1. 2011/2012

2.  ERI is supported through federal and state grant funds.  ERI is an essential component to Response To Intervention (RtI) which requires schools to provide ALL students with the best opportunities to succeed in school.  ERI is supplemental to classroom instruction.  ERI is NOT special education.

3. “Early intervention for reading difficulties makes a significant difference in the long-term reading abilities of children. According to the National Institutes of Health (NIH), 95 percent of children who have trouble learning to read can reach grade level if they receive specialized help early on.“ (Linda Balsiger)

4.  Screening  Progress Monitoring  Data Based Decision Making  Multi-leveled Prevention System

5. Three times a year students are evaluated to identify students who are making adequate progress, at some risk, or at high risk of not making adequate gains. K-6 grades uses DIBELS Next as our universal screener for reading.

6. Student progress is monitored to ensure adequate progress and identify effectiveness of the intervention program. DIBELS Next is a progress monitoring tool used K-6 in DeWitt on a weekly, bi-weekly, or monthly basis.

7. This is an ongoing process in which student performance is reviewed to evaluate the effectiveness of the intervention program. “One shoe does not fit all”

8. Tier 1-All students receive research based core curriculum in the classroom. Tier 2-Students with some risk receive additional supports with their classroom teacher and/or ERI Teacher. Tier 3-Students with high risk receive more intense and frequent supports with their classroom teacher AND ERI Teacher.

9.  After the universal screener (DIBELS Next) is completed the students with potential risk factors may be tested further in any of the following areas:  Phonological Awareness  Alphabetic Principle and Phonics  Fluency and Accuracy  Vocabulary  Comprehension

10.  Testing results, teacher input, and student history determine which students are serviced and shape their intervention program to meet their needs.

11.  Size of the group  Amount of time seen weekly  Amount of time seen daily

12. Design intervention using research based programs in the following areas: Phonological Awareness Alphabetic Principle and Phonics Fluency and Accuracy Comprehension Vocabulary

13.  Informal Meetings between the reading teachers and the classroom teacher.  Formal Meetings  (Data Review Meetings) every 4-6 weeks  Student Support Team  Purpose is to discuss a student’s progress and make changes in the intervention as needed.

14. Students can exit ERI based upon formal data collections, along with teacher/interventionist input and progress within the classroom Students are continued to be monitored once exited and if needed can receive services again.

15. Schavey Road Elementary Erin Sermak-sermak@dewittschools.net Kelly Brown-brown@dewittschools.net Scott Elementary Jacklyn Sexton-sextonj@dewittschools.net

16.  Schavey Road Elementary  124 1 st /2 nd Graders  Scott Elementary  69 3 rd /4 th Graders