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ConnieWI ConnieWI is offline
Joined: Apr 2007
Posts: 7,032
Senior Member

Joined: Apr 2007
Posts: 7,032
Senior Member
In My District...
Old 08-14-2016, 05:03 AM
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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.
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