Comprehensive Intervention

Model (CIM) at the Elementary

Level

Jennifer Price and Glenn Maleyko

ICL conference 2009At Salina Intermediate

Team Collaboration and the 3 Essential Questions

Question Three 3. How will we respond when they don’t learn?

Classroom:Flexible Grouping Intervention Referral

Teacher-student conferenceClassroom Behavior/ Academic Plan

Formative assessment: follow-up & retest Student portfoliosClassroom Behavior/ Academic Plan

Differentiated Instruction Parent Conference/Contact

Team/ Grade Level:Pullout Study Skills Support w/ Samira

Bullying Intervention & Community Safety w/ William AliParent Liaison Support

Home VisitCo-teaching

Intervention Referral ProcessParent Communication and Meeting

DRA assessmentTeam Collaboration Time

School:Mentoring

Peer MediationTitle I Tutoring

Instructional DialoguesCommunication Box

Social Work intervention21st Century Program

Parent-Principal ForumsSOS programCounseling

Detention/ISS, Brunch with Social Workers

CRSD Rec ProgramSocial Work InternsCareer Education

Community Resource CenterBilingual Support

Salina Intermediate PLC Pyramid of Interventions IF STUDENTS DO NOT MEET EXPECTATIONS . . .

04-02-07

PICL MODELPICL MODELAdvisor/Advisee

Technology Integration

Writing Program

Bullying Prevention

Team Collaboration and the 3 Essential Questions

A new, fourth question is: How will we respond when they have learned?

School:IGNITESTAND

Emerging ScholarsDCMST Partnership

Peer MediatorsAcademic Games

Math CountsStudent Council

Academic GamesCRSD Rec Program

Inter-School Multicultural Technology Partnerships Media Broadcast Technology Camp Career Education Science Club

Team/ Grade Level:Co-teaching

Student MentorsTeam Teaching

Team Collaboration Time

Classroom:Flexible Grouping

Enrichment ActivitiesTeacher-student conference

Above Grade Level AssignmentsDifferentiated Instruction

Student led co-teaching presentations/lessonsTechnology Trainers

Classroom leadership Committees or Clubs

Salina Intermediate PLC Pyramid of Interventions04-02-07

IF STUDENTS EXCEED EXCPECTATIONS . . .

PICL MODELAdvisor/Advisee

Technology Integration

Wrting Program

Bullying Prevention

The Triple P Core Components

Personalization Precision Professional Learning

Personalization

Is education that puts the learner at the center(leadbeater, 2002), or more accurately puts each and every child at the center and provides an education that is tailored to the students’ learning motivational needs at any given time

-Fullan, Hill, & Crevola, 2006

Precision

To get something right. Precision is in the service of

personalization because it means to be uniquely accurate, that is precise to the learning needs of individuals.

Fullan, Hill, & Crevola, 2006

Professional Learning

Breakthrough means focused on-going learning for each and every teacher.

Daily learning is needed individually and collectively

Schools need to work from the classroom outward. Not centrally developed PD

Professional development works when it is school-based and embedded in the daily work of teachers

- Fullan, Hill, & Crevola, 2006

Assessment Research by Rick Stiggins

“The effect of assessment for learning on student achievement is some four or five times greater than the effect of reduced class size. Few interventions in education come close to having the same level of impact as assessment for learning. But the most intriguing result is that, while all students show achievement gains, the largest gains accrue to the lowest achievers. Everyone wins, with those who have the most to win, winning the most.”

Breakthrough by Fullan, Hill and Crevola (2006)

Assessment for learning, as every teacher knows is about obtaining feedback on the teaching and learning and using that feedback to further shape the instructional process and improve learning.

Feedback

Feedback to teachers enables them to focus their instruction; feedback to students enables them to monitor and improve their learning. -Fullan, Hill, & Crevola, 2006

Salina Intermediate 4th and 5th Grade model

We knew that we needed to schedule something for our students

We had the information and research/experience from the 6th - 8th grade

We decided last year to do something following a training session with Dr. Dorn

Brainstorming

Due to the fact that the elementary schedule is structurally different we had to brainstorm how we could do this.

The 4th and 5th grade teachers came up with an idea that evovled over time

We decided on one hour a day for 4th grade and one hour a day for 5th grade

Scheduling began in May/June We decided not to unleash the model until

November after we could implement training and preparation.

Leadership

Ms. Price and Ms. Shami then took over the logistics planning

This was completed in conjunction with the training by Carole Lower.

Comprehensive Intervention Model (CIM)

Elementary- 4th and 5th Grade

Glenn Maleyko and Jennifer Price

Layers of Support

Core Classroom Instruction Tier I - Classroom Intervention Tier II – Intervention Specialist Tier III – Intervention Specialist Tier IV – Special Education

Types of Intervention Groups

Reading Recovery (RR) Emergent Language and Literacy

Group (ELLG) Guided Reading Plus (GRP) Assisted Writing Group (AWG) Writing Process Group (WPG) Comprehension Focus Group (CFG) Content Strategy Groups (CSG)

Initial Placement

Student Information Form DRA (Directed Reading Assessment)

– Levels 24 or lower Writing Sample- PCL writing sample

using the 6+1 rubric Gentry Spelling Inventory DOLCH list

Formative Assessment

Running Records Writing Samples Observations of reading and writing

Progress Monitoring

Running records- unseen text at the child’s instructional level, as needed

NAEP (National Assessment of Educational Progress) Oral Reading Fluency Scale- used to analyze the student’s oral reading.

Writing samples- assess an independent writing sample every 2 weeks.

Observation notes on reading and writing

Guided Reading Plus (GRP)

Emergent through early transitional stages of reading and writing Designed to promote monitoring and self –correcting strategies, fluency,

strategies for deeper comprehension and vocabulary development in reading

Two day sequence Day 1-

– Phonological Awareness and/or phonics– Guided reading

Day 2-– Reading assessment – running record– Independent reading – Writing about reading (writing strategy lesson, writing prompt, individual

conference)– Reading and writing analysis

Comprehension Focus Groups (CFG)

Students at the transitional stage and beyond Difficulty comprehending the wide range of text genres Develop students’ reading and writing knowledge for

narrative, information and persuasive Three Phases

– Phase I and II – Reading several texts from one genre responding to the reading through discussion and in response

logs completing text maps for the genre being studied Repeat phases I and II for each book in the genre

– Phase III – Writing in the focus genre Takes place after the students have had the opportunity to read

and respond to all of the books in the unit.

Exit Criteria

4th grade– DRA level 30 or higher– NAEP– Writing prompt, graded with the 6+1 rubric

• 5th grade– DRA level 40 or higher– NAEP– Writing prompt, graded with the 6+1 rubric

Presentation References Covey, S. (2004). The 8th habit:

From effectiveness to greatness. New York, NY: Franklin Covey Co.

Downey, Steffy, English, Frase & Poston (2004). The Three Minute Classroom Walk-Through.

Dufour, R., Dufour, R., Eaker, R. & Many, T. (2006). Learning by Doing. Bloomington, IN: Solution Tree.

Dufour, R., Dufour, R., Eaker, R., & Karhanek. (2004). What ever it takes: How professional learning communities respond when kids don’t learn. Bloomington, Indiana: Solution Tree

Dufour, R., Dufour, R., & Eaker, R. (2002). Getting started: Reculturing schools to become professional learning communities. Solution Tree: Bloomington, Indiana.

Dufour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, Indiana: Solution Tree.

Education Week,, (2002) Technology in Education, October 1st, 2003.

Fullan. (2008). The Six Secrets of Change.

Fullan, Hill, & Crevola. (2006). Breakthrough. Prentice-Hall.

Gardner () Do Technology Based Lessons Meet the Needs of Student Learning Styles

Jackson, Anthony W & Davis, Gayle (2000). Turning Points 2000: Educating Adolescents in the 21st Century.

Marzano, R. (2006). Classroom Assessment and Grading that Work. ASCD Publications.

Presentation References

Marzano, R., Waters, T., & McNulty, B. A. (2005). School Leadership that works: From Research to Results.

National Association of State Boards of Education (2002)

McLaughlin, M., & Talbert, J. (2001). Professional learning communities and the work of high school teaching. Chicago: University of Chicago Press.

Sarason, S. B. (1996). Revisiting ‘The culture of the school and the problem of change’. New York: Teachers College Press.

Souden, Mike (2003). Evolution of Standards: Enhanced Information opportunities that technology provides. Taken on October 24, 2003, form www.macul.org

Stiggins, R. (2004). Student Involved Classroom Assessment: 3rd Edition. Prentice Hall.