Setting the stage

Comprehensive intervention Model™

Tuesday, August 12:15-3:30

Really??

Today’s Agenda● Norms for our time together

● What is the comprehensive intervention model™?

● How does cim support the work within our core - Tier 1?

● Resources for CFG

NormsEXPECTATION BEHAVIOR

BeResponsible

▪ Make yourself comfortable ▪ Take care of your needs (water,

food, restroom, etc.)▪ Share your questions with the

group

Be Respectful

▪ Turn cell phones off or to “vibrate”

▪ Listen to others attentively by staying quiet while they are speaking

▪ Follow up, and complete assigned tasks

Be Engaged

▪ Ask what you need to know to understand and contribute

▪ Contribute to the team by sharing relevant information and ideas

Purpose for Reading

● Have you ever had a student that felt like Red?

● What did it take for them to Feel/become blue?

● What does every teacher need to consider with students who are like red?

My labels

wife

Mom

Coffee lover

OTF enthusiast

Beach lover

Student

Teacher

Dog lover

Distracted

Prostinator

Obsessive

Pessimist

YOUR labels

Comprehensive Literacy Model

+Comprehensive

Intervention Model

Comprehensive Literacy Model features

1. Creates a Literate Environment

2. Organizes the Classroom

3. Uses data to inform instruction

4. Uses Differentiated Core Instruction

5. Uses Assessment Wall to monitor student progress

Comprehensive literacy model features

6. Uses Literacy Coaches to Support Teacher Knowledge

7. Builds Collaborative Learning Communities

8. Creates and Uses School Plan for Promoting Systemic Change

9. Uses Technology

10. Spotlighting and Advocacy

CLM School Plan

1. Inquiry based workshop approach to learning

5. Comprehensive assessment system (accountability)

6. Systemic framework for response to intervention

Comprehensive Intervention Model™

● Struggling readers/writers need consistent instruction that is layered across classroom and supplemental programs

● Students should have same high-quality curriculum as their classmates

● teachers differentiate the context by providing extra time

● Adapting methods of teaching

(5, ITW)

School plan for comprehensive intervention model

Strategy:one sentence summary

1. Framework for intervention

● Staff supports concept of intervention aligned with core

● Literacy block (rdg/writing) is uninterrupted time● Literacy program is differentiated - whole, small,

individual● Literacy program contains a variety of RB

components● Assessments used for screening, diagnosis, progress

monitoring, and evaluation of student strengths and challenges

● Intervention plan allows for flexible layers of literacy support within a 3 or 4 tiered model, aimed at preventing reading disabilities

2. High Standards

● Team members are knowledgeable about state, national and IRA standards

● Instruction and assessments align with standards● Team members understand the link between these

standards curriculum, assessment, instruction, and reporting purposes

● Intervention specialists teachers are highly qualified, certified teachers who engage in continuing PD

● High expectations are held for all students by all staff

● Early prevention is available for all PK-2 children who need it

3. Targeted intervention approaches● Supplemental individual and group instruction is provided

across grade levels and based on need as determined by TIMELY assessments.

● Intervention instruction aligned to school goals including a seamless curriculum and assessment system

● Implementation plan assures that the students who struggle the most have the right to interventions to achieve at their highest levels

● Interventions are reviewed regularly and adjustments are made based on student progress

● Implement for mixing and layering and adjusting interventions are provided

● Targeted teaching in interventions promote integration, transfer, and self-regulation

4. Teacher collaboration

● Intervention team meetings made up of intervention specialists, classroom teachers, and literacy coach are scheduled on a regular basis

● IT collaborates on student selection, entry and exit decisions

● IT collaborated on decisions related to types and intensity of interventions

● IT collaborates on how to provide layered instructions● IT collaborates on scheduling of interventions● IT collaborates on student progress across all

interventions

5. Accountability

● Formative, summative, and progress monitoring assessments are in place

● School teams use the Assessment Wall to Document and study student progress

● On-going assessments are identified and used to inform instruction and assess student response to intervention

● Intervention specialists and classroom teachers collaborate to monitor progress of students on a regular basis

● End of the year reports at school and district level are used for program evaluation, planning system wide improvement goals and PD to support teacher knowledge and skill in reaching diverse learners

6. Professional development● All teachers and staff are actively involved in PLCS● Intervention specialists have received training in CIM model

portfolio of supplemental group instructional options● Coaches and teacher leaders provide coaching cycles and

targeted job embedded PD

7. Comprehensive intervention plan

● Intervention plan represents long term and short term goals

● School successes are spotlighted and celebrated

Comprehensive Literacy model

Comprehensive Intervention model

Where the magic happens!

Data days

RtI team makes data driven decisions about the most appropriate intervention based on intensity, duration, size of group, for meeting the unique needs of the individual learners.

All hands on deck

Classroom teacher

Grade level teams

interventionist

LBS1 - special education

Area teachers

Psychologists

Social worker

Layered approach

1. Classroom instruction (Tier 1)2. Classroom intervention (Tier 1)3. Supplemental interventions (Tier 2

+ 3)4. Special education (Tier 4)

CIM portfolio of interventions

1. Reading REcovery2. Guided Reading Plus group3. Assisted writing - interactive writing group4. Assisted writing - writing aloud group5. Writing process group6. Comprehension focus group - genre 7. Comprehension focus group - content 8. Comprehension focus group - strategy

How do I know who needsAdditional support

Tier 1

● Universal

● Tier 1 intervention

Next layers of support

● Intervention mirroring the core…

● Transfer and collaboration becomes even more important and necessary!

Hmmm….

If the student is not responding to intervention, the problem may be with the teaching (core + intervention), not with the student.

CFG materials and

resources

Mirror the CORE

notebook

Tabs could include

● My thinking● My strategies● Text maps● Journals● Word study

Or use an index system

Anchor charts

organizers/text maps

Common strategies and resources

Lots of text from different levels, genres, and interest

Assessment forms

CFG Lesson planner

School plan forCIM

how close are we?