Aligning Interventions with CoreHow to meet student needs without creating curricular chaos

Start with the whyWhyHowWhat

Five BIG ideas of reading

Reading.uoregon.edu

Systems in place Strong core program, taught with fidelity

and monitored Screening tools and data Progress monitoring tools and data Teaming with data based decisions

making Intervention plan/choices Individual problem solving

Start with the whyWhyHowWhat

Placement meeting When should this meeting occur?

3 x a year after screening data collected

Who should be at the meeting? Principal, classroom teachers, specialists, others

What data should be brought to this meeting? Screening data, In-program data, other normed assessment data, OAKS

Which students receive interventions?

Decision Rules Based on data Based on resources

All students below benchmark

2nd grade beginning of the year

Matching data with intervention

Data Intervention Program

Instructional need

WhyHowWhat

How do we make this match?1. What skills do we need to

strengthen/improve in the student?2. How big is the deficit?3. What interventions do we have that will

support this need and align with core program?

4. What other information do we need to consider? How do we implement the plan?

What skills do we need to strengthen/improve in the student?

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Core Reading Program

CCSS – ELA Reading Foundational Skills

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

CCSS ELA - Language Reading – Literature Reading – Informational Text Writing Speaking and listening

VocabularyReading

Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

What does our screening data tell us?

DIBELS next easy CBM

• Phoneme Segmenting

• PFS • FSF

• PRF• WRF

• ORF CWPM

• ORF acc %

• MC Reading Comp

• ORF CWPM

• DAZE• RTF

• PRF acc %• Letter

Sounds

• ORF acc %

• NWF WWR

• NWF CLS

OrRTI

How big is the deficit?and how do we know?

DIBELS next – instructional recommendation National percentile and local percentile. Also benchmarked to recommendations

as compared to research-based standards Below benchmark (Yelllow, low) Well below benchmark (Red, significantly

low)

2nd grade beginning of the year

What interventions do we have that will support this need and align with core program?

What tools do we have?

Why do we have to look deeper? Two students may have similar scores,

but very different needs….. NWF CLS 35 and NWF WWR 0

How do we know what we need to do?

Accuracy Fluency Application

77984

35

00

0

000

35/56 letter sounds correct = 63%

Student A

Accuracy Fluency Application

14

7

35

00

0

014

35/36 letter sounds correct = 97%

Student B

What would you do? Talk with your partner about the way

you would approach student A and student B

Why?

Let’s look at Roseburg students Two fourth grade students may have the

similar scores, but very different needs….. Composite score 325 and 339

How do we know what we need to do?

Accuracy Fluency Application

What questions do you have? What information do you need?

Accuracy Fluency Application

What questions do you have now? What additional information do you need?

The screening tool should be our first look… Next, you need to validate that with

other data In program assessments Other CBM data OAKS

Questions we are asking What types of errors are they making? What is causing the fluency and

accuracy issues? Do we see this in all areas?

Do we need more information?Quick phonics screenerCurriculum-Based EvaluationDIBELS booklets error patternsRunning Records

What are the options?

Read Naturally

What are the options?

REWARDS

What are the options?

Imagine It!

Accuracy Fluency Application

Do we work on comprehension? Why? Where? How?

What would this look like? Identify specific student deficit

Specific phonics issue Blending Word fluency Connected Text – phrasing, prosody, Comprehension skill

Use core materials to support (decodable, leveled reader, anthology)

What would this look like? Scaffold as

needed More practice in

specific skill – letter sounds, word blending, word parts, word fluency or connected text

Kindergarten Scaffold

What other information do we need to consider? How do we implement the plan?

Now what!?

Things to consider Placement – some interventions have

placement tests or pretest/posttest Resources – staff time, training and

schedule Student group and size Time needed for program Needs of the students – time of day,

behavior

Ensure that the intervention matches core Use your data to identify student need

Not all intervention programs are created equal – some are more intensive than others. Become familiar with each program

Fragile learners need the more repetition on skills taught in core

Students need to make connections between core and intervention

Ensure that the intervention matches the core Consider the time needed for the

student to make progress

Choosing a program that teaches different sounds or skills could cause more confusion for our students

Does this work?

Roseburg Reading, 8th grade