SAI Conference August 7 2013 Jerri Larson presenter Council Bluffs Community School District Walnut Grove Elementary Council Bluffs Literacy Model Features of the Partnership in Comprehensive Literacy PCL model ID: 226503
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Slide1
Right Intervention/Right Student/Right Time
SAI Conference
August 7, 2013
Jerri Larson, presenter
Council Bluffs Community School District
Walnut Grove ElementarySlide2
Council Bluffs Literacy Model
Features of the Partnership in Comprehensive Literacy (PCL) model
A Framework for Literacy
Coaching and Mentoring
Model Classrooms
High Standards
Accountability
Interventions
Professional Development
Well-Designed Literacy Plan
Technology
Spotlighting and Advocacy
(
Results that Last: A Model for School Change
(Dorn & Soffos, 2003 and
Shaping Literate Minds: The Development of Self-Regulated Learners
(Dorn & Soffos, 2003)Slide3
Accountability
The work we do along with the results are transparent in the visual of the data wall. We all hold each other accountable for the work we do.
We use the data wall as the big picture – adjusting whole group instruction as well as individual students – intervention groupsSlide4
Assessment ScheduleSlide5
Data WallSlide6
Example of DataSlide7
Interventions
Layered Intervention
Classroom teachers will be responsible for providing the first layer of interventions for students
An interventionist (any person who has been trained in providing interventions) Slide8
Comprehensive Intervention Model (CIM)
Intervention schedules are developed collaboratively during intervention team meetings and are based on data (monthly)
Students are selected for intervention based on their performance in the classroom and careful assessment of reading and writing
A literacy Plan is developed for each child receiving interventionSlide9
CIM continued
Students selected to participate in small group intervention
Placement assessments are used for the purposes of identifying a child
’
s specific areas of strengths and weaknesses
An intervention wall is also developed to track the number of students in groups, progress and transparencySlide10
CIM Continued
After placement, progress of all intervention students is discussed each month with a team consisting of the building coach, interventionist, classroom teacher and principal.Slide11
Four Tiers of Intervention
Tier 1 is an intervention provided daily by a classroom teacher
Tier 2 intervention is provided in a small group with a specific focus. The recommended group size is 3-4 students.
Tier 3 intervention is provided in a small group of 1:2, or 1:1 (Reading Recovery)
Tier 4 is a Special Education intervention and may be considered long term. The recommended group size is 1:1 through 1:3Slide12
CIM K-5 Group Interventions
Interactive Writing
Guided Reading Plus
Writing Aloud
Writing Process
Comprehension Focus
(
Interventions that Work: Comprehensive Intervention Model for Preventing Reading Failure
, Dorn & Soffos, 2010)Slide13
Intervention WallSlide14
Child FindSlide15
Determining Appropriate Intervention Service (DAIS)Slide16
The Principal and the Coach
Key relationship
Meet monthly with interventionists
Coordinate cluster visits with principal
Choose model classroom teachers
Weekly team meetings
Plan professional development
Meet weekly with principal
Meet monthly to discuss all Tier 2 – 4 intervention students
Meet quarterly to discuss all Tier 1 intervention studentsSlide17
ESAIL
Accountability of the model – ESAIL Walkthroughs
Focus today – Criterion 3 and 5