Literacy InterventionsOverview

2016-2017

MATAWAN-ABERDEEN REGIONAL SCHOOL DISTRICT

How is MARSD helping the at-risk reader?

Data-Based Decisions

Multi-Tiers of Support

Professional Development

Student

Success

Problem Solving

Process

(I&RS)

Professional Development2016-2017

Schillinger Educational Consultants: • All teachers of ELA grades K-8 with strategy based instruction for Tier 1 interventions

when teaching in a workshop model

• All Basic Skills teachers in grades K-8 with strategy based instruction to address

comprehension and assessment for Tier 2 and Tier 3 at-risk students

Orton-Gillingham Training: • Literacy coaches, basic skills teachers, and in-class resource room teachers

• Targeted interventions for at-risk students in the general education setting

Dyslexia Training:• Required training for all teachers of grades K-3, basic skills, special education,

reading specialists/coaches, LDTCs and speech-language services

• Dyslexia Consultant targeting I&RS teams, literacy coaches, LDTCs, principals and

directors on the identification of students who are potentially dyslexic

• On-site coaching for Orton-Gillingham trained staff on implementation of strategies

Wilson Training:• Special education teachers pull-out resource room or self-contained setting

Professional Development

2016-2017

DIBELS Next Training-Dyslexia Screening and Progress Monitoring:

Basic skills teachers, literacy coaches, principals, I&RS teams, and

LDTCs on test administration, progress monitoring, and score

reporting

DRA-2 Training – all teachers K-8 on scoring of DRA

I&RS Process

Special Education

Targeted interventions and programs based upon student’s IEP

Tier 3 – General Education

Targeted Interventions by Pull-out Basic Skills Teacher

Tier 2 – General Education

Targeted Interventions by Push-in Basic Skills Teacher

Tier 1 - General Education

Differentiation by Classroom Teacher

I&RS Protocols

Communication• Consistent forms have been created for the district.

• Parent communication will occur early in the process - when the student

struggles - and at all intervention levels.

Interventions

• Teacher will document all strategies attempted with the student prior to

referral.

• Teacher will meet with literacy coach prior to referral for literacy concerns.

• The tiered interventions (1-3) will be determined based upon the data

collected.

Meetings and Data Analysis

• Teacher will have a meeting with the building principal prior to I&RS

process with data and documentation.

• I&RS meeting will include staff, parents, administrators.

• Regular meetings with I&RS team.

• Tiered interventions (Levels 1-3) will be tried with student and with regular

progress monitoring.

• Work samples from the student’s Academic Portfolio will be included in a

student’s review.

Academic Portfolios

• Portfolio will include specific samples of student’s academic work.

• All teachers in Grades K-12 will collect student "Academic Work

Samples" throughout the year.

• Student work samples will include specific teacher feedback

indicating both areas of strength and areas for further development.

• Student work samples serve as documentation of student academic

progress throughout a school year.

• Types of work samples include: benchmark assessments, writing

prompts, DRA-2, Star Renaissance Performance Reports, anecdotal

notes.

English Language ArtsMulti-tiered Interventions – General Education

Tier 1 – General Education Classroom – The homeroom teacher delivers

instruction and differentiates to address the needs of individual students.

Tier 2 – General Education Classroom – Push-in Basic Skills Teacher delivers

targeted instruction for at-risk readers.

Tier 3 – General Education Classroom – Pull-out/Supplemental Basic Skills

Teacher delivers intensive instruction for at-risk readers.

Tier 3 – Grades K-3 • iRead – decoding/phonics• Multi-sensory Instruction – decoding/phonics (e.g. Orton-Gillingham)

• Strategy-based – comprehension and writing

• Six-Minute Solution – fluency (combined with other interventions)

• ESL Classes – ELL students

Tier 3 – Grades 4-5• Read 180 – comprehension• Systems 44 – decoding/phonics• Multi-sensory Instruction - decoding/phonics (e.g. Orton-Gillingham)

• Strategy-based – comprehension and writing• Six-Minute Solution – fluency (combined with other interventions)

• ESL Classes – ELL students

English Language ArtsMulti-tiered Interventions – Special Education

In-class Resource Room• Instruction differentiated by the push-in special education teacher

• Teacher may have been trained in multi-sensory instruction

• Inclusion model

Pull-out Resource Room• Instruction delivered by special education teacher using a multi-sensory

approach with a supplemental reading programs (e.g. Read 180, Systems 44,

Wilson, etc.)

• Replacement model

Self-contained Classroom Settings

• Behavioral Disability/Learning and Language Disability/Multiply Disabled –Instruction delivered by special education teacher using a multi-sensory

approach driven by the child’s IEP

• Cognitively Impaired - Unique Learning curriculum

• Autism – Program that is customized for the needs of the child

Special Education

Targeted interventions and programs based upon student’s IEP

Tier 3 – General Education

Targeted Interventions by Pull-out Basic Skills Teacher

Tier 2 – General Education

Targeted Interventions by Push-in Basic Skills Teacher

Tier 1 - General Education

Differentiation by Classroom Teacher

Assessments:• STAR Renaissance

• DRA-2

• Word Analysis

• DIBELS Next

• Intervention Program Progress Monitoring Assessments

• Curricular Benchmark Assessments

Progress Indicators

Additional Focus of ELA

2016-2017

• ELA Committee

• Basic Skills Committee

• Fundations - Grade 1 Focus Groups

• Three 1st grade classrooms

• One ESL Classroom – 1st grade

• Two self-contained resource room – 1st grade

• ESL Programs

• Imagine Learning - supplemental support in

grades K-8

Questions?