October 2009 Pamela Kaufman, Deerfield, Il DPS 109

◦ Team members:  classroom teacher(s)  literacy coach  math coach  psychologist  student services coordinator  school principal  NOT ALL TEAM MEETINGS WILL INCLUDE ALL TEAM MEMBERS Pamela Kaufman, Deerfield, Il DPS 109

Student Services Coordinator will be called in as student approaches Tier 4 intervention AND whenever a parent requests a case study. Pamela Kaufman, Deerfield, Il DPS 109

Comprehensive Intervention Model (2009) University of Arkansas, College of Education Well-coordinated, seamless design for providing intervention services to all struggling students Research-based model for meeting the intent of Response to Intervention (RtI) Pamela Kaufman, Deerfield, Il DPS 109

RtI should include a 3 year plan for at risk learners Pamela Kaufman, Deerfield, Il DPS 109

– Universal screening of students – Defining in measurable terms the students’ problem areas while also recognizing the strengths – Collecting baseline data prior to interventions – Preparing a written plan of intervention including predictions of progress for rate of learning (progress monitoring) Pamela Kaufman, Deerfield, Il DPS 109

 well designed intervention with clear procedural steps  focus on problem-solving strategies (vs. task completion)  implementation with fidelity  research based literacy components  frequent data collection & progress monitoring  decision making based on student performance  Intervention/Coaching Teams Pamela Kaufman, Deerfield, Il DPS 109

Old WayNew Way Teachers’ intuition says: “a struggling student needs help” Data indicates student deficit relative to peers Specialist pulls studentTIER 1 - classroom differentiation If Intervention A doesn’t work drop it and try Intervention B If Intervention A doesn’t work continue it and add Intervention B Over-identification of students for special education Goal: less than 2% identified for special education Pamela Kaufman, Deerfield, Il DPS 109

 4 Tiered Interventions – Layered and with progressive intensity.  See “Tornado Graphic” Pamela Kaufman, Deerfield, Il DPS 109

Small Group and 1:1 Interventions Guided Reading Plus or Read 180 Comprehension Focus Group or Read 180 Assisted Writing Writing Process Group Project Success or Leveled Literacy Intervention [LLI] Core Curriculum Pamela Kaufman, Deerfield, Il DPS 109

Small Group and 1:1 Interventions Read 180 OR Guided Reading Plus Comprehension Focus Groups Assisted Writing Language Group Writing Process Group Pamela Kaufman, Deerfield, Il DPS 109

 Self- Regulation: ability to guide, monitor, and correct learning actions for different purposes and across changing contexts.  FLEXIBILITY AND INDEPENDENCE ◦ Scaffolding …  Modeling  Guided Practice  Independent Practice Pamela Kaufman, Deerfield, Il DPS 109

 Classroom teacher identifies a struggling student and begins to collect information.  Teacher initiates a meeting with the Literacy Coach ( or Math Coach, or Psychologist, as appropriate) Pamela Kaufman, Deerfield, Il DPS 109

 Needed for the meeting: ◦ Report Cards and any student summary forms. ◦ Appropriate Work Samples (compare with an average peer) ◦ Anecdotal Records ◦ Assessment Data (Reading Assessments, Spelling Assessments, additional data ) ◦ Specials Teachers Input Form [Art, Music, LMC and PE] ◦ School Nurse Consultation [Are there any medical concerns? 504?] ◦ Parent Input Form [Plus any parent notes/ s.] Pamela Kaufman, Deerfield, Il DPS 109

The results of this data will inform instruction and determine classroom interventions. Pamela Kaufman, Deerfield, Il DPS 109

The results of this data will inform instruction and determine classroom interventions. Pamela Kaufman, Deerfield, Il DPS 109

 Teacher and Coach work collaboratively to create a strategic, systematic plan for the struggling student and complete the Intervention Plan Form  Set goals and course of action  Schedule follow-up meeting dates Pamela Kaufman, Deerfield, Il DPS 109

Classroom teacher will …  Implement the Action Plan  Collect data and progress monitoring information  Schedule a follow-up meeting Based on data, the team will determine the next course of action …  If interventions are discontinued because goals have been met, the student will continue to be progress monitored for two additional years Pamela Kaufman, Deerfield, Il DPS 109

 Kindergarten, 1 st and 2 nd Grades: ◦ Running records/IRIs ◦ Writing samples  3 rd, 4 th and 5 th Grades: ◦ Running records/IRIs ◦ Writing samples ◦ Response journals ◦ Teacher/Student Conferences: anecdotal notes re: reading strategies, comprehension (retelling with/without prompts) Pamela Kaufman, Deerfield, Il DPS 109

Presentation by Pam Kaufman Literacy Coach Deerfield District 109 With Acknowledgement and Appreciation to Linda Dorn Shari Frost Mary Ann Poparad Pamela Kaufman, Deerfield, Il DPS 109