Download - Reading Interventionist PLC November 2011
Reading Interventionists’ PLC
November 29, 2011
Vista View Media Center
Key Objectives
1. Determine the roles and responsibilities of an interventionist.
2. Determine the roles and responsibilities of the interventionist in relation to a classroom teacher.
3. Determine the roles and responsibilities of the interventionist in relation to a Title I and MRC teacher.
4. Determine the roles and responsibilities of the interventionist in relation to special education teachers and/or those providing more intensive support.
5. Identify professional learning needs to support your role as an interventionist.
Grounding: Imagine
Turn and talk with someone at your table about the following prompt:
What does the book’s message invite and/or challenge you to do for the students with whom you work?
A Continuum of Needs/Support
As you think about the students you support, create a continuum that documents the needs of your students.
Be prepared to discuss the needs that your students have and the support that needs to be provided.
Student(s) with
the least needs
Student(s) with the
greatest needs
Partners A & B Collaborative Sharing
Find another person (not at your table) with whom you can share your continuum
Engage in your collaboration by using Partner A—Partner B sharing– Partner A shares first and Partner B listens– Partner B then shares and Partner A listens– Finally, Partners A and B discuss what they
heard
PUPU: Collaborative Sharing
Find another pair of partners A and B and discuss the continuum of needs that you created
PUPU is an acronym for Pairs Up…Pair Up
PUPU: Collaborative Sharing
As a group of four process your responses to each of the reflective questions that follows:– What do the students with the least need tell you about your
role as an interventionist? – What do the students with the greatest need tell you about
your role as an interventionist?– What do the needs on the continuum tell you about the role
that others in your building play in supporting your students?
Document your responses on separate pieces of paper (paper provided) and be prepared to share.
Break
Be Back in 10 Minutes to
Continue Our Sharing and
Learning!
Quality Core Instruction: A Necessary First Step
“Without high-quality initial instruction, significant numbers of students will require supplemental instruction and intensive intervention that are costly and time-consuming, an approach that is in opposition to a continuous school improvement model…if students are to meet the high expectations we hold for them, they need access to high-quality core instruction that enables them to marshal previously learned concepts to reach new understandings.”
~ From Enhancing RTI: How to ensure success with effective classroom instruction and intervention by Fisher and Frey
Rotating Trios
Using your assigned number (0, 1, or 2), form a trio.
When prompted, discuss the question that is posted.
After a few minutes, you will be invited to rotate to discuss the same question.
Rotating Trios
0—Stay
1—Rotate 1 group clockwise
2—Rotate 2 groups clockwise
Rotating Trio: Question 1
What are the processes and procedures for identifying students who need strategic and/or intensive interventions?
Rotating Trio: Question 1
What are the processes and procedures for identifying students who need strategic and/or intensive interventions?
As a trio, share the processes and procedures used for identifying students who need strategic and/or intensive interventions.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
Rotating Trio: Question 2
What data are reviewed to identify students needing strategic interventions?
Rotating Trio: Question 2
What data are reviewed to identify students needing strategic interventions?
Share the data used to identify students needing additional support.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
Rotating Trio: Question 3
What is the optimal group size to support students needing strategic interventions?
Rotating Trio: Question 3
What is the optimal group size to support students needing strategic interventions?
Share how group size(s) are determined based on the students and their needs.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
Rotating Trio: Question 4
How is a schedule for working with students determined so that students do not miss out on core instruction?
Rotating Trio: Question 4
How is a schedule for working with students determined so that students do not miss out on core instruction?
Share how schedules to support students are determined.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
Rotating Trio: Question 5
What skill set do interventionists need to provide the best support for the students they serve?
Rotating Trio: Question 5
What skill set do interventionists need to provide the best support for the students they serve?
Share the skill set that interventionists need.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
Rotating Trio: Question 6
What professional development is needed to support interventionists (what is common to all, what is required at an introductory level, what is offered on an annual basis, what professional learning options interventionists need)?
Rotating Trio: Question 6
What professional development is needed to support interventionists (what is common to all, what is required at an introductory level, what is offered on an annual basis, what professional learning options interventionists need)?
Share the PD needs that interventionists have.
When prompted, rotate and share a second time.
Be prepared to share your thinking.
PLC Meeting Dates for 2012
January 23
February 20
March 19
April 16
May 14
June TBA
Intervention Cohort PD
Cohorts for district interventionists, elementary classroom teachers, and secondary classroom teachers
2 days of high-quality PD with learning set up before and following session
Up to 3 days of curriculum, resource writing during June
Key Messages
What did you learn today as a result of our collaboration?
Generate a list of key messages as a table.
Be prepared to share with the whole group.