Intervention Placement Process: Finding the Right Fit Cadre 8 Training Feb 5, 2012.
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Transcript of Intervention Placement Process: Finding the Right Fit Cadre 8 Training Feb 5, 2012.
• You’ve learned how to develop your intervention system.
• You’ve also learned how to maximize the effectiveness of your interventions.
Where We’ve Been
• Now we’re going to talk about how you use your screening data to place students in interventions matched to their specific needs
Where We’re Going
Some will need more
Oral Reading Fluency &Accuracy
ReadingComp
Phonemic Awareness
Vocabulary
Phonics (Alphabetic
Principle)
Intervention Placement: Logistics
FeatureUnacceptable
PracticeAcceptable
Practice Best Practice
When?Only place students informally
Formally 1x per year, review 6-8 weeks
Formally 3x per year, review 6-8 weeks
Who?Not involving teachers or trained specialists
A trained reading specialist w/ teacher input
A team of teachers, specialists, principal, other staff
Data?Classroom dataTeacher referral
Screening data+ OAKS (if applicable)
Screening data+ OAKS (if applicable)+ Classroom Data
Which students receive interventions?
• Schoolwide/Districtwide decision rules should determine which students will receive additional support– Based on schoolwide screening data
(DIBELS, easyCBM, AIMSWEB, etc)– Based on available resources and
system capacity• Lowest 20%? 30%?• All student well below benchmark?
Ensuring an Instructional Match
Question 1: What is the skill deficit?
Question 2: How big is that deficit?
Question 3: What interventions address that deficit?
Question 4: How do we implement the program?
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Vocabulary
Reading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Common Screening Data Sources
DIBELS Next easyCBM* AIMSWEB
•RTF•Daze•ORF CWPM
•MC Reading Comp
•Maze•Reading CBM
•ORF CWPM•ORF Acc %
•PRF•WRF •Reading CBM
•ORF Acc %•NWF WWR•NWF CLS
•PRF Acc %•Letter Sounds
•R-CBM Acc %•NWF•LSF
•PSF•FSF
•Phoneme Segmenting
•Phoneme Segmentation
DIBELS Next easyCBM* AIMSWEB *easyCBM includes a Vocabulary measure
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List Report (3rd Grade – Fall)
Reading ComprehensionPhonemic
Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
Vocabulary
Class List by Scores & %iles (3rd Grade – Fall)
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Words missed per page when accuracy is…
95% 98% 99%
The Secret Life of Bees 7th Grade
18.5 7.4 3.6
My Brother Sam is Dead 5-6th grade
15 6 3
The Magic School Bus 2nd – 3rd grade
6 2.4 1.2
Phonics and accuracy are important
Richard Allington
Accuracy is more important than fluency
Accurate at Skill
Fluent at Skill
Able to Apply Skill
IF no, teach skill.If yes, move to fluency
If no, teach fluency/automaticityIf yes, move to application
If no, teach applicationIf yes, the move to higher level skill/concept
Adapted from
VocabularyReading Comprehension
Phonemic Awareness
Phonics(Alphabetic Principle)
Oral ReadingFluency & Accuracy
The Big 5 of Reading
Application
Fluency
Accuracy
Phonics Example:Nonsense Word Fluency
Accurate at Skill
Fluent at Skill
Able to Apply Skill
Student knows all letter sounds and makes few, if any, mistakes
Student knows all letter sounds AND provides letter sounds fluently
Student automatically blends letter sounds into whole words
Validating the deficit
• CBM measures (DIBELS, easyCBM, AIMSWEB, etc) are “indicators”
• What does your other data tell you?– In-curriculum assessments– Other CBM data– OAKS
Is the skill low or significantly low?
• You must define what is low and what is significantly low:
Examples: Low Significantly low
DIBELS Next Below benchmark Well below Benchmark
easyCBM* Between 11th and 20th percentile ≤10th Percentile
AIMSWEB** Between 11th and 25 percentile ≤10th Percentile
*easyCBM default percentile rank settings**AIMSWEB default percentile rank settings
…as compared to a Research-Based Standard
…as compared to Other Students
…as compared to Other Students or a Standard you set
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading
Read Naturally
STARS SFA Tutoring Reading Mastery
Language for Thinking
Horizons
What intervention programs does your school have that address the skill need(s)?
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading
Read Naturally
STARS SFA Tutoring Reading Mastery
Language for Thinking
Horizons
Phonemic Awareness
Phonics
Oral Reading Accuracy & Fluency
Vocab
Reading Comp
Triumphs Phonics for Reading
Read Naturally
STARS SFA Tutoring Reading Mastery
Language for Thinking
Horizons
Placement Tests
Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.
Other considerations
• Available resources (time, staff, materials) will guide how many groups are created.
• Consider the behavioral and social/emotional needs of the students
Phonics
Oral ReadingFluency & Accuracy Reading Comprehension
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Phonics
George
AlexKellyMariaAliciaJoseJayAlexisRonnyMarco
HollyMaryLuisFrank
Sam
Group #1: PhonicsGeorge Holly
Sam Mary
Group #2-3?: Phonics/FluencyLuis Jay
Frank Ronny
Alex Marco
Oral ReadingFluency & Accuracy
Group #4: FluencyKelly Jose
Maria Alexis
Alicia
Additional Diagnostic data
Diagnostic assessment in critical area of need:Quick phonics screenerCurriculum-Based
EvaluationCORE multiple measuresDIBELS booklets error
patternsRunning RecordsTalk time - What else do
you use to validate your screening data?
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• You’ve learned how you use your screening data to place students in interventions matched to their specific needs
Where We’ve Been
• Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate.
Where We’re Going