1 Lamar County Elementary School Intervention Strategies Mission Statement Learn today to succeed tomorrow! Vision Statement: Lamar County Schools will provide all students with an equitable and excellent education that prepares them for college, care er, and life. Principal Assistant Principal Counselor Dr. Andrea Scandrett Waylon Knight Paige Adams
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Lamar County Elementary School Intervention Strategies
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1
Lamar County Elementary School Intervention
Strategies
Mission Statement
Learn today to succeed tomorrow!
Vision Statement:
Lamar County Schools will provide all students with an equitable and excellent education that prepares them for college, care er, and life.
Principal Assistant Principal Counselor
Dr. Andrea Scandrett Waylon Knight Paige Adams
2
Behavior Flow Chart
Tier 1 Classroom Referral x 3
(3 Notes Home about specific P.R.I.D.E. behavior)
Office Referral x 2
(Behavior identified on Tier 1)
(
Tier 2 Check-In/Check-Out
Improvement After 6-8 Weeks?
Yes
No
Move to Tier 3
Individualized Behavior
Intervention Plan
Complete Functional Behavior
Assessment (FBA) Assessment
P – Prepared
R – Respectful
I – Involved
D – Dependable
E - Excellent
Improvement After 6-8 Weeks?
Yes
No
Continue Another 6-8 Weeks?
3
Academic Concern: Behavior
Area of Concern Intervention Description Research Reference Page # PM
Problem behavior associated with a P.R.I.D.E element
Check In – Check Out (CI/Co)
The tier 2 intervention Check-in, Check-Out helps students with individual goals on a daily basis. Students meet with counselor in group setting at the beginning of the day (extended learning time) for social skills class and end of the day). Daily 45 minutes.
PBIS World http://www.pbisworld.c
om/tier-2/check-in-check-out-cico/
24 Weekly: CI/CO
Data Summary and Point Sheet
Problem behavior associated with a P.R.I.D.E element
Behavior Intervention Plan
The Behavior Intervention Plan (BIP) is an intensive support using an individualized student plan to address specific issues associated with PRIDE.
Compare, Concrete-Representational-Abstract, Word Problem Mnemonics
Tier 3
Corrective Reading SRA, Sonday System, Math Peer-Assisted
Learning Strategies, Incremental Rehearsal
Improvement After 6-8 Weeks?
Yes No
Improvement After 6-8 Weeks? Yes No
Continue another 6-8 weeks
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Academic Concern: Reading
Area of Concern Intervention Description Research Reference Page # PM
Phonological Awareness, Phonics,
Word Recognition
Corrective Reading SRA
Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade 3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills. All lessons in the program are sequenced and scripted. Corrective Reading is implemented in small groups of 4–5 students or in a whole-class format. Corrective Reading taught in 45-minute lessons 4–5 times a week.
What Works Clearinghouse:
https://ies.ed.gov/ncee/wwc/Intervention/325
9 Weekly: STAR Early
Literacy
Mastery Test (every 10th
lesson)
Phonological Awareness, Phonics,
Word Recognition
Sonday System Through the structured and systematic use of tools in the Sonday System® such as flash cards, words lists, word games, phrase and sentence reading, and short stories, teachers are able to teach students to effectively blend phonemes and letters, master the sound-symbol relationships needed for basic reading, and apply effective word reading strategies to unfamiliar and sight words. Sonday is taught in small groups of 4-5. Sonday is taught in 45 minute lessons 4-5 times a week.
No qualifying studies (What Works
Clearinghouse and Best Evidence Encyclopedia)
10 Weekly: STAR Early
Literacy
Fluency Read Naturally Teacher Modeling and Repeated Reading see repeated reading. Read Naturally is taught daily for 30 minutes on individual reading levels.
What Works Clearinghouse
https://ies.ed.gov/ncee/wwc/Intervention/325
11 Weekly: Fluency and
comprehension graph
6
Bi-monthly: DIBELS Oral
Reading Fluency
Quarterly: STAR Reading
Vocabulary and Comprehension
Reciprocal Teaching
Structured discussion of text including 1)summarizing, 2)question generating), 3)clarifying, and 4)predicting. This is a daily 30 minute activity using passages and strategic reading lessons provided through Harcourt Strategic Intervention Guide.
Paired Reading A fluent reader (Partner 1) is paired with a less fluent reader (Partner 2). Partner 1 reads the material to model fluent reading. Then, Partner 2 reads the material and Partner 1 corrects any errors made. This should be conducted for about 30-35 minutes 3 times per week. Reading materials from Harcourt’s Strategic Intervention guide are used.
University of Missouri http://ebi.missouri.edu/
?cat=40
13 Weekly: Multiple choice comprehension
test
Bi-Monthly: MAZE passages
DIBELS DAZE
Monthly: STAR Reading
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Academic Concern: Math
Area of Concern Intervention Description Research Reference Page # PM
Math Fluency Peer-Assisted Strategies (PALS)
Peer-tutoring program with students to work on grade-level mathematics skills. This strategy is conducted 3 times a week for 30 minutes with a partner.
University of Missouri http://ebi.missouri.edu/
?p=972
14 Weekly: Math Facts in a Flash
Quiz
Quarterly: STAR Math
Math Fluency Incremental Rehearsal
A student is presented with flashcards containing unknown items added in to a group of known items. This strategy is conducted 3 times a week for 30 minutes with a partner.
University of Missouri http://ebi.missouri.edu/
?cat=40
15 Weekly: Math Facts in a Flash
Quiz
Quarterly: STAR Math
Computation Cover-Copy-Compare
A student looks at a solved mathematics problem, covers it, copies and solves it, and then compares to see if the newly-written problem matches the original problem using response to intervention materials with McGraw-Hill MyMath. This strategy is conducted 3 times a week for 30 minutes in a small group.
University of Missouri http://ebi.missouri.edu/
wp-content/uploads/2013/10/EBI-Brief-Template-
Cover-Copy-and-Compare.pdf
16 Weekly: Easy CBM
Assessment
Bi-Monthly: STAR Math
Solving Math Problems
Concrete-Representational-Abstract (CRA)
Students work with hands-on materials that represent mathematics problems (concrete), pictorial representations of mathematics problems (representational), and mathematics problems with numbers and symbols (abstract). This strategy is conducted 3 times a week for 30 minutes in a small group.
University of Missouri http://ebi.missouri.edu/
wp-content/uploads/2013/08/EBI-Brief-Template-
Concrete-Representational-
Abstract.pdf
17 Weekly: Easy CBM
Assessment
Bi-Monthly: STAR Math
8
Solving Math Problems
Word Problem Mnemonics
Provides students with a framework to solve problems with a step-by-step process. This strategy is conducted 3 times a week for 30 minutes using materials from McGraw-Hill My Math.
University of Missouri http://ebi.missouri.edu/
wp-content/uploads/2014/02/EBI-Brief-Template-
Word-Problem-Mnemonics.pdf
18 Weekly: Easy CBM
Assessment
Bi-Monthly: STAR Math
9
SRA Corrective Reading
Corrective Reading is designed to promote reading accuracy (decoding), fluency, and comprehension skills of students in grade
3 or higher who are reading below their grade level. The program has four levels that correspond to students’ decoding skills.
All lessons in the program are sequenced and scripted. Corrective Reading can be implemented in small groups of 4–5
students or in a whole-class format. Corrective Reading is intended to be taught in 45-minute lessons 4–5 times a week.
Students identified as red (below 10PR) through STAR Reading
Daily 45 minutes
Small group
Follow lessons as scripted (see media center to check out student books and manuals)
Progress Monitoring Tool: STAR Early Literacy and Mastery Test (every 10 days in SRA)
10
SONDAY System
The Sonday System materials have been carefully crafted to incorporate the essential components of reading (phonemic
awareness, phonological awareness, fluency, vocabulary, comprehension) and also integrates a systematic spelling
component. When reading and spelling are taught together, progress is faster, learning is more secure and the learner
becomes a writer as well as a reader. Through the structured and systematic use of tools in the Sonday System® such as flash
cards, words lists, word games, phrase and sentence reading, and short stories, teachers are able to teach students to
effectively blend phonemes and letters, master the sound-symbol relationships needed for basic reading, and apply effective
word reading strategies to unfamiliar and sight words.
Students identified as red (below 10PR) through STAR Reading
Daily 45 minutes
Small group
Follow lessons as scripted (see media center to check out student books and manuals)
Progress Monitoring Tool: STAR Early Literacy (weekly) and DIBELS (CEIS requirement for 3rd grade only)
11
Read Naturally
Read Naturally® is an elementary and middle school supplemental reading program designed to improve reading fluency using
a combination of books, audiotapes, and computer software. The program has three main strategies: repeated reading of text
for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by
teachers and the students themselves. Students work at a reading level appropriate for their achievement level, progress
through the program at their own rate, and, for the most part, work on an independent basis. Read Naturally® can be used in
a variety of settings, including classrooms, resource rooms, or computer or reading labs. Although the program was not
originally developed for English language learners, additional materials for these students are currently available.
Students identified as yellow (below 11-24PR) through STAR Reading
Daily 30 minutes
Individual Level
Follow lesson plan on pages 39-46 (see media center to check out student books and manuals)
Students graph weekly comprehension and fluency scores on cold and hot reads