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WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *systematically assessing.

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Presentation on theme: "WORKING TOGETHER TO HELP CHILDREN SUCCEED. *providing high-quality instruction/intervention matched to individual student needs *systematically assessing."— Presentation transcript:


2 *providing high-quality instruction/intervention matched to individual student needs *systematically assessing children to ensure academic progress is made *using an intervention-based program to help make important educational decisions

3 (1)To universally screen children to identify those who are not making progress at expected rates (2) To determine what children can and cannot do (3) To use progress monitoring to provide evidence of student achievement and successful interventions main purposes:

4 Universal screening is a single test of all students used for multiple grade levels. Benchmark expectations increase throughout the year, as the children make academic advances in curriculum.

5 What Universal Screenings are we using at Hillcrest? Students in Kindergarten through Third Grade are assessed using DIBELS. D ynamic I ndicators of B asic E arly L iteracy S kills

6 What are DIBELS? DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties.

7 All children can learn and we will effectively teach them all, utilizing scientifically research based instruction We will intervene early – be proactive rather than reactive We will use a multi-tier model – Intervention must be differentiated in nature and intensity We will use a problem-solving model based on data to make decisions within a multi-tier model Is there a problem and what is it? (Identification) Why is it happening? (Analysis) What are we going to do about it? (Plan) Did our intervention work? (Review and Revise) NASDE, 2005

8 LllLll Tier I – Universal or Core Language Arts instruction for all students, with flexible small group instruction– Meets the needs of 80% of learners Tier II – Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) – needed by 15% of the students Tier III – Intensive Supplemental Interventions provided – needed by 5% of the students Adapted from NASDSE, 2005

9 What to expect when a child moves through a tiered intervention… (1) Interventions take place in addition to the general language arts curriculum. Students will not miss their core language arts instruction due to interventions. (2)Progress monitoring will occur more frequently to ensure student progress is being made. (3)Intervention periods are held for a minimum of 24 sessions (4)Once students meet with success in Tiers 2 and 3, they progressively return to Tier 1 instruction.

10 Mrs. Jones-Tate, Principal Mrs. Booth, Instructional Support Teacher/RtII Facilitator Mrs. Manning, Literacy Specialist Miss Dougherty, Primary Literacy Support Teacher Mrs. Rinella, Primary Learning Support Teacher Classroom teachers in grades K through 3


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