PPT - School Administrators of Iowa
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Transcript PPT - School Administrators of Iowa
Right Intervention/Right
Student/Right Time
SAI Conference
August 7, 2013
Jerri Larson, presenter
Council Bluffs Community School District
Walnut Grove Elementary
Council Bluffs Literacy Model
Features of the Partnership in Comprehensive Literacy
(PCL) model
– A Framework for Literacy
– Coaching and Mentoring
– Model Classrooms
– High Standards
– Accountability
– Interventions
– Professional Development
– Well-Designed Literacy Plan
– Technology
– Spotlighting and Advocacy
(Results that Last: A Model for School Change (Dorn & Soffos,
2003 and Shaping Literate Minds: The Development of SelfRegulated Learners (Dorn & Soffos, 2003)
Accountability
The work we do along with the
results are transparent in the visual
of the data wall. We all hold each
other accountable for the work we
do.
We use the data wall as the big
picture – adjusting whole group
instruction as well as individual
students – intervention groups
Assessment Schedule
Data Wall
Example of Data
1st Grade Comparison 4th Quarter
70%
59%
60%
50%
50%
36%
40%
Reading
28%
30%
22%
20%
10%
4%
0%
2%
0%
Below Basic
Basic
Proficient
Advanced
Writing
Interventions
Layered Intervention
Classroom teachers will be
responsible for providing the first
layer of interventions for students
An interventionist (any person who
has been trained in providing
interventions)
Comprehensive Intervention Model
(CIM)
Intervention schedules are developed
collaboratively during intervention team
meetings and are based on data
(monthly)
Students are selected for intervention
based on their performance in the
classroom and careful assessment of
reading and writing
A literacy Plan is developed for each
child receiving intervention
CIM continued
Students selected to participate in
small group intervention
Placement assessments are used
for the purposes of identifying a
child’s specific areas of strengths
and weaknesses
An intervention wall is also
developed to track the number of
students in groups, progress and
transparency
CIM Continued
After placement, progress of all
intervention students is discussed
each month with a team consisting
of the building coach,
interventionist, classroom teacher
and principal.
Four Tiers of Intervention
Tier 1 is an intervention provided daily
by a classroom teacher
Tier 2 intervention is provided in a small
group with a specific focus. The
recommended group size is 3-4
students.
Tier 3 intervention is provided in a small
group of 1:2, or 1:1 (Reading Recovery)
Tier 4 is a Special Education intervention
and may be considered long term. The
recommended group size is 1:1 through
1:3
CIM K-5 Group Interventions
Interactive Writing
Guided Reading Plus
Writing Aloud
Writing Process
Comprehension Focus
(Interventions that Work:
Comprehensive Intervention Model for
Preventing Reading Failure, Dorn &
Soffos, 2010)
Intervention Wall
Child Find
Determining Appropriate
Intervention Service (DAIS)
The Principal and the Coach
Key relationship
–
–
–
–
–
–
–
Meet monthly with interventionists
Coordinate cluster visits with principal
Choose model classroom teachers
Weekly team meetings
Plan professional development
Meet weekly with principal
Meet monthly to discuss all Tier 2 – 4
intervention students
– Meet quarterly to discuss all Tier 1
intervention students
ESAIL
Accountability of the model –
ESAIL Walkthroughs
Focus today – Criterion 3 and 5