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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 – PowerPoint PPT presentation

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


1
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

2
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

3
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

4
CIM Part of the Partnership in Comprehensive
Literacy
  • Reading Recovery
  • District Literacy Coaches
  • Building Literacy Coaches
  • Interventionists
  • Network of Literacy Administrators
  • Annual Literacy Conferences

5
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

6
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

7
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

8
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.
8
9
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

10
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

11
Types of Tier Two Groups
  • Emergent Language and Literacy
  • Assisted Writing
  • Guided Reading Plus
  • Writing Process
  • Comprehension Focus
  • Genre
  • Strategy
  • Content

12
The Role of the Coach in Implementing CIM
13
Coaching Activities
  • Professional development
  • Assessment support
  • Facilitating the RtI team
  • Serving as an interventionist

14
Professional Development
  • Maintaining a professional library
  • Whole school professional development
  • Grade level teams
  • Study groups
  • Book clubs
  • Coaching cycles

15
Assessment Support
  • Training teachers
  • Supporting teachers
  • Assessment administration
  • Managing assessments
  • Creating data reports
  • Creating and maintaining data walls (assessment
    and intervention walls)

16
Assessment Wall
17
Intervention Portfolios
  • Summative and formative assessments are
    organized for instructional purposes and
    documentation.

18
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

19
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

20
Real Results!
  • Third Grade Fall
  • Third Grade Winter

21
  • First Grade Fall
  • First Grade Winter

22
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

23
Print Resources
24
Video Resources
25
Coming in May, 2010
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