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luvtulearn luvtulearn is offline
 
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luvtulearn
 
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calling all intervention teachers
Old 06-26-2017, 08:46 AM
 
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How do you handle students that exit intervention? Are you just using progress monitoring or do you administer an exit type assessment from a specific program? Do you have a time frame or a minimum amount of time students remain in before pulling out? Thank you in advance for your input


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Old 06-29-2017, 06:34 AM
 
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My school is making progress towards a true RTI model, so my answers are not necessarily ideal, but it's what we are doing as of now. (We only added in Tier 2 additional time last year. Before that our intervention teachers were teaching the lowest leveled reading groups and they basically stayed the same all year.)

The purpose of the groups varies, but most of our Tier reading intervention students are not in a specific intervention curriculum with a start/end. We use progress monitoring and formative assessment to monitor the students receiving interventions - as well as other students who are flagged for intervention or observation.

In general, we meet to review intervention group data and adjust placements at the mid-tri and trimester point. However, my reading team meets regularly and if there are concerns with an intervention student or group we will make changes without waiting for one of those check points. We move kids out more quickly in 1st and 2nd grade when the interventions are more about reteaching and filling in a hole - in 3-5 our intensive kids are usually in need of longer interventions.

Last year I met with the grade level teams and we created a watch list of students that I will be looking at when we return to school for inclusion in our first intervention groups of the year. They may or may not need it. We also look at beginning benchmark data (DIBELS and MAP) as well as teacher input to create those first groups.

My school is not consistent yet in terms of classroom interventions. Some of the teachers are excellent at differentiation and scaffolding and provide classroom support that likely keeps students from needing pull out intervention. Unfortunately we have a few teachers who seem to think that they should teach "down the middle" and anyone who doesn't get it should be farmed out for someone else to deal with. That is an administrative issue that is next on my list to work on with my administrator: when teachers bring up students they are concerned about, they should have documented what they have done to try to address the problems before we move to pull out interventions.
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yes. . .same as us
Old 06-29-2017, 01:50 PM
 
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Thank you for responding . That is exactly what we are doing except I am not using DIBLES or MAP. I go into the classroom for RTI for 1st, 2nd, 4th, and 5th grade. But for K and 3rd I do the pull out and these are the teachers that rely on me for their differentiation. Third grade does daily morning tutoring before school and are very supportive of me. Its Kinder that I have been concerned about and yes I have met with admin. regarding the lack of differentiation. Since there is no program for kinder in intervention I have been doing guided reading with them. The other elementary schools in our district do not service kinder at all for intervention. They use DIBLES 1-5 grades. The kinder teachers want to trade out students as soon as new ones enter. That will not transpire next year. By Admin. the kinder students will remain in intervention until they either test out or at least until the end of the tri-semester. Also my principal met with the kinder grade level leader and told them she wants to see a workshop type of differentiation in all kinder classrooms. This was after the kinder teachers requested their " own" intervention teacher. They felt kinder needed more time than what I could provide. Last year I pulled out 8 kinder students but next year only 6 at a time. My principal wants to pilot LLI intervention for 2nd grade. I'm excited about this intensive intervention. It is based on guided reading.
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Old 06-29-2017, 01:59 PM
 
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That is super interesting! Our Kinder team was easily the most "high maintenance" in terms of setting up intervention support (from reading teachers or with para scheduling) and staying on the same page with me and the other members of my team this past year. They are also the only team that "has issues" with the district and school pacing.

We considered LLI at my school. There are other schools in our district that have seen very good results with it. Ultimately we didn't purchase it, but the people I know who use it love it.
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Old 06-29-2017, 02:55 PM
 
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I'm a SPED teacher, but I know how our interventions work. We used to have 3 title 1 teachers (for a building of about 500 kids). Back then, kids had to be "green" on DIBELS to be exited from intervention.

My school replaced two of the title 1 teachers with instructional coaches so now we only have one and there is not enough room for all of the kids who need it. Now, each grade level meets with the title 1 teacher and decides which kids would benefit the most from intervention. This is looked at every six weeks in data teams and we have to just decide who the top priorities are.

I used to be K-6 (thankfully we hired another SPED teacher a couple of years ago) and I've always found primary to be much easier to work with. They tend to "naturally" differentiate and be more open to suggestions and making accommodations for kids, IME. 6th grade was always awful- they were much more into their content than the actual teaching part, so very unwilling to differentiate because it would "deviate from the content."

Our K team has changed a few times since I've been in the building and they are always the most data driven and get the best results. They are great at really targeting whatever skill the kids need and often share small groups among the grade level so that kids can be in the best group for their needs, and they constantly look at the progress monitoring and make changes as necessary.

We do the early literacy DIBELS tasks. Is there a reason you're not doing them in your building? If you have any influence over that at all, I would recommend doing them. That would give you a good jumping off point and "proof" through data that differentiation is necessary. Our K groups are very skill based- letter names, letter sounds, fluency with letter sounds, blending CVC words, etc. Only the very highest kids are doing guided reading since they already have the other skills, and obviously those kids aren't getting interventions.


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Old 06-29-2017, 06:44 PM
 
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Yes I will research if our district has the early literacy tasks. I am not a huge fan of DIBELS other than the assessment pieces but many teachers speak favorably about it. . . .
Of course with kinder. I didn't start guided reading until Feb. Guided reading looks very different in kinder than in first or second grade. Our first grade teachers (3 out of 4) are prior Reading Recovery teachers and 2 are Reading Specialists. They have tried to assist these newbie kinder teachers but they chose to follow their own philosophy. These first grade teachers were trained by outstanding Reading Recovery kinder teachers all with sped ed. credentials. They trained before retirement many, many teachers in our district in guided reading.(including myself) They chose to begin guided reading in Sept. of kinder. I believe if we don't expose these kindies to books they will begin first grade even further behind. If their teachers won't then I will. I do appreciate your input and I'm glad your kinder teachers are data driven. You sound like you are a great asset to your school.
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Old 06-30-2017, 04:29 AM
 
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In my last year we finally came up with an exit protocol. I don't have a copy but it included: current benchmark assessment, classroom grades, classroom teacher observation, intervention teacher observation and relevant assessments or activities completed during intervention.
We sent it home with the signatures of both teachers and asked parents to sign and return to be sure they knew that we planned to dismiss the child.
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luvtulearn luvtulearn is offline
 
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like it
Old 06-30-2017, 06:35 AM
 
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I like the idea of getting parents and teachers to sign when exiting the program. We never thought of that. When a teacher wants to consider a student for tier 2 intervention I always ask if they have met with the parent or have communicated with them to see if we are all on the same page. Better yet I strongly encourage an SST which helps to formulate and document a written goal for the student. Thank you
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