The document summarizes a professional learning community (PLC) meeting for reading interventionists. The objectives of the meeting were to standardize processes for identifying students needing interventions, identify consistent data sources to guide support, learn how to use an assessment tool called iCue, and discuss expectations for upcoming professional development on Pyramid Response to Intervention (PRTI). Participants scheduled appointments, read poems, learned how to access iCue from the director of assessment, updated process flowcharts, and discussed learning expectations for the upcoming PRTI training.

1. Reading Interventionists’ PLC
January 23, 2012
Vista View Media Center

2. Key Objectives
1. Standardize processes and procedures for identifying
students who need strategic and/or intensive
interventions.
2. Identify consistently used data streams and sources to
guide support for students and appropriate
interventions.
3. Use iCue to access an additional source of student
data to support your role as interventionists.
4. Discuss expectations for Pyramid Response to
Intervention professional development session.

3. Setting Appointments
Use the clock template to
schedule appointments with
four other people in the room.
Greet one another and
reintroduce yourself as
needed.
When your appointments are
scheduled, please return to
your seats.

4. A Language That Expresses Care
We speak with words;
but words are not just uttered,
they are chosen.
We use a language;
but that language is not merely
words,
it is a unique way of choosing to be
in the world.
We teach others a way of being in
the world;
but they are not mere recipients,
they also choose to show us their
lives and hopes.
J. Novak

5. A Language That Expresses Care
• As you reflect on the
poem, think about your
role as an
interventionist and your
students.
• In what ways does the
poem define the work
you need to do to
support your students?
• When prompted, join
your 12 o’clock
appointment.

6. Charting the Course…
Join the colleagues at your table and create a
detailed, descriptive process flowchart.
– The flow chart needs to map out the processes that should
be consistently used across the district to identify students
who need strategic and/or intensive interventions.
– Include the data streams and sources that need to be
consistently used to support the processes you have
identified.
– You may want to use post-it notes to map out and/or develop
your process flowchart.
– Reflect on the notes that were generated from the reading
interventionists’ PLC in November to guide your processing.

7. Charting the Course…
When prompted, join another table and
take turns sharing your process
flowchart with another group.
Create an agreed upon process
flowchart that would be standardized
across our district.
Be prepared to share.

8. 3 O’Clock Appointment
Join your 3 o’clock
appointment and
summarize what you
learned about the
processes and
procedures to identify
students needing
strategic and intensive
issues.

9. Break
Be Back to
Continue Our
Learning in 10
Minutes!

10. Accessing & Using MDE & iCue
Join Delonna Darsow, Director of
Assessment, in the computer lab to
learn more about accessing and using
iCue and MDE to support your work as
an interventionist.

11. 6 O’Clock Appointment
Join your 6 o’clock
appointment and
share what you
learned about
accessing and using
iCue to support your
role as an
interventionist.
Sorry, wrong time zone!

12. Think, Pair, Squared
Join another pair of your
colleagues and generate
a list of essential points
that you learned about
accessing and using
iCue.
Be prepared to share
your list with the rest of
the group.

13. Charting the Course…Continued
Return to the process
flowchart work group and
use the learning with
Delonna to update your
group’s process flowchart.
Be prepared to share the
updates with the rest of
the group.

14. FYI: Keep Certified
Register on KeepCertified to earn CEUs
for your learning this year. This will
cover all meeting times this year.
Additional training/support for using
KeepCertified will be provided.
Register at:
https://sites.google.com/a/isd191.org/ke
epcertified/home

15. FYI: TLT Dashboard
To access information about the learning and
additional resources for reading
interventionists, visit the reading
interventionists’ webpage on the TLT
dashboard at:
https://sites.google.com/a/isd191.org/teachin
g-and-learning-191/reading-interventionists

16. 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

17. February PLC Meeting Dates
February 3 and 10—Pyramid Response
to Intervention Professional
Development
– DEC, 8:00 a.m. to 3:00 p.m.
February 20—District PD
– Vista View, 8:00 a.m.-11:30 a.m.

18. Key Learning Objective for
Pyramid Response to Intervention
Identify students needing additional support, determine appropriate
interventions, monitor progress, and revise a student's program as
needed.
Extend student learning and support students who have already
mastered grade-level curriculum.
Create a more focused, doable Tier 1 core curriculum.
Utilize universal screening tools to identify students for extra help
before they fail.
Determine when formal special education evaluation is appropriate.
Explore how the three big ideas of a PLC—focus on learning, build a
collaborative culture, and results orientation—make PLC and RTI
natural partners.

19. 9 O’Clock Appointment
Join your 9 o’clock
appointment and
discuss your learning
expectations for the
PRTI PD session
February 3 and 10.

20. 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.