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Oregon Response to Intervention

www.oregonrti.org

Student/Grade PSF CLS WWR Accuracy ORF Composite

Joey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below

Miranda (1st) 20 (I) 14 (I) 0 (I) Well Below

Miles (4th) 95% (S) 60 (I) Well Below

Student/Grade PSF LS WRF Accuracy PRF Composite

Chandra (1st) 47 (LR) 12 (HR) 3 (HR) High Risk

Diego (3rd) 83% 40 (HR) High Risk

Kali (5th) 96% 97 (HR) High Risk

DIBELS NextPhonics Phonics Accuracy FluencyPA

PA Phonics Phonics Accuracy Fluency

easyCBM

**Vocabulary and Comprehension (Retell, Daze, MCRC) are not foundational skills and are typically not targets for intervention


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Process for matching student need to intervention

Problem Identification1. Use Universal Screener to identify the

lowest students Problem Analysis

2. Identify the target skill and the instructional focus

Plan Development

3. Place the student into the correct intervention level and lesson


www.oregonrti.org

Process for matching student need to intervention

Screening Data

Intervention Program

Instructional

need/focus

Problem Identificati

on

PlanDevelopme

nt

Problem Analysis


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Curricula “Focus” Continuum

Accurate at Skill

Fluent at Skill

Able to Apply Skill

IF no, teach skill.If yes, move to fluency

If no, teach fluency/automaticityIf yes, move to application

If no, teach applicationIf yes, the move to higher level skill/concept

Tier 2: Intervention• Programs and materials

designed to support the core program by addressing specific skill areas such as phonemic awareness or reading fluency.

Tier 3: Intervention• Programs and materials

are designed to accelerate student growth by addressing multiple skill needs of students who are far below grade level.

Differences Between Tier 2 & 3 Interventions

Kame'enui, Simmons, Coyne, & Harn © 2003


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Differences between Tier 2 & 3

• Instructional Factors– Instructional intensity– Skills addressed (materials)– Opportunities to Respond

• Organizational Factors– Time allotted for instruction– Group size

• Assessment Factors– Frequency of progress monitoring – Use of diagnostic assessment


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Remember…….

• All students get Tier 1 support• Students receive Tier 2 or Tier 3

Support based on their level of need

• Don’t have to go through Tier 2 to get Tier 3 support

Phonemic Awareness Phonics

Oral Reading Accuracy & Fluency

Phonics for Reading

Read Naturally STARS

Reading Mastery Phonemic Awareness for Young Children

Horizons REWARDS Journeys Wonder Works

Matching Intervention to Need


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Accuracy Fluency Application

Matching Instructional Focus to Interventions

Accuracy Fluency Application

Read Naturally

Reading Mastery


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District Standard Reading Protocol


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Student/Grade PSF CLS WWR Accuracy ORF CompositeJoey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below

Miranda (1st) 20 (I) 14 (I) 0 (I) Well BelowMiles (4th) 95% (S) 60 (I) Well Below


Phonics for Reading

Read Naturally

STARS

Reading Mastery

Phonemic Awareness for Young Children

Horizons

REWARDS

Journeys

Wonder Works


www.oregonrti.org

Student/Grade PSF CLS WWR Accuracy ORF CompositeJoey (2nd) 30 (I) 2 (I) 75% (I) 11 (I) Well Below

Miranda (1st) 20 (I) 14 (I) 0 (I) Well BelowMiles (4th) 95% (S) 60 (I) Well Below



www.oregonrti.org

Use intervention placement tests to help guide creation of intervention groups

Once an intervention program that addresses the instructional need is identified, placement tests should be used to form instructional groups of students.

Available resources (time, staff, materials) will guide how many groups are created.


www.oregonrti.org

Handout

DIBELS Next DORF Accuracy Benchmarks

Grade

Fall Winter

Spring

1st 78% 90%2nd 90% 96% 97%3rd 95% 96% 97%4th 96% 97% 98%5th 98% 98% 99%6th 97% 97% 98%

DIBELS Next DORF Fluency Benchmarks

Grade

Fall Winter

Spring

1st 23 472nd 52 72 873rd 70 86 1004th 90 103 1155th 111 120 1306th 107 109 120


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Differences between Tier 2 & 3Factor Tiers of Instructional Support

Instructional/Materials Tier 2 Tier 3

• Instructional focus More focused on single skills, supports core

More comprehensive (2-3 skills)

• scaffolding Uses I do, we do, you do More time/explicitness spent in I do, we do, you do

Organization Tier 2 Tier 3

• Time allotted for instruction

30 minutes 45 minutes – 120 minutes

• Group size 5-8 students 1-3 students

Assessment Tier 2 Tier 3

• Frequency of progress monitoring

Biweekly/monthly Twice a week/weekly

• Diagnostic assessment group assessments Individual diagnostic assessment

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