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Digging Deeper with Screening Data: Creating Intervention G roups

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  1. Digging Deeper with Screening Data:Creating Intervention Groups Data-Based Decision Making Across Levels

  2. Julie Taught K-3 Grade Literacy Specialist (K-5) Instructional Coach Title 1 Coordinator Reading, Special Education, ESOL and Admin Endorsed RTI/EBISS Coordinator

  3. Talk Time Person with the next birthday is Coffee and the other person is Cream.

  4. Purpose for the Session • Describe a process to use screening data for placing students in the appropriate interventions

  5. Start with the Why Simon Sinek

  6. Why dig deeper into screening data? What is the probability of “below benchmark (Strategic)” students reaching reading goals without intervention?

  7. 40-60% • Below benchmark students are likely to need additional targeted intervention • Extra practice • Adaptations to core • Small group instruction with a supplementary program

  8. What is the probability of “Well Below Benchmark (Intensive)” students reaching reading goals with out intervention?

  9. 10-20% • Students who are well below benchmark are likely to need substantial additional intervention. • Explicit instruction • Adaptations to core instruction • Supplementary, intensive curriculum • Small group/individual instruction

  10. Children with a similar composite scores have similar instructional needs.

  11. Maybe • Students with similar scores do not necessarily have the same instructional need. • Look deeper at each measure.

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

  13. YES • When it comes to improving student achievement, the skill deficit needs to match the priority skill that the intervention targets.

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

  15. YES • DIBELS/easyCBM are screening assessments. • Ask the question: Are we confident that the identified student needs support? If not, you need additional information.

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

  17. YES • Interventions do not replace classroom instruction but work in a mutual dependence relationship with classroom instruction to expand classroom reading lessons. (IRA, 2009) • Align interventions with instructional need and core classroom instruction. • Example • Instructional need: Phonics • Does the child receive similar instruction in both core and intervention? • Instructional routines/strategies • Skills • Practice time

  18. Fidelity to the intervention means you teach it exactly as written.

  19. Yes/NO • Maintain the integrity of the lesson architecture, while utilizing high leverage teaching strategies.

  20. Looking at the child’s history of interventions is not important.

  21. NO • Looking at the history of interventions is very important because: • We want to avoid curricular chaos and confusions. • Create a cohesive program

  22. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

  23. Are we working on the right problems?

  24. Are we working on the right problems?

  25. Talk Time • Cream please answer the following question: • What did you already know from the information presented? • Coffee please answer the following question: • What was new or resonated with you from the information presented? • With extra time switch questions

  26. When does placement occur? • When do these type of discussions typically take place? • Initial intervention placement meetings after schoolwide screenings – 3x year • May also discuss every 6-8 weeks when reviewing student progress.

  27. Guiding Questions • Question 1: What is the problem? • What is the priority deficit skill? • Question 2: Intensity of the problem? • Are they low or significantly low? • Are they inaccurate and/or disfluent? • Group students according to accuracy and fluency needs. • Question 3: What’s the plan? • Consider history of interventions • Match intervention to instructional need • Consider coordination with core • How will you progress monitor? • Question 4: How do we implement the plan? • Does the intervention have a placement test? • Do you need additional diagnostic data to better match the intervention to the priority skill?

  28. Linking Assessment to Intervention Problem Identification Plan Development Problem Analysis Screening Data Intervention Program Instructional need

  29. Reading Skills Build on Each Other Reading Comprehension Vocabulary Comprehension Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  30. Reading Skills Build on Each Other Oral Reading Fluency & Accuracy Foundational Skills Phonics (Alphabetic Principle) Phonemic Awareness

  31. Instructional “Focus” Continuum

  32. Reading Skills Build on Each Other Reading Comprehension Vocabulary Comprehension Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

  33. 7 0 7 0 9 0 35/56 letter sounds correct = 63% 8 0 0 4 35 0

  34. 0 14 0 14 35/36 letter sounds correct = 97% 7 0 35 0

  35. 5 14 5 14 54/54 letter sounds correct = 100% 5 15 5 14 4 11 68 24

  36. Practice Activity #1 • Analyze data: What is the deficit skill? • Place students

  37. Instructional “Focus” Continuum

  38. Instructional “Focus” Continuum

  39. 1. What is the deficit skill?

  40. 2. Intensity of the Problem

  41. 3. What is the Plan?

  42. easyCBM Example

  43. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness Class List Report (2nd Grade – Fall)

  44. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness 2nd Grade Phonics (word level) 1a. What’s the priority deficit skill?

  45. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness 2nd Grade Phonics (word level) Phonics (letter sounds) 1a. What’s the priority deficit skill?

  46. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness 2nd Grade Phonics (word level) Phonics (letter sounds) Phonics (letter sounds) 1a. What’s the priority deficit skill?

  47. Vocabulary Reading Comprehension Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Phonemic Awareness 2nd Grade Phonics (word level) Phonics (letter sounds) Phonics (letter sounds) Accuracy of PRF/WRF? 1a. What’s the priority deficit skill?

  48. Activity : What’s the Problem? Directions: Using the data in the next slides to answer the following questions….. • Write the name of the priority deficit skill measure. • Write the big idea (priority skill deficit) that the measure assesses. • Think about if the student is exhibiting additional skill measure deficits.

  49. 1. Write the name of the priority deficit skill measure.