Reading Interventionists’ PLC

November 29, 2011

Vista View Media Center

Key Objectives

1. Determine the roles and responsibilities of an interventionist.

2. Determine the roles and responsibilities of the interventionist in relation to a classroom teacher.

3. Determine the roles and responsibilities of the interventionist in relation to a Title I and MRC teacher.

4. Determine the roles and responsibilities of the interventionist in relation to special education teachers and/or those providing more intensive support.

5. Identify professional learning needs to support your role as an interventionist.

Grounding: Imagine

Turn and talk with someone at your table about the following prompt:

What does the book’s message invite and/or challenge you to do for the students with whom you work?

A Continuum of Needs/Support

As you think about the students you support, create a continuum that documents the needs of your students.

Be prepared to discuss the needs that your students have and the support that needs to be provided.

Student(s) with

the least needs

Student(s) with the

greatest needs

Partners A & B Collaborative Sharing

Find another person (not at your table) with whom you can share your continuum

Engage in your collaboration by using Partner A—Partner B sharing– Partner A shares first and Partner B listens– Partner B then shares and Partner A listens– Finally, Partners A and B discuss what they

heard

PUPU: Collaborative Sharing

Find another pair of partners A and B and discuss the continuum of needs that you created

PUPU is an acronym for Pairs Up…Pair Up

PUPU: Collaborative Sharing

As a group of four process your responses to each of the reflective questions that follows:– What do the students with the least need tell you about your

role as an interventionist? – What do the students with the greatest need tell you about

your role as an interventionist?– What do the needs on the continuum tell you about the role

that others in your building play in supporting your students?

Document your responses on separate pieces of paper (paper provided) and be prepared to share.

Break

Be Back in 10 Minutes to

Continue Our Sharing and

Learning!

Quality Core Instruction: A Necessary First Step

“Without high-quality initial instruction, significant numbers of students will require supplemental instruction and intensive intervention that are costly and time-consuming, an approach that is in opposition to a continuous school improvement model…if students are to meet the high expectations we hold for them, they need access to high-quality core instruction that enables them to marshal previously learned concepts to reach new understandings.”

~ From Enhancing RTI: How to ensure success with effective classroom instruction and intervention by Fisher and Frey

Rotating Trios

Using your assigned number (0, 1, or 2), form a trio.

When prompted, discuss the question that is posted.

After a few minutes, you will be invited to rotate to discuss the same question.

Rotating Trios

0—Stay

1—Rotate 1 group clockwise

2—Rotate 2 groups clockwise

Rotating Trio: Question 1

What are the processes and procedures for identifying students who need strategic and/or intensive interventions?

Rotating Trio: Question 1

What are the processes and procedures for identifying students who need strategic and/or intensive interventions?

As a trio, share the processes and procedures used for identifying students who need strategic and/or intensive interventions.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

Rotating Trio: Question 2

What data are reviewed to identify students needing strategic interventions?

Rotating Trio: Question 2

What data are reviewed to identify students needing strategic interventions?

Share the data used to identify students needing additional support.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

Rotating Trio: Question 3

What is the optimal group size to support students needing strategic interventions?

Rotating Trio: Question 3

What is the optimal group size to support students needing strategic interventions?

Share how group size(s) are determined based on the students and their needs.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

Rotating Trio: Question 4

How is a schedule for working with students determined so that students do not miss out on core instruction?

Rotating Trio: Question 4

How is a schedule for working with students determined so that students do not miss out on core instruction?

Share how schedules to support students are determined.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

Rotating Trio: Question 5

What skill set do interventionists need to provide the best support for the students they serve?

Rotating Trio: Question 5

What skill set do interventionists need to provide the best support for the students they serve?

Share the skill set that interventionists need.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

Rotating Trio: Question 6

What professional development is needed to support interventionists (what is common to all, what is required at an introductory level, what is offered on an annual basis, what professional learning options interventionists need)?

Rotating Trio: Question 6

What professional development is needed to support interventionists (what is common to all, what is required at an introductory level, what is offered on an annual basis, what professional learning options interventionists need)?

Share the PD needs that interventionists have.

When prompted, rotate and share a second time.

Be prepared to share your thinking.

PLC Meeting Dates for 2012

January 23

February 20

March 19

April 16

May 14

June TBA

Intervention Cohort PD

Cohorts for district interventionists, elementary classroom teachers, and secondary classroom teachers

2 days of high-quality PD with learning set up before and following session

Up to 3 days of curriculum, resource writing during June

Key Messages

What did you learn today as a result of our collaboration?

Generate a list of key messages as a table.

Be prepared to share with the whole group.