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mtteach123's Message:

This is my second year of teaching, but my first as a Title 1 teacher for a very small school district (About 150 students in grades K-12). I am really excited for this change, because I enjoy working with small groups of students.
I spent the last semester of the 2015-2016 school year as a K-5 Title 1 Math teacher for a different school district. However, there was another Title 1 Math teacher who I worked with. For this position, I will be the only Title 1 teacher for both reading and math for grades K-8. This position is brand new to this school, so I am pretty much helping the superintendent create a Title 1 program.

My questions are: What assessments do you use to determine the students who will receive an intervention? What does a typical intervention routine look like in your Title 1 classrooms? Are there any resources you would recommend for planning reading interventions? What does classroom management look like during the small groups?

I am also nervous about the age range. Most of my experience is with K-5. What tips do you have for working with the older students in 6-8?

Thank you

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Discussion Review (newest messages first)
Dacota 08-28-2016 04:49 PM

Thank you for sharing your amazing program...very impressive and so much wonderful information...thank you!

I did wonder and maybe I read too fast and didn't quite get it all, but:
What about students who need intervention in both reading and math?

Do students get burnt out testing on STAR every week and not try their best?

How do you best utilize the data from the STAR tests...any special report that helps you the most?

Are you a TA school?

If you meet 4 times per week, what is the 5th day used for?

Can I come be a part of your team?!

Thanks so much for all the information you have already shared...so very helpful!!

ConnieWI 08-14-2016 05:03 AM

What assessment do you use to determine the students who will receive an intervention? My school board and administration adopted the guidelines written by our State Dept. of Public Instruction...perhaps your state has something similar. The State Dept. also has a list of approved materials that can be used for tier 2 and tier 3 interventions. (Perhaps there is information about this at the Wisconsin Dept. of Public Instruction website.)

In my district that means students are tested using MAPS three times (Sept., Jan., and May) per year. Those students scoring below the 24% are eligible for intervention. Along with this testing, teachers also use recent Fountas and Pinnell reading testing, math chapter assessments, and teacher recommendation.

What does the typical intervention routine look like in your school? My district uses a intervention schedule called PIE. P = practice, I = intervention, and E = extension. Each grade level has thirty minutes of PIE time four days per week. It is built into the schedule when the principal determines each grade level's schedule (art, music, phy ed, library, computer, guidance, and PIE). PIE time works well because when intervention students are pulled from the classroom, they do not miss whatever the classroom teacher might be teaching during that half hour.

During PIE time, each child at that grade level attends a practice, intervention, or extension session. The classroom teaches at that grade level along with special ed, the librarian, grade level aides, gifted/talented teacher, interventionists, and the reading specialist each work with a group of students. There are usually four to seven practice groups, three intervention groups, and one or two extension groups. Practice groups are very fluid groups meaning a student may move from one of another depending on his/her needs.

Practice (the P in PIE) includes whatever the grade level determines is needed. (Examples: math focus...One group might be working on math facts, while another is reviewing how to tell time, while a third group is practicing subtraction with trading. reading focus...One group might be reviewing main idea while another group is writing summaries, while a third group is practicing fluency.) It just depends on what the individual students in the practice group need.

Intervention (the I in PIE) students either have math or reading intervention with two interventionists and the reading specialist. These are tier 2 and tier 3 RtI students whose MAP testing, F & P testing, math assessments, and teacher recommendation make them eligible for intervention.

LLI (Leveled Literacy Intervention by Fountas and Pinnell) is used for tier 2 reading intervention students. SRA and several other canned programs are used for tier 3 reading intervention students.

Math Recovery is used for tier 2 math intervention students. Number Worlds and several other canned programs are used for tier 3 math intervention students.

Intervention students are tested weekly using STARR testing. This testing is done in the grade level classroom on an IPad.

Once a student completes tier 3 intervention and STARR testing shows flat or downward lack of growth, a special ed referral is made.

Extension (the E in PIE) are gifted and talented students. The GT teacher and/or librarian teach these groups of students. Their focus is reading or math beyond what is happening in the classroom...genre study, critical thinking activities, logic problems, etc. If a GT students needs to be in the practice group, he/she does not attend the GT group. These groups are also fluid because reading GT students might not be math GT students and vise versa.

What does classroom management look like during the small groups? Each adult sets classroom management procedures. Our school district uses PBIS, and all staff have been trained. Expectations include respect, responsibility, and safety. Because intervention groups are small (one to four student per group), and practice and enrichment groups are smaller, management is not much of a problem.

I hope this information has helped you.

mtteach123 08-13-2016 02:11 PM

This is my second year of teaching, but my first as a Title 1 teacher for a very small school district (About 150 students in grades K-12). I am really excited for this change, because I enjoy working with small groups of students.
I spent the last semester of the 2015-2016 school year as a K-5 Title 1 Math teacher for a different school district. However, there was another Title 1 Math teacher who I worked with. For this position, I will be the only Title 1 teacher for both reading and math for grades K-8. This position is brand new to this school, so I am pretty much helping the superintendent create a Title 1 program.

My questions are: What assessments do you use to determine the students who will receive an intervention? What does a typical intervention routine look like in your Title 1 classrooms? Are there any resources you would recommend for planning reading interventions? What does classroom management look like during the small groups?

I am also nervous about the age range. Most of my experience is with K-5. What tips do you have for working with the older students in 6-8?

Thank you




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