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