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Best way to do interventions?
Old 05-27-2020, 03:11 PM
 
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We have 50 min. a day set aside for interventions (kids in the tier process get their time that way, too). How do you do it?

I feel like ours leaves a lot to be desired. The kids are grouped according to needs and then some are sent to interventionists while the rest stay with the teacher. With the interventionist, most are on computers and a few do some work with the interventionist. Many times the kids aren't monitored on the computers and the interventionist is at her desk.

Have you ever had the interventionist go to your classroom instead? Then the teacher can give her a small group and whatever skills that groups needs. It sounds great in theory, but I'd love to know someone who did that and how it worked.


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Old 05-27-2020, 03:39 PM
 
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Each grade level has thirty minutes of PIE time four days per week, Tuesday to Friday.

P=I can't remember what P stands for, but the classroom teachers have large groups with needs based on F&P tests, Fast Tests, MAPS tests, and Bridges chapter tests. For part of the year, reading skills are the focus and for the rest of the year, math is the focus.

I=intervention. There are three reading/math interventionists. We get no title funding. Each interventionist takes three or four students in a small classroom. Reading classes vary from Leveled Literacy Intervention, Jolly Phonics, Reading Mastery, or Fundations, depending on the grade level and needs of the small group. Math classes use Bridges Intervention binders or AVMR (Advantage Math Recovery).

E=enrichment. This is usually six to ten students per grade level who see the GT teacher.
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Old 05-28-2020, 04:25 AM
 
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We have several different groups that last 30 minutes. Most of the teachers have a particular curriculum to follow so they have to be sitting right there with the students. It sounds like your principal needs to talk with the interventionist who isn't monitoring the students.

I have had a reading teacher come in to the room and we both taught reading groups at the same time. I have not done this for Intervention because we have several different groups and the are mixed with kids from the other first grade classrooms.
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Old 05-28-2020, 06:03 AM
 
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We have a reading specialist who does small group pull-out for students needing remediation. She follows the reading recovery model.

In about January, an early admission kindergarten class starts up. Eventually, that teacher pulls small needs-based groups from grades 4-6. We don't group them by grade level. They are grouped by skill and there are three groups in the afternoon for about 20-25 minutes each.

These two teachers are hands-on, working closely and personally with the students.

While pull-outs are a pain because the CT is working around many other schedules- speech, sped, counseling, and intervention, I dislike push-in even more. I've found that the extra adult is distracting to me and to the students. I've also heard numerous horror stories from other teachers who have had push-in or one-on-one student aides in their rooms. Students have enough difficulty with focus without adding another adult or group into the mix.

I agree with PPs. It looks like the issue is with the interventionist.
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Old 05-28-2020, 10:59 AM
 
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Quote:
It sounds like your principal needs to talk with the interventionist who isn't monitoring the students.
That would be ideal, but we have a very sweet principal who is pulled in too many directions. I don't see that happening and it's out of my control.

Quote:
Students have enough difficulty with focus without adding another adult or group into the mix.
One of our teachers said the same thing. We do have an extra room in each hall, so I think it can be utilized for that purpose.

Thanks so much for your thoughts! I just know it has to be revamped, so I'm trying to figure out what works for our particular students. I love hearing what others are doing.


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