Nancy Guzman 3-5 Pp

7/29/2019 Nancy Guzman 3-5 Pp

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Next Steps:ALL 3-5 Students

Will Master

Reading and Math Learning Targets

Jefferson Parish Turnaround Schools


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TeachingALL Children to Read


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Accelerated Learning for below grade

level students!1. Ensure all students make expected yearly growth

Provide strong core reading instruction for allEnough time spent to meet the needs of manystudents who do not typically receive powerfulsupport at homeEnough quality so that the increased instruction time

is spent effectively { Time + Quality Instruction =GROWTH}

2. Ensure students who are behind make expected growthPLUS catch-up growth

Effective differentiated instruction by classroomteachersEffective school level systems and resources toprovide additional intensive interventions in smallenough groups for enough time and with enough skill


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Student Needs (Reading)

Proximal=YEARS WORTH OF GROWTHWhat supports needed to help students withcurrent grade-level learning targets (Common CoreGrade Level Learning Targets)

Distal=ACCELERATED GROWTH FOR BELOW-GRADELEVEL STUDENTS

What supports needed to address the learning gaps

in basic skills so students have the skills needed tomaster grade-level learning targets (FoundationalReading Skills)


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Data-Driven Instruction

Step 1: What should students know and be able to do?

(Establish Grade-Level Learning Targets)

Step 2: How will we know if they know it?

DATA-DRIVEN INSTRUCTION

DIBELS, Formative Assessments, Short-Cycle Assessments, ANet,

Quarterly Assessments

Step 3: What will we do for students who do not know it?

(Interventions)


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1) What should students know and be

able to do by the end of the year?


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Learning Targets 3-5

Struggling Readers 3-5

Foundational Reading Skills

All 3-5 Students

Learning Targets for 3-5

are

Common Core State Standards

Literacy Skills


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Where do you find grade-level

learning targets?

Common Core Standards

North Carolina Department ofPublic Instruction

Anet GLEs


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Common Core: Foundational Reading SkillsPhonemic Awareness Phonics Vocabulary Fluency Comprehension

Kindergarten Phonological

Awareness and

Print Concepts

Phonics and

Word

Recognition

Sight Words

FirstPhonological

Awareness and Print

Concepts

Phonics

and

Word Recognition

Sight words &

Phrases____________

Timed Passages

Second

Phonics

And

Word Recognition

Timed Passages

Third Timed Passages DAZE PASSAGES

Fourth Timed Passages DAZE PASSAGES

Fifth Timed Passages DAZE PASSAGES


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Phonemic

Awareness

~Shared Reading

~Read Alouds

~Nursery Rhymes

Phonics

~Orton Gillingham

~Word Study:

"Words Their Way"

Fluency

~Sight Word ID

~Phrases

~Timed passages

Vocabulary~Academic Vocab.

~Marzano's 6 Step

Process

~PWIM

Comprehension

~Guided Reading

~MAZE

~AR

Strengthen

The Core

Literacy

Curriculum


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WEBSITE: FLORIDA CENTER FOR READING RESEARCH

Foundational Reading Skill Activities for Struggling Readers

Student Center ActivitiesDuring 2004-2007, a team of teachers at FCRR collected ideas and

created Student Center Activities for use in kindergarten through fifthgrade classrooms. Accompanying these Student Center Activities is a

Teacher Resource Guide and Professional Development DVD thatoffers important insights on differentiated instruction and how to use

the student center materials.

Frequently Asked Questions about Student Center ActivitiesGrades K-1 Student Center Activities (2005)

Grades K-1 Student Center Activities (Revised, 2008)Grades 2-3 Student Center Activities (2006)Grades 4-5 Student Center Activities (2007)
http://www.fcrr.org/curriculum/studentCenterActivities2005.shtmhttp://www.fcrr.org/curriculum/curriculumStudentCenterActivitiesFAQ.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities2005.shtmhttp://www.fcrr.org/curriculum/curriculumStudentCenterActivitiesFAQ.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities23.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities23.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities45.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities23.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities23.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities23.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities2005.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities2005.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities2005.shtmhttp://www.fcrr.org/curriculum/curriculumStudentCenterActivitiesFAQ.shtmhttp://www.fcrr.org/curriculum/studentCenterActivities2005.shtm


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Struggling Readers

Discuss

What % of students in your classare struggling readers?

Struggling readers do not have the skills to readfluently and therefore, cannot read complex

text.


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3-5 Struggling Readers and


Look at:

Fluency Score

DAZE Score

Sight Words


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Struggling Readers and Fluency Rates

MOY

Grade WCPM Accuracy Cut Score Accuracy

3 85 96% 68 92%

4 103 97% 79 94%

5 120 98% 101 96%


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Struggling Readers and DAZE score

MOY

Grade 3 11 Cut Score 7




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When you dont have a fluency score

(4-5)

Administer 3 grade-level fluency passages

Average the Scores

Score= Below/At/Above Cut Score

Below Cut Score: Administer a Phonics ScreenerConduct a Data Analysis to identify students

deficit/s in foundational reading skills (PA, Phonics)

Administer a Sight Word Inventory to determine

specific words that students do not know Group students and provide skills-basedintervention OUTSIDE the reading block!!!!


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Struggling Students

Sight Word AssessmentSight Words

Pre-Primer

Primer

First

Second

Third

Fourth and Fifth 220 Sight Words


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Phonics Screener

Administer a phonics screener to identifyspecific foundational skill deficits.


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Results of Phonics Screener

Student

Date

Word Recognition

O R

R E

A A

L D

Accuracy

Fluency

Silent Reading Comp

Spelling

Word Meaning

Print Awareness

P A

H W

O A

N R

E

N

E

S

S

Rhyming Words

Segmenting Words

Initial Consonant Sound

Final Consonant Sound

Auditory Blending

L&S

E O

T U

T N

E D

R S

S

Naming Capital Letters

Naming Lowercase

Matching Letters

Matching Words

Writing Words

W A

O NR A

D L

Y

S

I

S

Consonant Sounds

Consonant BlendsShort Vowels Sounds

Rule of Silent E

Vowel Digraphs

Diphthongs

Vowels with R

Two-Syllable Words

Polysyllabic Words


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Student__________

Fluency Score_________

DAZE Score_________

Sight Word Score______

Administer Phonics Screener Yes No

Instruction: PA, PhonicsSpecific Skills______________________


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Struggling Student Intervention

GroupsName PA Phonics Fluency Foundational Skills


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Review: Remediating Foundational

Reading Skill Deficits

Identify struggling students

Administer screeners

Determine specific skill deficits

Group students according to skill deficit

Provide additional instruction OUTSIDE the readingblock

Decide which students need additional time andsupport and provide the time and support tosupport their learning


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Teaching Strategies

forStruggling Readers

C C Lit Skill


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Common Core Literacy Skills

Kindergarten Reading Literature Informational

Text

Writing Speaking

Listening

Language

First Grade Reading

Literature

Informational Text Writing Speaking

Listening

Language

Second Grade

Transitional Curriculum Transitional Curriculum TransitionalCurriculum

TransitionalCurriculum

TransitionalCurriculum

Third GradeGLE

Calendar : Skills Taught

and Tested 2013

Fourth Grade

GLECalendar: Skills Taught

and Tested 2013

Fifth GradeGLE

Calendar: Skills Taught

and Tested 2013


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3-5 Literacy Instruction

1) Foundational Reading Skills Phonemic Awareness

Phonics

Vocabulary Fluency

Comprehension

2) Common Core Literacy Standards and GLE

Florida Center for Reading


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WEBSITE:Florida Center for Reading

Research http://www.fcrr.org

Use these charts to access Student Center Activities aligned toeach of the Common Core State Standards (Grades K through5). Click on the grade level below to access the activitiesorganized by standard. A Center on Instruction documentlisting the standards addressed by each Student CenterActivity can be accessed here .

Reading Foundational Skills: Kindergarten | Grade 1 | Grade 2| Grades 3 through 5Reading Literary Text: Grades K and 1 | Grades 2 and 3 |Grades 4 and 5

Reading for Information: Grades K and 1 | Grades 2 and 3Language: Grades K and 1 | Grades 2 and 3 | Grades 4 and 5Writing and Speaking & Listening: Grades K through 5
http://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standardshttp://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standardshttp://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standardshttp://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standardshttp://www.fcrr.org/studentactivities/3_5.htmhttp://www.fcrr.org/studentactivities/kg.htmhttp://www.fcrr.org/studentactivities/01.htmhttp://www.fcrr.org/studentactivities/02.htmhttp://www.fcrr.org/studentactivities/3_5.htmhttp://www.fcrr.org/studentactivities/literature_45.htmhttp://www.fcrr.org/studentactivities/literature_K1.htmhttp://www.fcrr.org/studentactivities/literature_23.htmhttp://www.fcrr.org/studentactivities/literature_45.htmhttp://www.fcrr.org/studentactivities/language_k1.htmhttp://www.fcrr.org/studentactivities/language_k1.htmhttp://www.fcrr.org/studentactivities/information_K1.htmhttp://www.fcrr.org/studentactivities/language_23.htmhttp://www.fcrr.org/studentactivities/language_23.htmhttp://www.fcrr.org/studentactivities/information_23.htmhttp://www.fcrr.org/studentactivities/language_45.htmhttp://www.fcrr.org/studentactivities/language_45.htmhttp://www.fcrr.org/studentactivities/language_k1.htmhttp://www.fcrr.org/studentactivities/language_23.htmhttp://www.fcrr.org/studentactivities/writing.htmhttp://www.fcrr.org/studentactivities/writing.htmhttp://www.fcrr.org/studentactivities/writing.htmhttp://www.fcrr.org/studentactivities/language_45.htmhttp://www.fcrr.org/studentactivities/writing.htmhttp://www.fcrr.org/studentactivities/writing.htmhttp://www.fcrr.org/studentactivities/language_45.htmhttp://www.fcrr.org/studentactivities/language_23.htmhttp://www.fcrr.org/studentactivities/language_k1.htmhttp://www.fcrr.org/studentactivities/information_23.htmhttp://www.fcrr.org/studentactivities/information_K1.htmhttp://www.fcrr.org/studentactivities/literature_45.htmhttp://www.fcrr.org/studentactivities/literature_23.htmhttp://www.fcrr.org/studentactivities/literature_K1.htmhttp://www.fcrr.org/studentactivities/3_5.htmhttp://www.fcrr.org/studentactivities/02.htmhttp://www.fcrr.org/studentactivities/01.htmhttp://www.fcrr.org/studentactivities/kg.htmhttp://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standardshttp://centeroninstruction.org/student-center-activities-aligned-to-the-common-core-state-standards


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Literacy Block

Lesson Plan Format


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Literacy BlockACTIVITY Minimum Minutes

Read Aloud CCSS Reading Literature/Informational Text 30

Shared Reading/Guided Reading (read with) 20

Readers Workshop Daily Five- Teacher

Guided Reading

60 (determined by # of groups)

Daily Fluency

Daily MAZE

20

Phonics 20

Sight Words 10

Morning Message (write to) 5

Model Writing 20

Writers Workshop (write by) 35

Intervention/Progress Monitoring 20

(240 min)


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NOW WE HAVE ADDRESSED STEP 1:

Learning TargetsCurriculum Maps

Lesson Plans

Move to Step 2


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Step 2: How do we know they know

it?

Data-Driven Literacy Instruction

Assessments: ANet, DIBLES, FORMATIVE, RUNNINGRECORDS, ETC.

Analyze Data

Make Feedback and Develop Strategies

Act

Assess Again

Repeat


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Common Core State Standards

Classroom Assessments

M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F M T W Th F

FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA FA

SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT SHORT CYCLE ASSESSMENT

BENCHMARK TESTING (ANET TESTING)

FA FORMATIVE ASSESSMENT


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Create Teacher-Made Assessments to

the Rigor of the State Test

Standards (and objectives) are meaningless untilyou define how to assess them. Because of this,assessments are the starting point for instruction,not the end.

In an open-ended question, the rubric defines therigor.

In a multiple choice question, the options definethe rigor.


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Data-Team Meeting

Review individual student data

Formative Assessments, Short Cycle

Assessments, Quarterly Assessments (Anet),

Teacher Created Assessments

Determine who needs additional assessments

(Cool Tools, DRA, DAR, Phonics Screener)


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Look at next slide

DIBELS MOY 3rd Grade

What do you see?

What would you do about it?

Remember third grade ORF cut score is

68 WCPM 92% Accuracy


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DIBELS DATA

Answer questions

What does the data tell you?

Are students making adequate progress?

How do you know?

What would you do about it?


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Student

Mark if incorrect1.02- Key Vocabulary 2.02- Interact with Text 2.05- Evaluate & provide evidence by referencing

the text3.01- Evaluate & provide evidence by referencing the

text

17 18 19 20 21 22 1 2 5 9 10 11 12 13 14 15 16 3 4 6 7 8

Jacobin - - - - - - - - - - - -

Brandon - - - - -

Justine - - - - - -

Ciera - - - - - - - - -

Uriel - - - - - - - - - - -

Jerrayah - - - - - - - - -

Adolfo - - - - - - - - - -

Denise - - - - - - - - - -

Jene - - - - - - - - - - - -

Donzavius - - - - - - - - - -

Taemus - - - - - - -

Mikayla - - - - - - - - - -

Dion - - - - - -

Khala - - - - - - -

Snowi - - - - - - - -

Sedaiah - - - - - - - - - - - -

Keonte - - - - - - - - -

Shadaia - - - - - - - - - -

Jaydin - - - - - - - - -

Jonathan - - - - - - - - - - - -

Jeffrey - - - - - - - - - - - -

Michael - - - - - - - - -

Mastery 18-23 21 21 19 20 23

PartialMastery 12-17 14 13 14 13 15 14 16 17

Non Mastery -11 5 11 1 9 4 9 10 9 9

ANet Assessment


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Ready for Step 3

Step 3:

Now that we know who doesnt know it, what

are we going to do about it?


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A Model For Helping ALL

Students!

Group all students by ability!

INTENSIVE

STRATEGIC

3 5 Abilit G i


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3-5 Ability Grouping

St er l in g

El emen t a r y3 -5 Read in g Mo d el

Fo r c l assr o om in s t r uc t io n ,in t er v en t io n & en r ic h men t

20 10 -20 11A l ls t u d en t smay r ece ive :Imagine It!

Novel Studies

GuidedReading

AR

STAR Test

Fluency

Maze Passages

Lets Go LearnClassScapesStudy Island

DIBELS

SRA SpecificSkillsSRA ReadingLab

FCRR

Th ir d g r a de F ou r t h g r a de F if t h g r a de

In t ens ive

9:55-10:55Novels/AR/Imagine It!11:45-12:15 BELS,Nifty Fifty, DIBELS,Kaleidoscope, SpecificSkills, Word Study, FCRR

Activities, ReadingMastery, CorrectiveReading, Thinking Maps,Navigator12:45-1:05 AR

12:20-1:10Novels/Imagine It!

1:10-1:40 Specific Skills,Reading Lab, FCRRActivities, ReadingNavigator, Reading Mastery,

Corrective Reading,Thinking Maps, Navigator

2:15-2:45 AR

8:30-9:30

Novels/Imagine It!

1:50-2:20 Specific Skills,Reading Lab, FCRRActivities, ReadingNavigator, Reading Mastery,

Corrective Reading,Thinking Maps, Navigator

2:20-2:45 AR

St r a t e g ic

9:55-10:55Novels/AR/Imagine It!11:45-12:15 BELS,Nifty Fifty, DIBELS,Kaleidoscope, SpecificSkills, Reading Lab, FCRRActivities, GuidedReading, Thinking Maps12:45-1:05 AR

12:20-1:10Novels/AR/Imagine It!

1:10-1:40 Specific Skills,Reading Lab, FCRRActivities, ReadingNavigator, Strategy/Skill

Practice, Guided Reading,Thinking Maps

2:15-2:45 AR

8:30-9:30

Novels/Imagine It!

1:50-2:20 Specific Skills,Reading Lab, FCRRActivities, ReadingNavigator, Strategy/Skill

Practice, Guided Reading,Thinking Maps

2:20-2:45 AR

Abo v ea v er a g e

9:55-10:55Novels/AR/ImagineIt!/William & Mary/Jr.Great Books11:45-12:15 SpecificSkills, Reading Lab, FCRRExtension Activities,Strategy/Skill Practice,Thinking Maps12:45-1:05 AR

12:20-1:10Novels/AR/Imagine It!

1:10-1:40 Specific Skills,Reading Lab, FCRRActivities, William & Mary,Jr. Great Books, FCRRExtension Activities,Strategy/Skill Practice,

Thinking Maps2:15-2:45 AR

8:30-9:30

Novels/Imagine It!

1:50-2:20 Specific Skills,Reading Lab, FCRRExtension Activities,Strategy/Skill Practice,Thinking Maps, William &Mary, Jr. Great Books,

FCRR Extension Activities2:20-2:45 AR

Abilit G i


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Ability GroupingThe idea that lower ability students will look up to

brighter students as role models is highly questionable.

Children typically model their behavior after the behaviorof other children of similar ability who are coping well with

school. Children of low ability do not model themselves on

fast learners. It appears by watching someone of similar

ability succeed at a task raises the observers feelings of

efficiency and motivates them to try the task. Students

gain more from watching someone of similar ability cope

(that is gradually improve their performance after some

effort), rather than watching someone who has attained

mastery (that is, can demonstrate perfect performance

from the outset).


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Advantages of Ability Grouping

Teachers are able to focus more instruction at thelevel of all the students in the group

Time is not wasted as lower ability students wait forexplanations to be given to higher ability students

Lower ability students require more remediation,repetition, and review

Provides increased teacher-led (face-to-face)instructional time and less down time for strugglingstudents

Reduced seatwork increases students progress indeveloping reading skills

Slower student will not become complacent bycomparing themselves with higher-level students


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Step 3: What are we going to do when they

dont know CCSS and/or GLES?


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Data-Team Meeting

After Data Review and Administering AdditionalAssessments (if needed)

We Now:

Create skill groups

Assign students to groups

Decide push-in or pull-outDecide how students be progress monitored


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Intervention Groups

Targeted Skills Intervention (TSI)

Targeted-Skills Groups

Skills- BasedSmall

Flexible

Lesson plans

Progress Monitor


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CLASS INTERVENTION PLAN For 1st

2nd

3rd

4th

Quarter (circle quarter)

TEACHER:

Skill 1 Skill 2 Skill 3 Skill 4

Students: DATES

From:

To:

DATES

From:

To:

DATES

From:

To:

DATES

From:

To:

3-5 Interventions


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Students Skills Teacher/Room

Grade:_____________ SKILL____________________________Dates:____________to_______________Time:________________

When Programs are Used for


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When Programs are Used for

InterventionsInterventions should be skills-based and not program-based. Programs

should not be used whole class nor should students be placed inprograms for interventions, unless the program is programed for theirspecific skill deficit!!!

Programs such a Lexia, IReady, etc. could be used for skills-basedinterventions? Yes or No

Often these programs are not used for the purpose for which they werecreated, and are often only used as an means for checking off thecompliance box.

Often these programs waste valuable teaching time when students who do

not need them are placed in these program.

Often these programs are used for a baby sitting block, or to provideteachers with a free period.


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Review: DATA TEAM MEETINGS

Review data

Group students based on skill deficits

Decide who will provide re-teaching

Decide when re-teach

Decide how students will be assessed to

determine mastery of skill Regroup and follow the same procedure till all

students have no skill deficits


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Now we have addressed Step 3 by

providing additional time andsupport for struggling studentsNOW

We need to monitor the progress of students todetermine:

Are students appropriately place?

Is the intervention working

Does the student need additional interventiontime?

Does the student need to be tested for learningproblems? (first check attendance, behavior

referrals, medical issues)


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PROGRESS MONITOR STUDENT

PROGRESS


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Progress Monitor Sheet 3-5


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Progress Monitoring TSI Groups


Common Core Reading Standards


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Name: Nicole Quarter 1

Language Arts

Fluency 43 78 92 66 92 87 106 99 120 96 117 128

Maze 1/36 8/32 10/33 15/36 10/33 15/33 15/32

AR 100%

Spelling LevelWithin Word Pattern

Early B (2nd)

2nd Grade Spelling

Words (AIMS)11/12 9/12 10/12 10/12 10/12

Weekly Spelling100 100 92 88 100 96 100

Comprehension100 100 100 86 70 80 88 Mid-term 75

DIBELS

NWF 86 ORF 90

STAR2.1 2.2

Individual Progress Monitoring

Sample

A th d l f


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Another model for progress

monitoring

Create an assessment for each

standardAssessment is at the rigor of the state

test

Assess each skill to determine masteryChecklists


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State Test ItemsLittle Red Riding Hood

1. What is the main idea?

2. This story is mostly about:A. Two boys fighting

B. Little Red Riding Hoods adventures with a wolf

C. A wolf in the forest

D. A girl playing in the woods

Common Core Test Questions3. Which source of dialogue supports the books main theme?

A. Oh why I am so afraid? I usually like it at Grandmothers.

B. Come Little Red Riding Hood. Here is a piece of cake. Take it to your grandmother. She is

sick and this will do her well.

C. Oh grandmother, what big eyes you have. All the better to see you with!

4. This story is mostly about:

A. Little Red Riding Hoods journey through the woods

B. The pain of losing your grandmother

C. Everything is not always what it seems

D. Fear of wolves


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Guided Reading

Administer Running Record

Determine Students Level

Teach Guided Reading Groups Daily

Assess Often


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It matters little

what else they

learn in elementary

school if they do

not learn to read at

grade level.


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Math Instruction

Follow the same 3 Step ProcessSTEP 1: What do we want students to know and be able to do

in math

STEP 2: How will we know if they do/do not know it?

STEP 3: What are we going to do for those students who do not

know it?

Meeting Student Needs


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Meeting Student Needs

to Accelerate Learning

Proximal- Support needed to master grade-level

math learning targets

Distal- Support needed remediate skill deficits

such as math facts, number sense, etc.

Step 1: What do we want students to


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Step 1: What do we want students to

know and be able to do?

Determine Grade-Level Learning Targets

Third Grade: Common Core and GLEs

Fourth Grade: Common Core and GLEs

Fifth Grade: Common Core and GLEs


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AND

Determine grade-level basic skill requirements

needed to be successful at EACH grade level:

2nd grade addition and subtraction

3rd grade- multiplication

4th grade- division

5th fractions, decimals


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Common Core Grade-Level Skills

Website:

Third Grade-

Fourth Grade-

Fifth Grade-

Create Grade-Level


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Create Grade-Level

Math Curriculum Maps

Based on Common Core and LCC

(You can find these on the North Carolina

Department of Public Instruction Website)


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Step 3: What are we going to do for those who

do not know it?

Identify Struggling Students


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Identify Struggling Students

Provide Additional Time and Support

Assess students to determine skill deficits, then groupstudents for targeted-skills instruction in small fluid

groups.

During grade-level data meetings teachers review data

and place students in skills-based groups for 30-minutes of additional intensive instruction OUTSIDETHE MATH BLOCK!

All staff (counselor, librarian, social worker, etc.) have aTSI math group so groups are small. Decide on push-in

or pull-out model. Students are progressed monitored and every three

weeks assigned to a new skills-based interventiongroup!


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Grade-Level Data Team Meetings

Review all dataMake feedback

Complete chart

Determine time for grade-level interventionsDetermine who will teach at that time and where

Assign staff to skill groups

Write lesson plans for each skill group

Progress MonitorChange groups every 3 weeks

Class Intervention Plan


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Class Intervention PlanCLASS INTERVENTION PLAN For 1

st2

nd3

rd4

thQuarter (circle quarter)

TEACHER:

Skill 1 Skill 2 Skill 3 Skill 4

Students: DATES

From:

To:

DATES

From:

To:

DATES

From:

To:

DATES

From:

To:

Practice LEAP and ILEAP


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Practice LEAP and ILEAP

Reading and Math Tests

DISCUSS

Additional Instructional Time


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Additional Instructional Time

The amount of instructional time makes a huge difference in

students progress! Also, the amount of instructional time ateach individuals level is critical- being able to provide students

the time they need to improve! We make the time.

We are determined to get all the instructional time we can. Wetest the first week of school. We collaborate and form groups.

We begin ability group instruction in the first weeks. We teach

to the end of the instructional day and year. We tweak more

time for instruction by changing transitions. We are committed

to getting the time our kids need. We keep looking at our

schedule and making adjustments to increase teaching and

learning time!


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Mike found during instructional time:


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State Test Item


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Common Core Test Item


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R


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Resources

www.fcrr.org

www.interventioncentral.com

www.idonline.org

www.studentprogress.org

www.k8accesscenter.org

http://kc.vanderbilt.edu/pals

http://reading.uoregon.edu

http://readingcomp.mathmatica-mpr.com

With your grade-level team answer
http://www.fcrr.org/http://www.interventioncentral.com/http://www.idonline.org/http://www.studentprogress.org/http://www.k8accesscenter.org/http://kc.vanderbilt.edu/palshttp://kc.vanderbilt.edu/palshttp://reading.uoregon.edu/http://readingcomp.mathmatica-mpr.com/http://readingcomp.mathmatica-mpr.com/http://readingcomp.mathmatica-mpr.com/http://readingcomp.mathmatica-mpr.com/http://reading.uoregon.edu/http://kc.vanderbilt.edu/palshttp://kc.vanderbilt.edu/palshttp://www.k8accesscenter.org/http://www.studentprogress.org/http://www.idonline.org/http://www.interventioncentral.com/http://www.fcrr.org/


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With your grade level team answer

the following questions?

1) What are we going to do immediately (now)

2) How are we going to do it

3) What resources are we going to use

4) How will we know if we are successful

Nancy Guzman 3-5 Pp

Documents

Transcript of Nancy Guzman 3-5 Pp