Right Intervention/Right Student/Right Time

SAI ConferenceAugust 7, 2013Jerri Larson, presenterCouncil Bluffs Community School DistrictWalnut Grove Elementary

Council Bluffs Literacy Model Features of the Partnership in Comprehensive Literacy

(PCL) model– A Framework for Literacy– Coaching and Mentoring – Model Classrooms– High Standards – Accountability– Interventions – Professional Development– Well-Designed Literacy Plan– Technology– Spotlighting and Advocacy(Results that Last: A Model for School Change (Dorn & Soffos,

2003 and Shaping Literate Minds: The Development of Self-Regulated Learners (Dorn & Soffos, 2003)

AccountabilityThe work we do along with the

results are transparent in the visual of the data wall. We all hold each other accountable for the work we do.

We use the data wall as the big picture – adjusting whole group instruction as well as individual students – intervention groups

Assessment Schedule

Data Wall

Example of Data

1st Grade Comparison 4th Quarter

4% 2%

59%

36%

0%

22%

50%

28%

0%

10%

20%

30%

40%

50%

60%

70%

Below Basic Basic Proficient Advanced

Reading

Writing

InterventionsLayered InterventionClassroom teachers will be

responsible for providing the first layer of interventions for students

An interventionist (any person who has been trained in providing interventions)

Comprehensive Intervention Model (CIM)Intervention schedules are developed

collaboratively during intervention team meetings and are based on data (monthly)

Students are selected for intervention based on their performance in the classroom and careful assessment of reading and writing

A literacy Plan is developed for each child receiving intervention

CIM continuedStudents selected to participate in

small group interventionPlacement assessments are used

for the purposes of identifying a child’s specific areas of strengths and weaknesses

An intervention wall is also developed to track the number of students in groups, progress and transparency

CIM ContinuedAfter placement, progress of all

intervention students is discussed each month with a team consisting of the building coach, interventionist, classroom teacher and principal.

Four Tiers of InterventionTier 1 is an intervention provided daily

by a classroom teacherTier 2 intervention is provided in a small

group with a specific focus. The recommended group size is 3-4 students.

Tier 3 intervention is provided in a small group of 1:2, or 1:1 (Reading Recovery)

Tier 4 is a Special Education intervention and may be considered long term. The recommended group size is 1:1 through 1:3

CIM K-5 Group Interventions

Interactive WritingGuided Reading PlusWriting AloudWriting Process Comprehension Focus

(Interventions that Work: Comprehensive Intervention Model for Preventing Reading Failure, Dorn & Soffos, 2010)

Intervention Wall

Child Find

Determining Appropriate Intervention Service (DAIS)

The Principal and the CoachKey relationship

– Meet monthly with interventionists– Coordinate cluster visits with principal– Choose model classroom teachers– Weekly team meetings– Plan professional development– Meet weekly with principal– Meet monthly to discuss all Tier 2 – 4

intervention students– Meet quarterly to discuss all Tier 1

intervention students

ESAIL Accountability of the model –

ESAIL WalkthroughsFocus today – Criterion 3 and 5