Deerfield Elementary School Deerfield Elementary Overview of Deerfield Renovation October 8, 2015.
October 2009 Pamela Kaufman, Deerfield, Il DPS 109.
Transcript of October 2009 Pamela Kaufman, Deerfield, Il DPS 109.
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October 2009
Pamela Kaufman, Deerfield, Il DPS 109
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◦Team members: classroom teacher(s) literacy coach math coach psychologist student services coordinator school principal NOT ALL TEAM MEETINGS WILL INCLUDE ALL TEAM MEMBERS
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Student Services Coordinator will be called in as student approaches Tier 4 intervention AND whenever a parent requests a case study.
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• 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)
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RtI should include a 3 year plan for at risk
learners
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–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)
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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
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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
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4 Tiered Interventions – Layered and with progressive intensity.
See “Tornado Graphic”
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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
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Small Group and 1:1 Interventions
Read 180 OR
Guided Reading Plus Comprehension Focus Groups
Assisted Writing
Language GroupWriting Process Group
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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
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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)
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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.]
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The results of this data will
inform instruction
and determine classroom
interventions.
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The results of this data will
inform instruction
and determine classroom
interventions.
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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
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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
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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)
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Presentation by Pam KaufmanLiteracy CoachDeerfield District 109
With Acknowledgement and Appreciation to
Linda DornShari FrostMary Ann Poparad
Pamela Kaufman, Deerfield, Il DPS 109