The Comprehensive Intervention Model for Preventing Reading Failure: An Approach to RtI

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The Comprehensive Intervention Model for
Preventing Reading Failure An Approach to RtI

• Presented by
• Dr. Roberta Buhle
• Dr. Shari Frost
• National-Louis University
• Adapted from a presentation developed by
• Dr. Linda Dorn, University of Arkansas at Little
  Rock

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The Comprehensive Intervention Model

• Developed by Dr. Linda Dorn University of
  Arkansas at Little Rock
• Supported by a large body of research
• A 15 year track record of success
• Not a box program
• Responsive and differentiated instruction
  delivered by knowledgeable teachers

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Research on CIM

• Dorn,1992
• Dorn, 1993
• Paige, 1997
• Harrison, 2002
• James, 2005
• Rahi, 2005
• Platt, 2007
• Dorn, 2007

• Studies in process
• Dorn Soffos
• Dorn Behrend
• Taylor, Gates, Wyatt, Jamison

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CIM Part of the Partnership in Comprehensive
Literacy

• Reading Recovery
• District Literacy Coaches
• Building Literacy Coaches
• Interventionists
• Network of Literacy Administrators
• Annual Literacy Conferences

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Ten Features of the Partnerships in
Comprehensive Literacy Model

• Framework for Literacy
• Coaching and Mentoring
• Model Classrooms
• High Standards
• Accountability
• System Interventions
• Professional Learning Communities
• Well-designed Literacy Plan
• Technology
• Spotlighting Advocacy

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Maintain Focus on System Goal

• Changing the achievement profile of an entire
  school by
• Providing high quality interventions that
  increase literacy levels of low-performing
  students
• Professional development for teachers that
  increase knowledge and expertise in teaching the
  lowest performing students
• Collaboration among professionals

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Start with Informative Screenings

• To collect baseline data
• To identify strengths and weaknesses in
  instructional program
• To identify students in need of diagnostic
  testing and/or intervention
• To prepare a written plan of intervention,
  including predictions of progress

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Dynamic Interventions in a Layered 4-Tiered
Approach
Tier 1 Core classroom program with
differentiated small group instruction
Classroom teacher provides additional support to
lowest group.
Classroom Literacy Program
CR Intervention Group/Individual
Tier 2 Small group with intensity that relates
to group size and expertise duration in group
depends on student need
Tiers 2 and 3 are not linear. They represent
degrees of intensity for meeting student needs.
Small Group Intervention or 1-1 Intervention
Tier 3 11 with Reading Recovery in 1st grade
12 group or reading/writing conferences in upper
grades
Special Education
Tier 4 Referral process after student has
received intervention in layers 1, 2, and 3
All interventions are dynamic and interactive,
not static and linear.
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Classroom Interventions (Tier One)

• Reflective Practice
• Student Conferences (reading writing)
• Smaller group which meets daily
• Assisted Writing Groups
• Guided Reading Plus Groups
• Comprehension Focus Groups
• Emergent Language and Literacy Groups

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Student Interventions (Tier Two)

• Early Interventions (K-3)
• Intervene as early as possible because confusions
  become habituated
• Will take less time (12-20 weeks)
• Upper Interventions (4-12)
• Habituated confusions, low motivation
• Will take more time to identify the confusions,
  break the unproductive habits, and redirect for
  greater productivity

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Types of Tier Two Groups

• Emergent Language and Literacy
• Assisted Writing
• Guided Reading Plus
• Writing Process
• Comprehension Focus
• Genre
• Strategy
• Content

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The Role of the Coach in Implementing CIM
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Coaching Activities

• Professional development
• Assessment support
• Facilitating the RtI team
• Serving as an interventionist

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Professional Development

• Maintaining a professional library
• Whole school professional development
• Grade level teams
• Study groups
• Book clubs
• Coaching cycles

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Assessment Support

• Training teachers
• Supporting teachers
• Assessment administration
• Managing assessments
• Creating data reports
• Creating and maintaining data walls (assessment
  and intervention walls)

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Assessment Wall
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Intervention Portfolios

• Summative and formative assessments are
  organized for instructional purposes and
  documentation.

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Facilitating the RtI Team

• Collaborate with the principal in identifying the
  members of the team
• Set norms for the team interaction
• Prepare agendas
• Prepare and present data for team analysis
• Keep focus on whole school improvement
• Facilitate disseminating teams decisions

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Serve as an Interventionist

• Teach at least one intervention group
• Maintains credibility with teachers
• Makes you a part of the learning community
• Allows you to see firsthand how the interventions
  work
• Increase your knowledge and capacity by working
  students

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Real Results!

• Third Grade Fall

• Third Grade Winter

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• First Grade Fall

• First Grade Winter

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Partnerships of Comprehensive Literacy University
Training Centers

• University of Arkansas at Little Rock
• University of Maine
• St. Marys College
• University of Kentucky at Lexington
• Purdue University
• National-Louis University

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Print Resources
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Video Resources
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Coming in May, 2010