section 3: writing goals and planning interventions through the grouping process. progress...
TRANSCRIPT
Section 3: Writing Goals and Planning Interventions through the Grouping Process.
Progress Monitoring
and Goal Writing
Universal Screening Data
(RTI) Write Individual Student
Goals
(RTI) Make Groups of
Similar Students
Individualize Goals after
Groups are made
Put these students into
Groups/
Approach Goal-Writing Two Ways:
Tip: Think about your
school schedule, staff, and resources. Will grade-level teams
refer students? Will an RTI Team meet with each classroom teacher?
(Special Education) Can also be
used to update annual
IEP goals
Grouping students in a class: Initial items to consider
Small group instruction:Focus on one or two key skill areas for students whose instructional needs are similar.
Homogenous Groups:When students in 1 group have similar needs, they have more time to
benefit from needed practice, feedback, and help with errors.
- Lowest performing students need to be in smallest groups: Recommendation: (2-3) students.
- Highest of students in need of intervention: Try groups of 5.
*Note: if high % of students are in need of intensive intervention, classroom instruction should mirror what small-group interventions would be.
Nine-Step Process
Step 1:
1.Rank Order Intervention Students Under ONE Indicator:• In DIBELS & AIMSweb, we can rank-order students by their
performance on one particular indicator/ probe (e.g. NWF, ORF, R-CBM.)
• Since students will likely have varying scores across probes that you’ve administered, you must only rank-
order by a pre-selected measure.
- Do all classrooms use the same indicator?- To determine this, consider which skill is being
worked on the most at your particular grade level.
Suggested Reading Indicators for Rank-Ordering Students
Grade Time of Year Indicator to Use for Ranking
Beginning LNF/ LSF/ ISF
K Middle LSF/ ISF
End PSF
Beginning PSF/NWF
1 Middle NWF
End NWF
Beginning NWF/ORF
2 Middle ORF
End ORF
Beginning ORF
3 Middle ORF
End ORF *Suggestions recommended by AIMSweb and DIBELS
Selecting Indicator to Rank-Order
For AIMSweb users, make sure you select your indicator by clicking on the appropriate tab/box.
*R-CBM, MAZE, and M-CBM probes are available to administer at the 1st grade-level. Although you may administer these probes, only use them to rank-order students if you are planning intervention groups for those skills.
Step 2.
2. Identify and set aside students who have met the Benchmark, or who scored within the “Average range” for that indicator:
- DIBELS: Reached the Benchmark
- AIMSweb: Performed at or above the 25th%ile (within the green of a box-plot.)
Sample Class List Report
Set aside the
students who scored within the Average
range, or at/above the
25th%ile.
Step 3:
3. Form Group Among Lowest Students: Find students at the bottom of your list with similar scores (maybe 2-3 students).
Students left to be grouped
after Benchmark kids are set-
aside.
Students Rank-Ordered by One Indicator: R-CBM score
Group lowest 3 students
with similar scores
This student’s score does not fit well into a small group because it is so different from others.
Consider: Does this student need individualized intervention? Does he/she fit into a group from another class?
Step 4 & 5
4. Form a Group Among Highest of Rank-Ordered Kids :– Look at your students who need some level of intervention.
» Kids at top and bottom likely have very different skills sets, needs.
» Since these students do not need the most intensive intervention, consider grouping 3-5 students.
5. If Needed, Place Remaining Intervention Students in a Group– Focus on the middle– What is similar about these kids? – Do you have other data to consider that will help decide which
students may do better grouped together than others?
Sample List
These 5 students
have similar
scores, and can be put
into another
small group
Step 6:
6. Refining Groups:• Look for Students Who Need Practice with an
excluded skill:– You have pre-selected a measure to use in rank-ordering
student scores (i.e. NWF)– Is there another group of students who are missing a
particular skill? (If your data clearly indicate that a group of kids has poor letter naming skills, or poor oral reading fluency, you may be able to form another group.
– This secondary group would meet in addition to all other groups.
Looking at another Indicator: Nonsense Word Fluency
Suppose you notice that some students need help with an excluded skill. Although 2nd graders are monitored for Reading Fluency (R-CBM), you know two students with weak phonics skills.
You administer Nonsense Word Fluency probes to these two students and find that they are well below target. These two students would benefit from additional phonics intervention.
NWF- Sounds Correct
Average range for 2nd Gr.
2 Students performing <10th%ile.
…..
Student A
Student B
Step 7:
7. Look for any students who may have been missed:– Kids perform differently on different days.
– Do you have any students who made Benchmark/ Average range, but who you know (from other sources of data, i.e. classroom performance) that they are inconsistent, or would benefit from additional intervention?
» Can you explain the discrepancy?» Behavior? Attendance? Attention?
Step 8:
8. Find any exceptionally high students: • Kids who would be high above Benchmark, (e.g. 80th or
90th %ile) may benefit from enrichment.
• Consider enrichment activities that others kids can engage in. This may happen while you see lower groups for intervention.
Step 9:Defining the Instructional Purpose
9. After all groups are formed:– Write an instructional focus for each group. – Schedule a progress-monitoring schedule.
– Group 1: Lowest performing students: (Sally, Ben & Johnny)» Group 1 will focus on solidifying phonics skills that are not
established at this time, including basic principles of short and long vowel sounds, as well as th, sh, and ch blends.
» If you group students and then define the instructional purpose of the intervention they are receiving, you can expedite writing RTI plans.
Pros & Cons• Pros of Grouping Students First:
– Teachers can monitor who they see for small group instruction– Group membership remains flexible over time– Easy to set-up progress monitoring schedule– Timely way to respond to student needs
• Can plan one intervention for all students w/similar deficits• Writing RTI plans for a group is consistent (time-saving!), and you
can still individualize goals.
• Cons of Grouping Students First:– Less emphasis on the individual student– Team may not focus on important background information.– If progress monitoring is not well-implemented, student may fall
through the cracks
Questions?
For additional information, please see:• Https://aimsweb.edformation.com/ (Go to Downloads Benchmark)
• I've DIBEL'd Now What? By Susan L. Hall, Ed.D. http://www.95percentgroup.com/ourbooks.htm
WOVSED contacts:Cindy Elliott: [email protected]
Monica Girten: [email protected] Accord: [email protected]
Stacey Potkin: [email protected]