WORKING TOGETHER TO HELP CHILDREN SUCCEED

providing high-quality instructionintervention 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

(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

bull Universal screening is a single test of all students used for multiple grade levels

bull Benchmark expectations increase throughout the year as the children make academic advances in curriculum

What Universal Screenings are we using at Hillcrest

Students in Kindergarten First and Second Grade are assessed using DIBELS

Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

providing high-quality instructionintervention 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

(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

bull Universal screening is a single test of all students used for multiple grade levels

bull Benchmark expectations increase throughout the year as the children make academic advances in curriculum

What Universal Screenings are we using at Hillcrest

Students in Kindergarten First and Second Grade are assessed using DIBELS

Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

(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

bull Universal screening is a single test of all students used for multiple grade levels

bull Benchmark expectations increase throughout the year as the children make academic advances in curriculum

What Universal Screenings are we using at Hillcrest

Students in Kindergarten First and Second Grade are assessed using DIBELS

Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

bull Universal screening is a single test of all students used for multiple grade levels

bull Benchmark expectations increase throughout the year as the children make academic advances in curriculum

What Universal Screenings are we using at Hillcrest

Students in Kindergarten First and Second Grade are assessed using DIBELS

Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

What Universal Screenings are we using at Hillcrest

Students in Kindergarten First and Second Grade are assessed using DIBELS

Dynamic Indicators of Basic Early Literacy Skills

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

What are DIBELS

bull DIBELS are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills

bull 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

bull 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

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

bullAll children can learn and we will effectively teach them all utilizing scientifically research based instruction

bull We will intervene early ndash be proactive rather than reactive

bullWe will use a multi-tier model ndash Intervention must be differentiated in nature and intensity

bullWe will use a problem-solving model based on data to make decisions within a multi-tier model

1048698 Is there a problem and what is it (Identification)1048698 Why is it happening (Analysis)1048698 What are we going to do about it (Plan)1048698 Did our intervention work (Review and Revise)

NASDE 2005

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

Lll

Tier I ndash Universal or Core Language Arts instruction for all students with flexible small group instructionndash Meets the needs of 80 of learners

Tier II ndash Supplemental Targeted Intervention for Students (in addition to LA instruction in the classroom) ndash needed by 15 of the students

Tier III ndash Intensive Supplemental Interventions provided ndash needed by 5 of the students

Adapted from NASDSE 2005

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

What to expect when a child moves through

a tiered interventionhellip

(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

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

bull Mrs Jones-Tate Principal

bull Mrs Biller Literacy Specialist

bull Mrs Kleppinger Primary Literacy Support Teacher

bull Mrs Booth Instructional Support Teacher

bullClassroom teachers in grades K and 2

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11

• PowerPoint Presentation
• Slide 2
• Slide 3
• Slide 4
• What Universal Screenings are we using at Hillcrest
• What are DIBELS
• Slide 7
• Slide 8
• What to expect when a child moves through a tiered interventionhellip
• Slide 10
• Slide 11