1. Academic Intervention Services (AIS)

2. Presented by: Mrs. Holtmart Mrs. Siverson Mrs. Wert

3. What is RTI/AIS? Response to Intervention Response to Intervention RTI/AIS teachers use interventions that best meet your child’s needs RTI/AIS teachers use interventions that best meet your child’s needs Small group and/or individual help in areas of reading, writing, spelling, and math Small group and/or individual help in areas of reading, writing, spelling, and math

4. How are students selected? Services are provided for any student performing below grade level or struggling to maintain grade level status Services are provided for any student performing below grade level or struggling to maintain grade level status Students are assessed with multiple measures Students are assessed with multiple measures

5. AIS Scheduling Services vary according to the student’s needs and the intervention being used (based on different tiers) Services vary according to the student’s needs and the intervention being used (based on different tiers) Students with similar needs are grouped together Students with similar needs are grouped together On-going observations and assessments throughout services On-going observations and assessments throughout services Continuous updates and discussions with classroom teachers to align instruction and further target areas of most need Continuous updates and discussions with classroom teachers to align instruction and further target areas of most need

6. Interventions Take many forms at the primary level Take many forms at the primary level Some programs within AIS are: Some programs within AIS are: Reading Recovery- a first grade reading intervention program for those who qualify after screening Reading Recovery- a first grade reading intervention program for those who qualify after screening Sonday Systems- a multi-sensory phonics based program for those who qualify Sonday Systems- a multi-sensory phonics based program for those who qualify Kindergarten Club- small group rotations addressing each literacy concept such as letter identification, phonemic awareness, phonics, concepts about print, and handwriting. Kindergarten Club- small group rotations addressing each literacy concept such as letter identification, phonemic awareness, phonics, concepts about print, and handwriting. Leveled Literacy Intervention (LLI)- Fountas & Pinnell -is a supplementary intervention program designed to provide powerful, daily, small-group instruction for the lowest achieving children in the early grades. Leveled Literacy Intervention (LLI)- Fountas & Pinnell -is a supplementary intervention program designed to provide powerful, daily, small-group instruction for the lowest achieving children in the early grades.

7. Parent Involvement Important element of the program Important element of the program Parents encouraged to discuss student needs with school staff Parents encouraged to discuss student needs with school staff Progress reports sent with classroom report cards to update parents on student learning Progress reports sent with classroom report cards to update parents on student learning On-going communication encouraged through phone calls, conferences, and written letters On-going communication encouraged through phone calls, conferences, and written letters

8. Early Literacy Foundations Phonemic Awareness Phonemic Awareness Letter work (recognition and letter formation practice) Letter work (recognition and letter formation practice) Letter sounds Letter sounds Word Study (spelling & rime patterns) Word Study (spelling & rime patterns) Concepts about Print (one to one matching, book handling, directionality, punctuation) Concepts about Print (one to one matching, book handling, directionality, punctuation) Sight word practice (reading and writing words) Sight word practice (reading and writing words) Writing (saying words slowly-blending sounds) Writing (saying words slowly-blending sounds) Reading Strategies (the best way to figure out unknown words) Reading Strategies (the best way to figure out unknown words)

9. Letter work & Letter Sounds Important components of reading and writing Children need to have automatic recognition and have flexible responding in different ways (either in isolation or in a word) Children need to have automatic recognition and have flexible responding in different ways (either in isolation or in a word) Must be able to produce sounds when shown the letter and make connections to it Must be able to produce sounds when shown the letter and make connections to it

10. Three Ways to Learn Letters Form (Give three ways to remember the letter through movement, words, and visual form.) Form (Give three ways to remember the letter through movement, words, and visual form.) Connect the eyes, ears, and the hands. Connect the eyes, ears, and the hands. Identification (through sorting and alphabet books) Identification (through sorting and alphabet books) Function (letter books & in context) Function (letter books & in context) Letter knowledge helps a child gain a foothold in print and use it as an anchor in reading.

11. Ideas for Letter Work at Home Begin with letters the child knows already and add easy to recognize letters first (letter in name) Begin with letters the child knows already and add easy to recognize letters first (letter in name) Trace the letter with his/her writing finger (use play- doh, sand trays, shaving cream, or sandpaper cut into letters to practice letter formation) Trace the letter with his/her writing finger (use play- doh, sand trays, shaving cream, or sandpaper cut into letters to practice letter formation) Match capital and lowercase letters Match capital and lowercase letters Look and sort letters for similarities or differences saying the letter with sorting Look and sort letters for similarities or differences saying the letter with sorting If there is reversals or confusions between letters, pick one and practice until it is secure. (dry-erase boards) If there is reversals or confusions between letters, pick one and practice until it is secure. (dry-erase boards) Sequence letters in A-B-C order. (song with letter cards or magnetic letters) Sequence letters in A-B-C order. (song with letter cards or magnetic letters)

12. Letter Sounds Use alphabet book have child say letter and its sound; eventually just say sound Use alphabet book have child say letter and its sound; eventually just say sound Using pictures, ask for beginning letter sounds at first, increase level of difficulty, with ending or full word. Using pictures, ask for beginning letter sounds at first, increase level of difficulty, with ending or full word. Make connections such as “a” sound like in the word apple (need cues to remember) Make connections such as “a” sound like in the word apple (need cues to remember) Practice writing with saying words slowly Practice writing with saying words slowly Clap words to hear parts/syllables-(read/ing) Clap words to hear parts/syllables-(read/ing)

13. Letter and Letter Sound Games Letter/Sound/Rhyming Memory (with either letter cards or using index cards, have child flip over cards and make a match, saying the letter each time or beginning sounds with pictures) Letter/Sound/Rhyming Memory (with either letter cards or using index cards, have child flip over cards and make a match, saying the letter each time or beginning sounds with pictures) Go Fish with letters or with pictures matching first letter, etc. (such as “Do you have a something that starts with the letter t like in turtle?”) Go Fish with letters or with pictures matching first letter, etc. (such as “Do you have a something that starts with the letter t like in turtle?”) Boggle Jr., Scrabble Jr, Fridge Phonics, Leapfrog, etc. Boggle Jr., Scrabble Jr, Fridge Phonics, Leapfrog, etc. Put magnetic letters, cards, or pictures in a hat, have child say letter, sounds, or words that start with that letter. Put magnetic letters, cards, or pictures in a hat, have child say letter, sounds, or words that start with that letter.

14. Sight Word Practice Practice with flashcards and writing on dry erase boards Practice with flashcards and writing on dry erase boards Use magnetic letters to make words and later by changing words by the first letter ( such as cat to mat); using rhyming to help (L→R direction) Use magnetic letters to make words and later by changing words by the first letter ( such as cat to mat); using rhyming to help (L→R direction) Go Fish/Memory Go Fish/Memory Use different mediums to write such as chalk, dry- erase markers, or paint, etc. Use different mediums to write such as chalk, dry- erase markers, or paint, etc. Make up a bingo board (6-9 squares). Write words in squares and call words out. Make up a bingo board (6-9 squares). Write words in squares and call words out.

15. Writing Have your child write whenever you can Have your child write whenever you can Write simple sentences using a coloring book/picture/sticker/photograph Write simple sentences using a coloring book/picture/sticker/photograph Make books Make books Write letters, shopping lists, etc. Write letters, shopping lists, etc. Have the child say the words slowly (like stretching out bubble gum) Have the child say the words slowly (like stretching out bubble gum) Making connections between words Making connections between words Practice short vowels (three letter words) Practice short vowels (three letter words)

16. Reading Strategies Tell your child to reread when they get stuck to help them get the word Tell your child to reread when they get stuck to help them get the word Get their mouth ready for the first sound Get their mouth ready for the first sound Get them to monitor their reading so that it looks right and sounds right Get them to monitor their reading so that it looks right and sounds right Ask them to look for parts through the word such as in before (be and for) Ask them to look for parts through the word such as in before (be and for) Have them notice their own errors and fix the error by searching for more information to help Have them notice their own errors and fix the error by searching for more information to help Have your child use these strategies independently and provide time for your child to figure out words and notice errors. Have your child use these strategies independently and provide time for your child to figure out words and notice errors. Pictures are excellent cues for meaning. Pictures are excellent cues for meaning. Don’t cover up the pictures. Don’t cover up the pictures.

17. Reading Comprehension Talk about the story with your child. Talk about the story with your child. Have your child preview, discuss, and retell the story (beginning to end) Have your child preview, discuss, and retell the story (beginning to end) Discuss characters, setting, problems, and solutions Discuss characters, setting, problems, and solutions Have them listen to stories and ask questions afterward Have them listen to stories and ask questions afterward Discuss vocabulary Discuss vocabulary

18. Math Concepts Calendar practice (days of the week/months of the year) Calendar practice (days of the week/months of the year) Number recognition and formation (similar ideas to letter practice) Number recognition and formation (similar ideas to letter practice) Counting to 100 Counting to 100 Counting from a random number up and back (start at 19 and count up and back) Hundreds Grid Counting from a random number up and back (start at 19 and count up and back) Hundreds Grid Counting by 2’s,5’s, and 10’s Counting by 2’s,5’s, and 10’s Greater/less than Greater/less than Place Value Place Value Counting Money Counting Money Telling Time Telling Time Math Facts (Fact Families) Math Facts (Fact Families)

19. Conclusion/Questions Make practicing skills and reading fun! The more hands-on activities the better The more hands-on activities the better A heartfelt thank you for your help and work at home A heartfelt thank you for your help and work at home