1. Intensifying Interventions: Maximize ELA Success for All Learners
Harrison County Special Education
August 2019

2. Education with intention matters deeply to building the world we want to see.
Every student deserves access to literacy.
Every student deserves a great teacher.not by chance, but by design.

3. Characteristics of Strategic Learners
Characteristics of Non-Strategic Learners
Able to analyze a problem and develop a plan
Access their background knowledge and apply it to novel tasks
Develop new organizational or procedural strategies as the task becomes more complex
Use effective self-regulated strategies while completing a task
Attribute high grades to hard work
Review task-oriented-goals and determine whether they have been met
Unorganized, impulsive, unaware where to begin an assignment
Unaware of possible steps to break the problem into a manageable task
Exhibit problems with memory
Unable to focus on a task
Lack persistence
Experience feelings of frustration, failure, anxiety
Attribute failure to uncontrollable factors (e.g., luck, teacher’s instructional style)
Do any of you have student that fall into the second category?
The IRIS Center. (2008). SRSD: Using learning strategies to enhance student learning. Retrieved from 

4. The evidence is clear
Reading trajectories are established early in a student’s academic career and are stable across time (Good, Simmons & Kame’enui, 2001)
Without early, intensive intervention, struggling readers do not “catch up” to their average performing peer. In actuality, the gap between good and poor widens over time (Adams, 1990; Good et al., 2001; National Research Council, 1998).
For struggling readers the later the onset of intervention the poorer the odds that these students will become proficient readers (Torgesen, 2000,2001).
The act of reading is "peculiarly human and yet distinctly unnatural."

5. Support Documents
Tools for teaching the prerequisite and enabling skills necessary for mastering each standard
Intended to assist teachers in planning instruction to address the achievement gap by recognizing what students are able to do in relation to the grade-level standards
Intended to assist educators in:
Writing IEP goals
Designing targeted interventions
Developing lesson plans
Planning for instructional grouping
Planning for parent communication and conferences
Give teachers the strategies they need to deliver instruction.

6. What two things do you need to learn something new?
Consider this…
What two things do you need to learn something new?

7. What two things do you need to learn something new?
Practice
Feedback

8. Intensification for Students…. Which Students?
Non-responders
Students who have not responded adequately to universal instruction
Students who have not responded adequately to core instruction and initial targeted intervention
Students who have not responded to intensive intervention
Students reading substantially below grade level
Students – especially in grades 2 and above – who are well below grade level; immediate intense intervention may be better than systematic increases in intensity

9. Remember… We can Intensify Instruction Across Tiers of Support
The primary purpose of:
Differentiating reading instruction during universal instruction
Implementing targeted supplemental reading interventions and
Implementing intensive reading interventions
is to accelerate reading achievement.

10. Intensive Intervention Practice Categories Checklist
Change intervention dosage or time
Change the learning environment to promote attention and engagement
Combine cognitive processing strategies with academic learning
Modify delivery of instruction
(National Center on Intensive Intervention, 2019)

11. Intensification Practice Category #1: Change Dosage or Time
Increase daily intervention time
Increase duration/number of sessions
Increase frequency of sessions
Provide extended instruction

12. Drastically Increase Practice Turns and Feedback

13. Comprehension of language
Decoding of text
Comprehension of language
Reading to gain meaning
A simple formula. When you are presented with a passage of text, how do you get meaning from it? You need to do two things: convert written words into speech, and understand that speech. However, these things cannot be taught in isolation.

14. The Braid of Literacy Word Recognition Skilled Reading:
Increasingly automatic
Skilled Reading:
Fluent execution of word recognition and text comprehension
Skills woven together to create skilled readers.
Language comprehension: background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge
Word Recognition: phonological awareness, decoding, sight word recognition
Increasingly strategic
Language Comprehension

15. Standards
Our goal is to teach the grade-level standards. However, we are not teaching them in isolation.

17. Support for CCRS K-2 ELA and Math 3-5 ELA and Math 6-8 ELA
9-12 ELA (includes Transition English Language Arts for Seniors)
Supposed to be:
Any senior who did not pass the benchmark on the Grade 11 assessment (SAT scores is less than 470 ((SAT is less than 480))
If your parents and school SAT team agree, you can take a higher English instead – you can take English 12.
Transition English is less standards, less literary, more technical – it’s a combo of 10th, 11th, and 12th standards
Very few people even bother with the course – they don’t fill it. Encourage

22. Give Ss the support they need in the form of scaffolds
Give Ss the support they need in the form of scaffolds. Graphic organizers, etc/.

24. Classrooms are far more important than schools in determining how children perform at school. Effective schools are only as effective to the extent they have effective teachers. Many of the influences that really make a difference to student learning in developed nations are within schools, from the influence of specific teachers, specific curriculum, and strategies teachers use to teach.

25. Writing

26. Resources Support Document Skill Progressions for CCRS ELA

27. “Classrooms are far more important than schools in determining how children perform at school. Effective schools are only as effective to the extent they have effective teachers. Many of the influences that really make a difference to student learning in developed nations are within schools, from the influence of specific teachers, specific curriculum, and strategies teachers use to teach.” John Hattie, Visible Learning 2009

28. Reflections/Questions?
Maggie Luma O: C: