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Intervention Placement Process: Finding the Right Fit

Intervention Placement Process: Finding the Right Fit. Cadre 8 Training Feb 5, 2012. Where We’ve Been. You’ve learned how to develop your intervention system. You’ve also learned how to maximize the effectiveness of your interventions. Where We’re Going.

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Intervention Placement Process: Finding the Right Fit

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  1. Intervention Placement Process:Finding the Right Fit Cadre 8 Training Feb 5, 2012

  2. Where We’ve Been • You’ve learned how to develop your intervention system. • You’ve also learned how to maximize the effectiveness of your interventions.

  3. Where We’re Going • Now we’re going to talk about how you use your screening data to place students in interventions matched to their specific needs

  4. Implementation Plan

  5. Start with the Why Simon Sinek

  6. Some will need more Reading Comp Oral Reading Fluency & Accuracy Phonemic Awareness Phonics (Alphabetic Principle) Vocabulary

  7. Snow covered car video

  8. Simon Sinek

  9. Intervention Placement: Logistics

  10. Which students receive interventions? • Schoolwide/Districtwide decision rules should determine which students will receive additional support • Based on schoolwide screening data (DIBELS, easyCBM, AIMSWEB, etc) • Based on available resources and system capacity • Lowest 20%? 30%? • All student well below benchmark?

  11. Decision Rules guide placement in interventions Lowest 25% Lowest 20% All High Risk

  12. All below and well below benchmark Lowest 25% Lowest 20% 60 2nd Grade Students

  13. Linking Assessment to Intervention Screening Data Intervention Program Instructional need

  14. Simon Sinek

  15. Ensuring an Instructional Match Question 1: What is the skill deficit? Question 2: How big is that deficit? Question 3: What interventions address that deficit? Question 4: How do we implement the program?

  16. Question 1: What is the skill deficit?

  17. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  18. Common Screening Data Sources Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness *easyCBM includes a Vocabulary measure

  19. CBM measures are linked to the Big 5 of Reading

  20. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness Class List Report (3rd Grade – Fall)

  21. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness Class List Report (3rd Grade – Fall)

  22. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness Class List by Scores & %iles (3rd Grade – Fall)

  23. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  24. Phonics and accuracy are important Richard Allington

  25. Accuracy is more important than fluency Adapted from

  26. The Big 5 of Reading Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  27. Phonics Example:Nonsense Word Fluency

  28. 7 0 7 0 9 0 35/56 letter sounds correct = 63% 8 0 0 4 35 0

  29. 0 14 0 14 35/36 letter sounds correct = 97% 7 0 35 0

  30. 5 14 5 14 54/54 letter sounds correct = 100% 5 15 5 14 4 11 68 24

  31. Validating the deficit • CBM measures (DIBELS, easyCBM, AIMSWEB, etc) are “indicators” • What does your other data tell you? • In-curriculum assessments • Other CBM data • OAKS

  32. Question 2: How big is that deficit?

  33. Is the skill low or significantly low? • You must define what is low and what is significantlylow: …as compared to a Research-Based Standard …as compared to Other Students …as compared to Other Students or a Standard you set *easyCBM default percentile rank settings **AIMSWEB default percentile rank settings

  34. Question 3: What interventions address that deficit?

  35. What intervention programs does your school have that address the skill need(s)?

  36. What intervention programs does your school have that address the skill need(s)?

  37. Question 4: How do we implement the program?

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

  39. Other considerations • Available resources (time, staff, materials) will guide how many groups are created. • Consider the behavioral and social/emotional needs of the students

  40. Oral Reading Fluency & Accuracy Phonics Reading Comprehension George Sam Holly Mary Luis Frank Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco

  41. Oral Reading Fluency & Accuracy Phonics George Sam Holly Mary Luis Frank Alex Kelly Maria Alicia Jose Jay Alexis Ronny Marco

  42. Additional Diagnostic data Diagnostic assessment in critical area of need: 7 0 • Quick phonics screener • Curriculum-Based Evaluation • CORE multiple measures • DIBELS booklets error patterns • Running Records • Talk time - What else do you use to validate your screening data? 7 0 9 0 8 0 0 4 35 0

  43. Where We’ve Been • You’ve learned how you use your screening data to place students in interventions matched to their specific needs

  44. Where We’re Going • Tomorrow we will discuss how to evaluate if your interventions are working and when/how to change interventions when appropriate.

  45. Evaluation • Please complete the evaluation for this presentation • Please write down some things you really want to remember on the “Tools and Take Away” Sheet

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