Response to Intervention

1
Response to Intervention

• One Districts Approach

2
COBLESKILL-RICHMONDVILLECENTRAL SCHOOLS WHERE
WHO ARE WE ?

• WHERE
• rural school 35 miles west of Albany off I88
  No. Catskills upper end Appalachia
• WHO
• Title I-dependent on these funds
• 30-45 approx poverty
• 2200 students
• 1000 elementary
• .5 ELL
• 11 Sp Ed (all
• K-2 3-8 K-5 MS HS
• NOT Reading First
• 10 Reading Specialists, not all funded through
  Title I
• AYP every year
• High Performing Gap Closing Title I District

3
CRCSWHAT WE DO

• Curriculum-
• K-5, 6-8 ELA Curriculum aligned
• Curriculum, Assessment Instruction Committee
  K-12
• Common Philosophy/Belief/staff development
• Early Intervention

4
WHAT WE DO, continued

• Instruction-
• Balanced Literacy
• Rigby Literacy Core Reading Program
• Jolly Phonics
• Lucy Calkins Primary Units of Study,
  Intermediate Units of Study
• Phonics Lessons for Word Study
• Trade Books
• Book Closets
• Comprehension Toolkit/Stephanie Harvey
• Literature Circles
• Reading A-Z
• National Geographic Readers

5
WHAT WE DO, continued

• Assessment-
• Rigby PM Benchmark
• Rigby literacy benchmarks
• Daily Running Records
• Language Arts Folders
• Fountas and Pinnell Benchmark Kits

6
C-RCS District Instructional Intervention
Process
The primary goal of this process is to determine
the root cause for a student experiencing low or
delayed academic achievement, and to match
resources/instruction with identified need.
7
Questions to be answeredWhat can the student
do?What cant the student do? Why?What does
the student need?Who can provide what they need?

• Tier I High quality differentiated classroom
  instruction.
• Tier II Supplemental instruction with
  increasing levels of intensity/time based on
  progress monitoring and data analysis.
• Tier III Targeted specialized instruction, with
  intensity and frequency dependent on student
  need. May be individualized or small group
  delivery.
• Tier IV A referral for testing/CSE may be
  indicated when a sustained, focused,
  research-based intervention has failed to meet
  student needs.
• Each level must be closely monitored and
  documented as required by IDEA.

8
Cobleskill-Richmondville Interventions
C obleskill R ichmondville I nterventions for B
asic E arly L iteracy S uccess
9
Tier I

• Assessment Identification of Needs
• Teacher observation
• Teacher made or unit tests
• Work samples
• Standardized tests (disaggregate)
• Running records
• Language Arts Folders (LAFs/ ELP)
• STIR test for Kindergarten (ELP/PALS)
• Units of Study/Writing Assessment
• Comprehension Fluency checks
• Classroom Interventions
• Meet the needs of all students through
  differentiated instruction
• Guided Reading groups
• Centers
• Cooperative grouping/paired partners
• Small needs based group instruction
• Pull asides
• Modify work, contracts, behavior plans, etc.
• Modify instruction

10
Case Conference Team Referral Form

• Please be able to provide information for the
  following four
• questions in preparation for the Case Conference
  Team Meeting
• What can he/she do?
• What cant he/she do? What is the root cause?
• What does he/she need?
• Who can provide it?
• Think about these questions and complete the form
  on page 2.
• Return page 2 to School Counselor who will
  schedule the CCT meeting.
• Thank you.

11
Case Conference Team Referral Form Student
Grade Teacher Meeting requested by
Date of referral Reason for Referral
Please complete the following with strategies
you have tried thus far
12
Related Services received and Name of
Provider AIS Math OT AIS Reading
PT Speech Counseling/Social
Work Please check the appropriate box
? CCT meetings typically take place during the
lunch/recess time of the referring teacher and
within one week following the date of the
referral. Please list several specific dates
and times when you will be available
_____________________________________ ? Please
return completed CCT Referral Form to School
Counselor. Thank You!
13
Problem Solving Team

• PST/CCT Problem Solving Team requested to
  discuss student interventions when classroom
  teacher needs input from others. Members of the
  team consist of School Psychologist, Remedial
  Coordinator, Reading Specialist, Math
  Specialist, School Counselor, Nurse(if
  applicable), School Administrator, classroom
  teacher, Special ed teacherall aspects of
  student learning, data, social development,
  attendance, family situation are considered.
  Strategies to promote learning are suggested and
  a plan for intervention is developed the problem
  solving cycle begins

14
Problem Solving Cycle
Taken from Response to Intervention-A Practical
Guide for Every Teacher- by William N. Bender and
Cora Shores, 2007.
15
TIER II

• Assessment Identification of Needs
• 1. STIR Test phonemic/phonological-all
  Kindergarten
• 2. Running Records informally every 2 weeks for
  moderate/chart
• 3. Language Arts Folders
• 4. Standardized tests
• 5. Teacher recommendation/observation
• 6. Comprehension Fluency checks
• Supplemental/Extra Support Intervention
• 1. Progress monitor in classroom Grades 2-8
• 2. Small group instruction with reading
  specialist
• Grades 2-8
• 3. STIR group with reading specialist Kind
• 4. PST/CCT problem-solving team continues to meet

16
Record of Reading Progress

• Keeping track of reading levels bi-weekly

17
Tier III

• Assessment Identification of Needs
• 1. STARS screening Concepts of Print and
  Observational Survey
• 2. Running Records daily for highest intensity
• 3. Language Arts Folders
• 4. Standardized tests
• 5. Teacher recommendation/observation
• 6. Daily writing samples
• 7. High Frequency word lists/word work
• 8. Comprehension Fluency checks
• Targeted Instruction/High Intensity
• STARS Reading Recovery type program beginning at
  Grade 1
• Mini-group 2-4 students
• 1-1 Individualized instruction
• Supplemental reading instruction provided DAILY
• Wilson as needed
• Earobics as needed
• Pull-out/intensive
• PST/CCT Problem-solving cycle continues

18
Our Earliest Response to Intervention (so far)

• Kindergarten
• Early Intervention Program
• Focus Phonemic Awareness the ability to hear
  and manipulate the sounds of spoken words

19
ST. I. R.
20
ST.I.R.

• Steps
• Into
• Reading

21
Selecting Students for the Program

• Informal Observation by Classroom Teacher and
  Early Intervention Teacher
• Writing Sample
• Performance on the (modified) Early Literacy
  Profile

22
Early Literacy ProfileFall Benchmarks for K

• Rhyming 5-8 out of 10
• Letter Identification 10-20 out of 26
• Letter Sounds 4-12 out of 26
• Word Recognition
• Spelling 3-7 out of 30
• Writing Vocabulary (PALS)

23
Notifying the Parents

• 1. Classroom Teacher
• 2. Early Intervention Teacher
• 3. Building Principals Article

24

• Principals Corner
• Kindergartners Step Into Reading
• Plato once wrote, In any task the most important
  thing is the beginning, especially when you have
  to deal with anything young and tender. The
  Ryder Elementary School staff understands the
  significance of this statement when it comes to
  the complexities of teaching kids to read.
• Step Into Reading (STIR) is an early intervention
  program that was designed to address the
  beginning reading needs of Kindergartners. STIR
  emphasizes sounds and sound patterns related to
  the development of reading. While all
  kindergarten students participate in STIR
  activities throughout the year, some receive
  additional services from a teacher or educational
  aide.
• The program has two components. One is the
  school-centered approach described above, and the
  second extends into the home. Parents of
  students who are identified for extra support are
  provided with packets of STIR materials, games
  and books to continue activities at home.
  Assessments given at the end of the last school
  year indicate significantly higher gains for
  students whose parents/guardians consistently
  worked with their kids at home.
• STIR is just one of a number of early
  intervention programs at the elementary level.
  The Building Council is committed to maintaining
  and/or expanding these programs to help insure
  kids get off to a strong academic start in
  school.
• If you have any questions about the STIR program,
  or any other early intervention program, please
  contact your schools reading coordinator.

25
The Program

• 3 out of 6 days the Early Intervention Teacher
  gives support to Students as Writers during
  Writers Workshop
• Other 3 days the Early Intervention Teacher works
  on Phonemic Awareness Activities with the
  Identified Students (rhyming, hearing letter
  sounds, syllabication)
• Guided Reading begins in January!

26
See Us Work

• 1.Rhyming
• 2.Letter Work
• 3.Segmentation
• 4.Writers Workshop

27
Parent Involvement Every Monday ST.I.R. Bag is
Refilled With

• 1. New game
• 2. Two books for parent to read to child
• 3. Letter to parent, which includes a cut-off
  portion for parent comments
• 4. Any communication early intervention teacher
  needs to include

28
Selecting books to Bring Home
29
Basic Recommended Resources

• Home Link..Dominie Press
  
• Phonics Lessons Fountas Pinnell
• Phonics Lesson Plans Heinemann
• Phonemic AwarenessMarilyn Jager Adams
• Paul H. Brookes
  Publishing

30
ST.A.R.SStudents Achieving Reading Success

• What is STARS?
• An early intervention reading program primarily
  for first graders
• Modeled after Marie Clay's Reading Recovery
  program
• A positive approach to teaching good reading
  strategies    
• The goals of  our STARS program are
• Have students become a more confident  reader.
• Have students become independent problem solvers
  with text.
• Have students learn to monitor and self-correct
  their own reading.

31
How STARS are Identified for Screening

• STIR students who did not make adequate progress
• Teacher Recommendations

32
STARS Screening

• Letter Identification
• Concepts About Print
• Word Recognition
• Hearing Sounds in Words
• Writing Vocabulary
• Reading Level

33
STARS Daily Lesson Components

• 3 Familiar Books
• Introduction of New Book
• Writing
• Cut-up Sentence
• Word Work
• Parent Involvement

34
Resources
Clay, Marie M. An Observation Survey Of Early
Literacy Achievement. PortsmouthHeinemann,
2002 Clay, Marie M. Reading Recovery A Guidebook
for Teachers in Training. PortsmouthHeinemann,
1993. Clay, Marie M. Follow Me Moon.
PortsmouthHeinemann, 2000 Clay, Marie M. No
Shoes. PortsmouthHeinemann, 2000 Clay, Marie M.
Stones. PortsmouthHeinemann, 1985