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Reading Intervention 2011-2012 “Today a reader, tomorrow a leader.” -Margaret Fuller-

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Presentation on theme: "Reading Intervention 2011-2012 “Today a reader, tomorrow a leader.” -Margaret Fuller-"— Presentation transcript:

1 Reading Intervention “Today a reader, tomorrow a leader.” -Margaret Fuller-

2 Remember who gets what… Tier 1 Everybody gets it! Whole group, small group (differentiated) and stations during 90 minute reading block. 80% of students should master skills here. Tier 2 Targets students who are 6 months to one year behind. 30 minutes outside the 90 minute reading block – Reteach and Preteach model. Includes “red group” and “guests.” 15% of students should master skills here. Tier 3 Targets students who are 2 years behind grade level. Approximately 15 minutes outside Tier 1 and Tier 2. Skill specific instruction. Remaining 5% should master skills here.

3 What’s Your Role in Identification? Teacher Identify and refer students not making progress in Tiers 1 & 2 Interventionist Administer Tier 3 assessments for students not responding to Tiers 1 & 2 Coach Assist with Tier 3 assessments as needed Principal Establish and follow a plan for Tier 3 intervention. Assign highly- skilled personnel and ensure time for interventions and collaborative planning.

4 What’s Your Role in Intervention? Teacher Analyze on-going assessments to determine student progress in Tiers 1 & 2 Collaborate with Coach regarding students failing to respond to Tier 1 & 2 instruction Interventionist Analyze on-going assessments to determine student progress in Tier 3 Collaborate with Coach regarding students who fail to respond to Tier 3 interventions. Assist in determining next steps for students not responding to instruction & intervention. Coach Assist in analyzing on- going assessments to determine student progress in Tiers 1, 2, & 3 Collaborate with teachers and interventionist to determine next steps for students not responding to instruction or interventions Principal Include Tier 3 data in data analysis meetings Assist problem solving team in determining next steps for students not responding to Tiers 1, 2, & 3

5 What’s Your Role in Intervention? Teacher Provide Tier 1 & Tier 2 instruction daily Collaborate with interventionist and coach on stations and strategies to assist struggling students Interventionist Provide Tier 3 interventions daily based upon student need Collaborate with teachers and coach on stations and strategies to assist struggling students Coach Support teachers and instruction in Tiers 1, 2 & 3 Collaborate with teachers and interventionists on stations and strategies to assist struggling students Principal Provide resources for instruction and intervention. Set the expectation level for Tier 1, 2 & 3 instruction and intervention

6 Who do we serve? RIs may serve any student K-6 who is identified as needing intensive intervention or support (Tier 3) [local school decision] RIs will not focus on students who have been identified as having specific disabilities and have an IEP in place (exceptions may be made for SLI students) RIs primary focus will be on reading intervention

7 First things first… Students considered for intervention must…  Receive 90 minutes uninterrupted core instruction daily in the general education class (Tier 1) – delivered by gen. ed. Teacher  Receive 30 minutes Strategic Intervention daily (Tier 2) – delivered by gen. ed. teacher

8 Give ‘em a chance! When a child is placed in Tier 2 (Strategic Intervention), leave them there for at least two themes before recommending Tier 3 Interventions. Students who qualify for Tier 3 instruction MUST continue to receive Tier 1 and Tier 2 daily!

9 They’re still struggling…Now what? Gather your data and place in the Referral Folder … The Referral Packet should include:  Student Referral sheet  DIBELS Benchmark scores & recent Progress Monitoring scores  Harcourt Benchmark/Theme Test Scores  STAR Report

10 If the student is failing, begin the referral process for PST. Teacher’s Responsibilities Notify RI of concerns and submit RI Referral Packet so they can begin assessments Gather all necessary data regarding classroom performance Submit PST referral with documentation RI’s Responsibilities Complete Placement Test or Diagnostic Assessments Submit information regarding placement to PST

11 Kindergarten should not make any referrals unless the student is currently repeating Kindergarten. Rational – The Harcourt Tier 3 Intervention program is created for students who are two years behind grade level. Kindergarteners have not had experience with or exposure to the skills and should be given a chance to master these skills.

12 I’ve Referred Them…Now what? RIs will look at appropriate areas… – Phonemic Awareness (K-3) – Phonics (1-6) – Comprehension (2-6) – Vocabulary (1-6) – Fluency (1-6)

13 RIs will present information from assessments to PST when the student is reviewed by the PST Committee. Progress Monitoring data may be shared with the committee. PST may utilize Tier 3 for students who qualify as a part of their intervention plan. RIs will place the students in an appropriate group for intervention. RI and PST may work together but these are two mutually exclusive avenues for addressing the needs of struggling students.

14 Whatcha’ gonna do with ‘em? Students who receive Tier 3 instruction will use the Harcourt Intervention Station Kit (Primary or Intermediate) in identified areas of weakness. – Phonemic Awareness – Phonics – Fluency – Comprehension – Vocabulary

15 How We Do What We Do… RIs may service through direct instruction in small groups in the Interventionist room. RIs may support instruction in the general education classroom during whole group lessons or stations. RIs may not teach and are not responsible for primary instruction (Tiers 1 & Tier 2).

16 RIs may consult with teachers and collaborate regarding struggling students in creating station activities and strategies to support learning. RIs will participate in Data Meetings on a regular basis to support instruction.

17 Quality NOT Quantity! Intervention groups will be small! – Recommended to be one-on-one but no more than three students depending on skill and level of student. – Detailed documentation will be required on students. – Growth is the goal!

18 Not Yours & Mine…They’re OURS! RIs will frequently assess progress and adjust interventions (and schedules) as needed to best meet needs. Flexibility is a must!

19 Remember… Students must continue to receive…  90 minutes core instruction daily from general education teacher (Tier 1)  Whole Group Lesson  Small Group Lesson – Red Group or guest  Stations  30 minutes Strategic Intervention daily from general education teacher (Tier 2)

20 We want to move ‘em, move ‘em! Intervention groups will be fluid – students will move in and out according to need. Dismissal will be based upon assessments and progress monitoring of focus skills.

21 Who is in your chair this year?


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