Aligning Interventions with CoreHow to meet student needs without creating curricular chaos
Systems in place Strong core program, taught with fidelity
and monitored Screening tools and data Progress monitoring tools and data Teaming with data based decisions
making Intervention plan/choices Individual problem solving
Start with the whyWhyHowWhat
Five BIG ideas of reading
Reading.uoregon.edu
Start with the whyWhyHowWhat
Placement meeting When should this meeting occur?
3 x a year after screening data collected
Who should be at the meeting? Principal, classroom teachers, specialists, others
What data should be brought to this meeting? Screening data, In-program data, other normed assessment data, OAKS
Which students receive interventions? Decision Rules
Based on data Based on resources
Lowest 20% - 30% or
All students below benchmark
60 2nd Grade Students
Lowest 20%
Lowest 25%
All below and well below benchmark
OrRTI
Lowest 20%All High Risk
Lowest 25%
Decision Rules guide placement in interventions
Matching data with intervention
Screening Data
Intervention Program
Instructional need
WhyHowWhat
How do we make this match?1. What skills do we need to
strengthen/improve in the student?2. How big is the deficit?3. What interventions do we have that
will support this need?4. How do we implement the plan?
What skills do we need to strengthen/improve in the student?
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
What does our screening data tell us?
DIBELS next easy CBM
• Phoneme Segmenting
• PFS • FSF
• PRF• WRF
• ORF CWPM• ORF acc %
• MC Reading Comp
• ORF CWPM• DAZE• RTF
• PRF acc %• Letter
Sounds
• ORF acc %• NWF WWR• NWF CLS
Rti4sucess.org
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Why is accuracy so important? Two students may have the same score,
but very different needs….. NWF CLS 35 and NWF WWR 0
What would we need to do?
Accuracy Fluency Application
77984
35
00
0
000
35/56 letter sounds correct = 63%
Accuracy Fluency Application
14
7
35
00
0
014
35/36 letter sounds correct = 97%
The screening tool should be our first look… Next, you need to validate that with
other data In program assessments Other CBM data OAKS
How big is the deficit?and how do we know?
DIBELS next – instructional recommendation National percentile and local percentile. Also benchmarked to recommendations
as compared to research-based standards Below benchmark (Yelllow, low) Well below benchmark (Red, significantly
low)
easy CBM As compared to other students
Low 11 – 20 percentile
Significantly low is below the 10th percentile
What interventions do we have that will support this need?
What tools do we have?
Place protocol sheet here
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
Phonemic Awareness
PhonicsOral Reading Accuracy & Fluency
Vocab Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
Phonemic Awareness
PhonicsOral Reading Accuracy & Fluency
Vocab Reading Comp
Triumphs Phonics for Reading Read Naturally STARS SFA Tutoring Reading Mastery Language for Thinking Horizons
How do we implement the plan?
Now what!?
Things to consider Placement – some interventions have
placement tests or pretest/posttest Resources – staff time, training and
schedule Student group and size Time needed for program Needs of the students – time of day,
behavior
DIBELS – instructional grouping
Diagnostic assessmentQuick phonics screenerCurriculum-Based EvaluationDIBELS booklets error patternsRunning RecordsTalk time - What else do you use to
validate your screening data?
Ensure that the intervention matches core Not all intervention programs are created
equal – some are more intensive than others. Become familiar with each program
Fragile learners need the more repetition on skills taught in core
Students need to make connections between core and intervention
Ensure that the intervention matches the core Consider the time needed for the
student to make progress
Choosing a program that teaches different sounds or skills could cause more confusion for our students
What does this look like?A fourth grade student who is an accurate reader, but needs to increase fluency
What are our options?Read NaturallyCore materials
What questions would you ask?Which would you choose? Why?
What does this look like?