Literacy InterventionsOverview
2016-2017
MATAWAN-ABERDEEN REGIONAL SCHOOL DISTRICT
How is MARSD helping the at-risk reader?
Data-Based Decisions
Multi-Tiers of Support
Professional Development
Student
Success
Problem Solving
Process
(I&RS)
Professional Development2016-2017
Schillinger Educational Consultants: • All teachers of ELA grades K-8 with strategy based instruction for Tier 1 interventions
when teaching in a workshop model
• All Basic Skills teachers in grades K-8 with strategy based instruction to address
comprehension and assessment for Tier 2 and Tier 3 at-risk students
Orton-Gillingham Training: • Literacy coaches, basic skills teachers, and in-class resource room teachers
• Targeted interventions for at-risk students in the general education setting
Dyslexia Training:• Required training for all teachers of grades K-3, basic skills, special education,
reading specialists/coaches, LDTCs and speech-language services
• Dyslexia Consultant targeting I&RS teams, literacy coaches, LDTCs, principals and
directors on the identification of students who are potentially dyslexic
• On-site coaching for Orton-Gillingham trained staff on implementation of strategies
Wilson Training:• Special education teachers pull-out resource room or self-contained setting
Professional Development
2016-2017
DIBELS Next Training-Dyslexia Screening and Progress Monitoring:
Basic skills teachers, literacy coaches, principals, I&RS teams, and
LDTCs on test administration, progress monitoring, and score
reporting
DRA-2 Training – all teachers K-8 on scoring of DRA
I&RS Process
Special Education
Targeted interventions and programs based upon student’s IEP
Tier 3 – General Education
Targeted Interventions by Pull-out Basic Skills Teacher
Tier 2 – General Education
Targeted Interventions by Push-in Basic Skills Teacher
Tier 1 - General Education
Differentiation by Classroom Teacher
I&RS Protocols
Communication• Consistent forms have been created for the district.
• Parent communication will occur early in the process - when the student
struggles - and at all intervention levels.
Interventions
• Teacher will document all strategies attempted with the student prior to
referral.
• Teacher will meet with literacy coach prior to referral for literacy concerns.
• The tiered interventions (1-3) will be determined based upon the data
collected.
Meetings and Data Analysis
• Teacher will have a meeting with the building principal prior to I&RS
process with data and documentation.
• I&RS meeting will include staff, parents, administrators.
• Regular meetings with I&RS team.
• Tiered interventions (Levels 1-3) will be tried with student and with regular
progress monitoring.
• Work samples from the student’s Academic Portfolio will be included in a
student’s review.
Academic Portfolios
• Portfolio will include specific samples of student’s academic work.
• All teachers in Grades K-12 will collect student "Academic Work
Samples" throughout the year.
• Student work samples will include specific teacher feedback
indicating both areas of strength and areas for further development.
• Student work samples serve as documentation of student academic
progress throughout a school year.
• Types of work samples include: benchmark assessments, writing
prompts, DRA-2, Star Renaissance Performance Reports, anecdotal
notes.
English Language ArtsMulti-tiered Interventions – General Education
Tier 1 – General Education Classroom – The homeroom teacher delivers
instruction and differentiates to address the needs of individual students.
Tier 2 – General Education Classroom – Push-in Basic Skills Teacher delivers
targeted instruction for at-risk readers.
Tier 3 – General Education Classroom – Pull-out/Supplemental Basic Skills
Teacher delivers intensive instruction for at-risk readers.
Tier 3 – Grades K-3 • iRead – decoding/phonics• Multi-sensory Instruction – decoding/phonics (e.g. Orton-Gillingham)
• Strategy-based – comprehension and writing
• Six-Minute Solution – fluency (combined with other interventions)
• ESL Classes – ELL students
Tier 3 – Grades 4-5• Read 180 – comprehension• Systems 44 – decoding/phonics• Multi-sensory Instruction - decoding/phonics (e.g. Orton-Gillingham)
• Strategy-based – comprehension and writing• Six-Minute Solution – fluency (combined with other interventions)
• ESL Classes – ELL students
English Language ArtsMulti-tiered Interventions – Special Education
In-class Resource Room• Instruction differentiated by the push-in special education teacher
• Teacher may have been trained in multi-sensory instruction
• Inclusion model
Pull-out Resource Room• Instruction delivered by special education teacher using a multi-sensory
approach with a supplemental reading programs (e.g. Read 180, Systems 44,
Wilson, etc.)
• Replacement model
Self-contained Classroom Settings
• Behavioral Disability/Learning and Language Disability/Multiply Disabled –Instruction delivered by special education teacher using a multi-sensory
approach driven by the child’s IEP
• Cognitively Impaired - Unique Learning curriculum
• Autism – Program that is customized for the needs of the child
Special Education
Targeted interventions and programs based upon student’s IEP
Tier 3 – General Education
Targeted Interventions by Pull-out Basic Skills Teacher
Tier 2 – General Education
Targeted Interventions by Push-in Basic Skills Teacher
Tier 1 - General Education
Differentiation by Classroom Teacher
Assessments:• STAR Renaissance
• DRA-2
• Word Analysis
• DIBELS Next
• Intervention Program Progress Monitoring Assessments
• Curricular Benchmark Assessments
Progress Indicators
Additional Focus of ELA
2016-2017
• ELA Committee
• Basic Skills Committee
• Fundations - Grade 1 Focus Groups
• Three 1st grade classrooms
• One ESL Classroom – 1st grade
• Two self-contained resource room – 1st grade
• ESL Programs
• Imagine Learning - supplemental support in
grades K-8
Questions?