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 Way New WayTeachers’ intuition says: “a struggling student needs help”

Data indicates student deficit relative to peers

Specialist pulls student TIER 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 educationPamela Kaufman, Deerfield, Il DPS

109

4 Tiered Interventions – Layered and with progressive intensity.

See “Tornado Graphic”

Pamela Kaufman, Deerfield, Il DPS 109

Pamela Kaufman, Deerfield, Il DPS 109

Small Group and 1:1 Interventions

Guided Reading Plus or Read 180Comprehension Focus Group or Read 180

Assisted WritingWriting 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 GroupWriting 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/emails.]

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 meetingBased 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, 1st and 2nd Grades:◦ Running records/IRIs◦ Writing samples

3rd, 4th and 5th 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 KaufmanLiteracy CoachDeerfield District 109

With Acknowledgement and Appreciation to

Linda DornShari FrostMary Ann Poparad

Pamela Kaufman, Deerfield, Il DPS 109