students are likely to need additional targeted interventionndash Extra practicendash Adaptations to
corendash Small group
instruction with a supplementary program
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull 10-20 bull Students who are well below benchmark are likely to need substantial additional interventionndash Explicit instructionndash Adaptations to core
instructionndash Supplementary
intensive curriculumndash Small groupindividual
instruction
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull Children with a similar composite scores have similar instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Maybe bull Students with similar scores do not necessarily have the same instructional need
bull Look deeper at each measure
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull When it comes to improving student achievement the skill deficit needs to match the priority skill that the intervention targets
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull It is important to validate student needs through additional classroom or diagnostic assessments
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull YES bull DIBELSeasyCBM are screening assessments
bull Ask the question Are we confident that the identified student needs support If not you need additional information
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull YES
bull Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons (IRA 2009)
bull Align interventions with instructional need and core classroom instruction
bull Examplendash Instructional need Phonicsndash Does the child receive
similar instruction in both core and interventionbull Instructional
routinesstrategiesbull Skillsbull Practice time
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull Fidelity to the intervention means you teach it exactly as written
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull Looking at the childrsquos history of interventions is not important
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
bull NO bull Looking at the history of interventions is very important becausendash We want to avoid
curricular chaos and confusions
ndash Create a cohesive program
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
23
The Problem Solving Process
Improved Student
Achievement
2 Problem Analysis
1 Problem Identificati
on
3 Plan Developme
nt
4 Plan Implementation amp Evaluation
What is the problem
Why is the problem
occurring
What are we going to do about the problem
How is it working
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Are we working on the right problems
Oregon Response to Intervention
wwworegonrtiorg
Talk Time
bull Cream please answer the following questionndashWhat did you already know from
the information presented bull Coffee please answer the following
questionndashWhat was new or resonated with
you from the information presented
bull With extra time switch questions
Oregon Response to Intervention
wwworegonrtiorg
When does placement occur
bull When do these type of discussions typically take placendash Initial intervention placement meetings
after schoolwide screenings ndash 3x year
ndashMay also discuss every 6-8 weeks when reviewing student progress
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Oregon Response to Intervention
wwworegonrtiorg
Linking Assessment to Intervention
Screening Data
Intervention Program
Instructional need
Problem Identificati
on
PlanDevelopme
ntProblem Analysis
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
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2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
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Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
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Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
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Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
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Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
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Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
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Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
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Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
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Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
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3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
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3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
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Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
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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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
When does placement occur
bull When do these type of discussions typically take placendash Initial intervention placement meetings
after schoolwide screenings ndash 3x year
ndashMay also discuss every 6-8 weeks when reviewing student progress
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Oregon Response to Intervention
wwworegonrtiorg
Linking Assessment to Intervention
Screening Data
Intervention Program
Instructional need
Problem Identificati
on
PlanDevelopme
ntProblem Analysis
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Oregon Response to Intervention
wwworegonrtiorg
Linking Assessment to Intervention
Screening Data
Intervention Program
Instructional need
Problem Identificati
on
PlanDevelopme
ntProblem Analysis
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
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Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
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Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
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Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
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Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Linking Assessment to Intervention
Screening Data
Intervention Program
Instructional need
Problem Identificati
on
PlanDevelopme
ntProblem Analysis
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
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Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
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Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
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Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
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Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
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Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
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Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
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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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
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Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Foundational Skills
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
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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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
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When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
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Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
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Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
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2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
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Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
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Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Reading Skills Build on Each Other
Comprehension
ApplicationFluency Accuracy
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Accuracy Fluency Application
77984
35
00
0
000
3556 letter sounds correct = 63
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Accuracy Fluency Application
14
7
35
00
0
014
3536 letter sounds correct = 97
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
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2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
14
68
55
24
514
1514 5
411
Accuracy Fluency Application
5454 letter sounds correct = 100
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
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2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
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Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
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Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Practice Activity 1
bull Analyze data What is the deficit skill bull Place students
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
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Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
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Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
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Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
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Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
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Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
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Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
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Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Instructional ldquoFocusrdquo Continuum
Need Accuracy
Need Fluency
Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
1 What is the deficit skill
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
2 Intensity of the Problem
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus Sounds Focus Automaticity Focus Blending with automaticity
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
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Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3 What is the Plan
Need Accuracy Need Fluency Need to Apply Skill
Nathaniel Jack
AnnaVictoria
JorgeHarley
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
HMTriumphsP4RRead WellERIRM
Focus SoundsPM NWF-CLS Accuracy
Focus AutomaticityPM NWF-CLS and NWF-WWR
Focus Blending with automaticityNWF WWR
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
easyCBM Example
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
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Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
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Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
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bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
Class List Report (2nd Grade ndash Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
1a Whatrsquos the priority deficit skill
2nd Grade
Accuracy of PRFWRF
Phonics (word level)Phonics (letter sounds)Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
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Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Activity Whatrsquos the Problem
Directions Using the data in the next slides to answer the following questionshellipbull Write the name of the priority deficit skill
measure bull Write the big idea (priority skill deficit)
that the measure assesses bull Think about if the student is exhibiting
additional skill measure deficits
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
1 Write the name of
the priority deficit skill
measure
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
2 Write the big idea (priority deficit skill) that the measure assesses Refer to the accompanying table
linking the EasyCBM measure to the target skills
Big 5 easyCBM
Comprehension MCRC PRF
Vocabulary Vocabulary
Oral Reading Fluency amp Accuracy PRF WRF
Phonics (alphabetic principle) PRF WRF LS
Phonemic Awareness PS
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Validating the problembull easyCBM is an ldquoindicatorrdquo
bull What does your other data tell youndash In-curriculum assessmentsndash Prepost test datandash Other CBM datandash OAKS
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Question 2 Intensity of the Problem(s)
2 What is the intensity of the problem
a For each identified deficiency are they low or significantly low
b For each identified deficiency are they disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
2a For each identified deficiency are they low or significantly low
bull You must define what is low and what is significantly lowExamples Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM Between 11th and 20th percentile le10th Percentile
AIMSWEB Between 11th and 25 percentile le10th Percentile
easyCBM default percentile rank settingsAIMSWEB default percentile rank settings
hellipas compared to a Research-Based Standard
hellipas compared to Other Students
hellipas compared to Other Students or a Standard you set
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade
Phonics (word level)
Phonics Sig Low WRF Fluency Sig Low WRF
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
2a Are they low or significantly low
2nd Grade Phonics Low Sig Low WRF
Fluency Sig Low WRF
Accuracy of PRFWRF
Phonics (letter sounds)
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
bull Question 1 What is the problemndash Priority deficit skill Phonics (in
text)ndash Additional skill deficit Fluency amp
Comprehensionbull Question 2 Intensity of the
problem
bull Question 3 Whatrsquos the plan
bull Question 4 How do we implement the plan
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent
andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Reading Activity
bull You will have 1 minute to read the passage on the next slide
bull Do your best reading After you have read it you will be asked to answer some questions about what you read
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
The Minnows built many cities which were different from those of other accident situations in two ways At the heart of each Minnow city stood a place rather than a teepee Also Minnow cities did not have walls around them Instead people deepened on the sea and navy for production
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story place that served as a governor building teepee factory and warehouse Its walls were built of stone and sun-dried brick farmed with wooden beams The Minnows doctored the inside walls with brightly colored fritos or water color paintings made on damp plaster The place had bathrooms with bathtubs and flush toilets It also had hot and cold running water and potable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Questions1 Who built many cities The Minoans2 In what two ways were these cities different
from others They had a palace instead of a temple in the center and did not have walls around them
3 Upon what did people rely for protection The sea and the navy4 What were the four functions of the palaceGovernment building temple factory warehouse5 What brightly colored things decorated the
inside walls Frescoes
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
The Minoans built many cities which were different from those of other ancient civilizations in two ways At the heart of each Minoan city stood a palace rather than a temple Also Minoan cities did not have walls around them Instead people depended on the sea and navy for protection
One of the largest cities covered about 28 acres or 112 hectares About one fifth of the area was taken up by a five-story palace that served as a government building temple factory and warehouse Its walls were built of stone and sun-dried brick framed with wooden beams The Minoans decorated the inside walls with brightly colored frescoes or water color paintings made on damp plaster The palace had bathrooms with bathtubs and flush toilets It also had hot and cold running water and portable fireboxes to heat rooms
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Accuracy Rates of Errors Correct
10 9311 9212 9213 9114 90
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
2b For each identified deficiency are they disfluent andor inaccurate
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no teach skillIf yes move to fluency
If no teach fluencyautomaticityIf yes move to application
If no teach applicationIf yes the move to higher level skillconcept
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Example Word Reading 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
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Accuracy Fluency Application
4671 sounds correct = 65
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Accuracy Fluency Application
6771 sounds correct = 94
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Accuracy Fluency Application
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
PRF Accuracy Guidelines
Question When should we be concerned that phonics is impeding fluency and comprehensionAnswer When accuracy on PRF is generally less than
1st Grade 902nd Grade 953rd and above 97
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF
99
82919993
96
79
99
2b Are they disfluent or inaccurate
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency amp Accuracy
Vocabulary
5th Grade
Accuracy of PRF99
82919993
96
79
99
2b Are they disfluent or inaccurate
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Activity 2 Intensity of the Problem
2 What is the intensity of the problema) For each identified deficiency are they
low or significantly lowb) For each identified deficiency are they
disfluent andor inaccurate
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
For each identified deficiency are they low or significantly low
8379929985979096
2nd Grade
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questionsbull Question 1 What is the problem
bull What is the priority deficit skill
bull Question 2 Intensity of the problembull Are they low or significantly lowbull Are they inaccurate andor disfluentbull Group students according to accuracy and fluency needs
bull Question 3 Whatrsquos the planbull Consider history of interventionsbull Match intervention to instructional needbull Consider coordination with corebull How will you progress monitor
bull Question 4 How do we implement the planbull Does the intervention have a placement testbull Do you need additional diagnostic data to better match the intervention to the
priority skill
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Using existing Screening DataGoing Beyond the Numbershellip
Benchmarks are set by a ldquonumberrdquo1st Grade = 47wcpm 2nd Grade = 86wcpm3rd Grade = 100wcpm
Instructionally - Need to pay attention to the behaviors around the ldquonumbersrdquo Accuracy RateError PatternsPhrasing or NotQuality of the Reading
MUST hear students read to get an understanding of the reading ldquoBehaviorsrdquo
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
2c Determine Accuracy and Fluency Rates
bull Is the student accurate
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Determine Accuracy and Fluency Rates
bull Is the student fluent
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Step 2C Group students according to their accuracy and
fluency needs
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Regardless of the skill focus organizing student data by looking at accuracy and fluency will assist teachers in making an appropriate instructional match
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Step 2C Group Student according to their accuracy and fluency needs
Group 1 Accurate amp Fluent Group 2 Accurate but Slow
Group 3 Inaccurate amp Slow Group 4 Inaccurate amp High Rate
Core InstructionMay have
comprehension needs
Target Fluency
Target DecodingPhonics before Fluency
Examine Accuracy Issues May require self-
monitoring
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Box 1 Accurate amp Fluent
Box 2 Accurate but SlowBox 3 Inaccurate amp
SlowBox 4 Inaccurate amp High Rate
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate
and Fluent
Group 2Accurate but Slow
Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
ACTIVITYbullBased on criteria for the grade level place each studentrsquos name into the appropriate boxbullOrganizing data based on performance(s) assists in grouping students for instructional purposesbullStudents who do not perform well on comprehension tests have a variety of instructional needs
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Data Summary3rd Grade Class- Fall DIBELS ORF =gt 77 Accuracy 95
Student Accuracy WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Match the Student to the Appropriate Box
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate
but High Rate
gt95 accAnd
77 wcpm
JimJerryMary
Nancy Ted
Student Accuracy
WCPM
Jim 97 58 wcpm
Nancy 87 59 wcpm
Ted 89 90 wcpm
Jerry 98 85 wcpm
Mary 99 90 wcpm
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and
Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and
Slow Rate
Group 4Inaccurate but
High Rate
Core InstructionCheck Comp
+Fluency building
+Decoding then fluency Self-Monitoring
Organizing Fluency Data
Making the Instructional Match
Step 3 What is the Plan Further determine specific instructional needs for the students
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 1 Accurate and Fluent
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 1 Dig Deeper in the areas of reading comprehension includingvocabulary and specific comprehension strategiesAssessmentInstruction Examine students core program assessmentsbull Are they doing well
bull Focus on grade level skills and strategies
bull Are they not passing bull Focus on comprehension
strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 2 Accurate and Not Fluent
Group 2 Build reading fluency skills (Repeated Reading Paired Reading etc) Embed comprehension checksstrategies
Assessment Do you need additional data
bull Do you need to validate their accuracy
bull Does the student read grade level text
accuratelyConsider other informationbull Quick Phonics Screenerbull In-Program assessmentsbull Error Analysisbull Other classroom data
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
TRUE Box 2 Kids
Slow and Accurate on ORFANDOR
Accurate on Phonics Assessments
INSTRUCTIONAL MATCH = FLUENCY BUILDING
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Fluency Continuum
InstructionPractice needs to occur at the appropriate level(s)
Connected Text
Phrase Level
Word Level
Letter amp Letter-Sound
Correspondence
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Inaccurate and Slow
Group 3 Conduct an error analysis to determine instructional need Teach to the instructional need paired with fluency building strategies Embed comprehension checksstrategies
AssessmentInstruction bull Quick Phonics Screenerbull Error Analysisbull In-program assessments
bull Focus on phonicsdecoding instruction first
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 3 Determine needed decoding skills
Group 3Inaccurate and Slow
Rate
Sight WordNeeds
Basic Decoding
Needs
Multi-syllabic
Decoding Needs
Group students within box 3 according to similar need
Teach to instructional needs
Once accurate add Fluency Building Activities
Continue to embed comprehension checks strategies
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
What do we know about Group 4 students
bull Read with adequate (sometimes too fast) rate but made too many errors May have comprehension concerns
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Group 4 Inaccurate but High rate
Group 4 Does the student have the SKILLS necessary to read grade level material accurately
Assessment Determine if student can self-correct errors easily
If reader can self-correct errors teach student to self-monitor reading accuracy
If reader cannot self-correct errors complete an error analysis to determine instructional need
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Further investigate inaccuracybull Assisted Self-Monitoring
(Pep Talk Test)ndash Criterion is for accuracy
to increase by 50 or to criterion of 95
bull Assisted Monitoring (Table Tap Method)
ndash Immediate correction equals no further investigation in decoding
ndash Unable to correct do error analysis
Group 1 Accurate
and Fluent
Group 2Accurate but
Slow Rate
Group 3Inaccurate and Slow
Rate
Group 4Inaccurate but High
Rate
Group 4 Inaccurate but High rate
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
No Matter the Skillhellip
bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics
Need to define accuracy and fluency
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Question 3 What is the plan
a What is the history of interventions
b Which interventions at that grade level address the priority deficit skill Does the student have multiple skill deficits
c How can we coordinate with core d How will be progress monitor
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Step 3a Consider History of Interventions
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Guiding Questions
bull What interventions has the child been in
bull Was the child aboveon aimline or did they meet the decision rules to change interventions
bull Does the intervention match the childrsquos instructional need
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Change to Reading Mastery 35
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions at that grade level address the priority
deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
3a Which interventions available at that grade level address the priority deficit skill
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Phonemic Awareness
Phonics
Oral Reading Accuracy amp 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 amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Phonemic Awareness
Phonics
Oral Reading Accuracy amp Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutring Reading Mastery Language for Thinking Horizons
2nd Grade Student
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency
instructionpractice Options include Triumphs Reading Mastery and Horizons
bull Question 4 How do we implement the plan
2nd Grade Student
Accuracy 89 83
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Example 3rd Grade (Fall)Group 1 Accurate amp Fluentge 95 ge 70 Words CorrectMinute
Group 2 Accurate but Slowge 95 le 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
Kelly 95 58Maria 96 50Jose 95 55Alexis 95 60
Group 3 Inaccurate amp Slowle 95 le 70 Words
CorrectMinute
Group 4 Inaccurate amp High Ratele 95 ge 70 Words CorrectMinute
Student Accuracy
Fluency
Student Accuracy
Fluency
George 59 13 Jay 89 70Sam 67 16 Marco 92 86Holly 86 31Mary 91 28Luis 94 58Frank 94 15Alex 93 64Alicia 94 62Ronny 93 42
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3b Which interventions available at that grade level address the priority
deficit skill
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3rd Grade ExamplePhonemic Awareness
Phonics Fluency Vocabulary Comprehension Language
3rd Grade Corrective ReadingWilsonLIPSLexia-CPURM
HMCorrective ReadingWilsonLIPSLexia-CPUP4RRewardsRM
Read NaturallyCorrective ReadingLexia-CPU6 minute Quick ReadsRM
Corrective ReadingRM
Corrective ReadingRMSTARS and CARS
Language for Learning
Language for Thinking
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3c Alignment with the core
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3d How will you progress monitor
Program Progress Monitoring
Core Communication
GeorgeSamHollyMaryFrank
Reading Mastery AccuracyFluency Core Phonics Screener
LuisAlexRonnyJayMarco
Phonics For Reading
AccuracyFluency Placement Test for P4R
AliciaKellyMariaJoseAlexis
Read Naturally Fluency Fluency practice in core materials
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
3d Goal Setting and Progress Monitoring
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
National Growth Rates Reading
Grade Average ORF
Growth (WCPM)
Ambitious ORF
Growth (WCPM)
Average Maze Growth
(WCR)
1 2 3 042 15 2 043 1 15 044 085 11 045 05 08 046 03 065 04
Fuchs et al (1993) Fuchs amp Fuchs (2004)
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
(Median score)
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Reading Comprehension
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Which students have 2 or more risk factors (retell retell quality DAZE)
What other assessments would you use to confirm need for support
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
bull Need additional data to make good decisions for comprehension ndash Review curriculum based assessmentsndash Formative assessments
bull Triangulate your data to make an informed decision
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
Question 4 How do we implement the plan
a Does the selected intervention have a placement test
b Do you need additional diagnostic data to better match the intervention to student need
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
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
4a Does the selected intervention have a placement test
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
4b Do you need additional data to better match the intervention to student need
bull Diagnostic assessment in critical area of needQuick phonics
screenerCurriculum-Based
EvaluationCORE multiple
measuresRunning RecordsOther
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Mark
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
GeorgeSally
MaryAnnaKatie
AndrewBeth
MelissaJenny
AnabelJosi
NikkiEric
Group 1 PhonicsAndrew Beth
Melissa
Group 2-3 PhonicsFluencySally Mary
Anna Katie
Anabel George
Group 4 BenchmarkJosi Nikki
Eric
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
2nd Grade Student
Accuracy 89 83
bull Question 1 What is the problemndash Most basic skill deficit Phonics (in text)ndash Additional skill deficit Fluency
bull Question 2 Intensity of the problemndash Significantly low accuracy (Phonics) and fluency
bull Question 3 Whatrsquos the planndash Target phonic decoding Additional fluency instructionpractice
Options include Triumphs Reading Mastery and Horizonsbull Question 4 How do we implement the plan
ndash Start at Reading Mastery 2 Lesson 25 Gave Quick Phonics Screener to identify specific word types to provide additional instruction and practice
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
When it comes to interventionshellip
ldquoIt is clear that the program is less important than how it is delivered with the most impressive gains associated with more intensity and an explicit systematic deliveryrdquo
Fletcher amp colleagues 2007
127
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
The importance of Instruction
John Hattie Visible Learning 2009
Effective teaching variables
Effect size Other variables Effect
size
Formative Evaluation
+090 Socioeconomic Status +05
7Comprehensive interventions for students with LD
+077 Parental Involvement +05
1
Teacher Clarity +075
Computer based instruction
+037
Feedback +073 School Finances +02
3Teacher-Student Relationships
+072
Aptitude by Treatment Interactions
+019
Repeated Reading Programs
+066 Family Structure +01
7
Direct Instruction +059 Retention -
016
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Oregon Response to Intervention
wwworegonrtiorg
What Matters
bull Teacher Claritybull Opportunities to Respondbull Amount of time spent applying skills
in connected textbull Cueing and instructional routinesbull Corrective Feedbackbull Engagement
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU
Vision Every child in every district receives the instruction that they need and deservehellipevery day
Oregon Response to Intervention
Vision Every child in every district receives the instruction that they need and deservehellipevery day
THANK YOU