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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

Talk Timebull Person with the next

birthday is Coffee and the other person is Cream

Oregon Response to Intervention

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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

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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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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Are we working on the right problems

Oregon Response to Intervention

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Are we working on the right problems

>

Oregon Response to Intervention

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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

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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

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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

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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

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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

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

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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

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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

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

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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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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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

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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

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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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

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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

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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

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

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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

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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

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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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Are we working on the right problems

Oregon Response to Intervention

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Are we working on the right problems

>

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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

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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

Oregon Response to Intervention

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bull What is the probability of ldquoWell Below Benchmark (Intensive)rdquo students reaching reading goals with out intervention

Oregon Response to Intervention

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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

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bull Children with a similar composite scores have similar instructional needs

Oregon Response to Intervention

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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bull Matching instruction to student need is a critical practice in a RTI model of increasing student achievement

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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Are we working on the right problems

Oregon Response to Intervention

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Are we working on the right problems

>

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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Instructional ldquoFocusrdquo Continuum

Need Accuracy

Need Fluency

Need to Apply Skill

Oregon Response to Intervention

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Instructional ldquoFocusrdquo Continuum

Need Accuracy

Need Fluency

Need to Apply Skill

Nathaniel Jack

AnnaVictoria

JorgeHarley

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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Maybe bull Students with similar scores do not necessarily have the same instructional need

bull Look deeper at each measure

Oregon Response to Intervention

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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

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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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

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Are we working on the right problems

Oregon Response to Intervention

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Are we working on the right problems

>

Oregon Response to Intervention

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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

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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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

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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

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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

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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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

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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

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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

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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

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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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

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3c Alignment with the core

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

Oregon Response to Intervention

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bull It is important to validate student needs through additional classroom or diagnostic assessments

Oregon Response to Intervention

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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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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Are we working on the right problems

Oregon Response to Intervention

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Are we working on the right problems

>

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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Instructional ldquoFocusrdquo Continuum

Need Accuracy

Need Fluency

Need to Apply Skill

Oregon Response to Intervention

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Instructional ldquoFocusrdquo Continuum

Need Accuracy

Need Fluency

Need to Apply Skill

Nathaniel Jack

AnnaVictoria

JorgeHarley

Oregon Response to Intervention

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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

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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

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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

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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

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

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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

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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

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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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bull Each student should have a coherent instructional plan that provides coordinated reading lessons everyday (IRA 2009)

Oregon Response to Intervention

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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

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bull Fidelity to the intervention means you teach it exactly as written

Oregon Response to Intervention

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bull YesNO bull Maintain the integrity of the lesson architecture while utilizing high leverage teaching strategies

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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

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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

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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

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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

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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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)

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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

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2b For each identified deficiency are they disfluent

andor inaccurate

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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

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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

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Accuracy Rates of Errors Correct

10 9311 9212 9213 9114 90

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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

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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

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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

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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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

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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

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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

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

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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

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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

Oregon Response to Intervention

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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

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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

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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

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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

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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU

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

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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

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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

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

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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

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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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

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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

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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

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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

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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

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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

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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

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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

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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

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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

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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

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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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2b For each identified deficiency are they disfluent

andor inaccurate

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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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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2b For each identified deficiency are they disfluent

andor inaccurate

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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

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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

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Accuracy Rates of Errors Correct

10 9311 9212 9213 9114 90

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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Determine Accuracy and Fluency Rates

bull Is the student fluent

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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

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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

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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

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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

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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

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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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Accuracy Rates of Errors Correct

10 9311 9212 9213 9114 90

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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

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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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

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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

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Determine Accuracy and Fluency Rates

bull Is the student fluent

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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

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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

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For each identified deficiency are they low or significantly low

8379929985979096

2nd Grade

Oregon Response to Intervention

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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

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Determine Accuracy and Fluency Rates

bull Is the student fluent

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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

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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

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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

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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

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No Matter the Skillhellip

bull Phonemic Awarenessbull Beginning Decoding Skillsbull Sight Wordsbull Fractionsbull Multiplicationbull Writing Mechanics

Need to define accuracy and fluency

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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

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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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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

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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

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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

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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

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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

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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

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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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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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)

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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

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2b For each identified deficiency are they disfluent

andor inaccurate

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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

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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

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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

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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

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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

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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

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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

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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

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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

wwworegonrtiorg

3c Alignment with the core

Oregon Response to Intervention

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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

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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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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

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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

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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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• 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

• Digging Deeper with Screening Data Creating Intervention Group
• Slide 3
• Talk Time
• Purpose for the Session
• Start with the Why
• Why dig deeper into screening data
• Slide 8
• Slide 9
• Slide 10
• Slide 11
• Slide 12
• Slide 13
• Slide 14
• Slide 15
• Slide 16
• Slide 17
• Slide 18
• Slide 19
• Slide 20
• Slide 21
• Slide 22
• The Problem Solving Process
• Are we working on the right problems
• Are we working on the right problems (2)
• Talk Time (2)
• When does placement occur
• Guiding Questions
• Linking Assessment to Intervention
• Reading Skills Build on Each Other
• Reading Skills Build on Each Other (2)
• Instructional ldquoFocusrdquo Continuum
• Reading Skills Build on Each Other (3)
• Slide 34
• Slide 35
• Slide 36
• Practice Activity 1
• Instructional ldquoFocusrdquo Continuum (2)
• Instructional ldquoFocusrdquo Continuum (3)
• 1 What is the deficit skill
• 2 Intensity of the Problem
• 3 What is the Plan
• easyCBM Example
• Slide 44
• Slide 45
• Slide 46
• Slide 47
• Slide 48
• Slide 49
• Activity Whatrsquos the Problem
• 1 Write the name of the priority deficit skill measure
• 2 Write the big idea (priority deficit skill) that the measure
• Validating the problem
• Question 2 Intensity of the Problem(s)
• 2a For each identified deficiency are they low or significant
• Slide 56
• Slide 57
• Slide 58
• Slide 59
• Reading Activity
• Slide 61
• Questions
• Slide 63
• Accuracy Rates
• 2b For each identified deficiency are they disfluent andor i
• Example Word Reading Fluency
• Slide 67
• Slide 68
• Slide 69
• PRF Accuracy Guidelines
• Slide 71
• Slide 72
• Activity 2 Intensity of the Problem
• For each identified deficiency are they low or significantly l
• Guiding Questions (2)
• Using existing Screening Data Going Beyond the Numbershellip
• 2c Determine Accuracy and Fluency Rates
• Determine Accuracy and Fluency Rates
• Slide 80
• Step 2C Group Student according to their accuracy and fluency
• Slide 82
• Example 3rd Grade (Fall)
• Slide 84
• Data Summary
• Match the Student to the Appropriate Box
• Step 3 What is the Plan Further determine specific instruct
• Slide 88
• Slide 89
• TRUE Box 2 Kids
• Fluency Continuum
• Slide 92
• Slide 93
• Slide 94
• Slide 95
• Slide 96
• No Matter the Skillhellip
• Question 3 What is the plan
• Step 3a Consider History of Interventions
• Guiding Questions (3)
• Slide 101
• Slide 102
• Slide 103
• Slide 104
• Slide 105
• Slide 106
• Example 3rd Grade (Fall) (2)
• 3b Which interventions available at that grade level address t
• 3rd Grade Example
• 3c Alignment with the core
• 3d How will you progress monitor
• 3d Goal Setting and Progress Monitoring
• National Growth Rates Reading
• Slide 114
• Slide 115
• Slide 116
• Slide 117
• Reading Comprehension
• Slide 119
• Slide 120
• Question 4 How do we implement the plan
• 4a Does the selected intervention have a placement test
• 4b Do you need additional data to better match the interventio
• Slide 124
• Slide 125
• Slide 126
• When it comes to interventionshellip
• The importance of Instruction
• What Matters
• THANK YOU