Reading Interventionists’ PLC November 29, 2011 Vista View Media Center
Key Objectives1. 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: ImagineTurn and talk withsomeone at yourtable about thefollowing prompt:What does thebook’s messageinvite and/orchallenge you to dofor the students withwhom you work?
A Continuum of Needs/SupportAs you think about the students you support, create acontinuum that documents the needs of yourstudents.Be prepared to discuss the needs that your studentshave and the support that needs to be provided.
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 SharingFind another pair of PUPU is anpartners A and B acronym for Pairsand discuss the Up…Pair Upcontinuum of needsthat you created
PUPU: Collaborative SharingAs a group of four process your responses to each ofthe 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 ofpaper (paper provided) and be prepared to share.
BreakBe Back in 10 Minutes toContinue Our Sharing and Learning!
Quality Core Instruction: A Necessary First Step“Without high-quality initial instruction, significantnumbers of students will require supplementalinstruction and intensive intervention that arecostly and time-consuming, an approach that isin opposition to a continuous schoolimprovement model…if students are to meet thehigh expectations we hold for them, they needaccess to high-quality core instruction thatenables them to marshal previously learnedconcepts to reach new understandings.” ~ From Enhancing RTI: How to ensure success with effective classroom instruction and intervention by Fisher and Frey
Rotating TriosUsing your assigned Rotating Triosnumber (0, 1, or 2), 0—Stayform a trio.When prompted, 1—Rotate 1 groupdiscuss the question clockwisethat is posted. 2—Rotate 2 groupsAfter a few minutes, clockwiseyou will be invited torotate to discuss thesame question.
Rotating Trio: Question 1What are the As a trio, share the processes and proceduresprocesses and used for identifying studentsprocedures for who need strategic and/oridentifying intensive interventions.students who When prompted, rotate and share a second time.need strategic Be prepared to share yourand/or intensive thinking.interventions?
Rotating Trio: Question 2What data arereviewed toidentify studentsneeding strategicinterventions?
Rotating Trio: Question 2What data are Share the data used to identify studentsreviewed to needing additionalidentify students support.needing strategic When prompted, rotateinterventions? and share a second time. Be prepared to share your thinking.
Rotating Trio: Question 3What is theoptimal groupsize to supportstudents needingstrategicinterventions?
Rotating Trio: Question 3What is the Share how group size(s) are determinedoptimal group based on the studentssize to support and their needs.students needing When prompted, rotatestrategic and share a second time.interventions? Be prepared to share your thinking.
Rotating Trio: Question 4How is aschedule forworking withstudentsdetermined sothat students donot miss out oncore instruction?
Rotating Trio: Question 4How is a Share how schedules to support students areschedule for determined.working with When prompted, rotatestudents and share a seconddetermined so time. Be prepared to sharethat students do your thinking.not miss out oncore instruction?
Rotating Trio: Question 5What skill set dointerventionistsneed to providethe best supportfor the studentsthey serve?
Rotating Trio: Question 5What skill set do Share the skill set that interventionists need.interventionists When prompted, rotateneed to provide and share a secondthe best support time.for the students Be prepared to share your thinking.they serve?
Rotating Trio: Question 6What professionaldevelopment is neededto supportinterventionists (what iscommon to all, what isrequired at anintroductory level, whatis offered on an annualbasis, what professionallearning optionsinterventionists need)?
Rotating Trio: Question 6What professional Share the PD needsdevelopment is needed that interventioniststo support have.interventionists (what is When prompted, rotatecommon to all, what is and share a secondrequired at an time.introductory level, what Be prepared to shareis offered on an annual your thinking.basis, what professionallearning optionsinterventionists need)?
Intervention Cohort PDCohorts for districtinterventionists, elementaryclassroom teachers, andsecondary classroomteachers2 days of high-quality PDwith learning set up beforeand following sessionUp to 3 days of curriculum,resource writing during June
Key MessagesWhat did you learn today as a resultof our collaboration?Generate a list of key messages as atable.Be prepared to share with the wholegroup.