Maximizing Intervention Through Collaboration Betsie Davenport and Melissa Cockrell

Betsie Davenport Melissa Cockrell bdavenport@acpsd.net mcockrell@acpsd.net Ridge Spring – Monetta Elementary School 803-685-2000

Essential Question As teachers, how can we collaborate in order to maximize the sixty minute intervention block for our students?

Presenters Meeting Outcomes As a result of attending this session, teachers will have Observed three-rotational model collaboration Discussed scheduling possibilities Brainstorm possible solutions for maximizing intervention and enrichment for all students

Collaboration in Action Interventionist Collaborates with the classroom teacher to plan flexible groups that will work for both teachers. Manages software usage and most computer issues Monitors appropriate engagement and use of computers Supports classroom teacher in behavior management Teaches small groups using rBook or 44Book resources In S44 classes, uses the Independent Reading books as guided reading lessons

Collaboration in Action Classroom teacher Collaborates with the interventionist to plan flexible groups that will work for both teachers. Lexile and Fountas &Pinnell Text Level Assists in monitoring appropriate engagement and use of computers Brings classroom behavior management plan into the intervention classroom (consistency) Teaches small group lessons using LLI, or other appropriate leveled text Lesson Plans based on Jan Richardson’s Next Steps in Guided Reading Transitional Plan/ Fluent Plan

Collaboration in Action Classroom teacher In a Read 180 Classroom, the teacher may also conference with and support students who are reading independently. Administers F&P Text Level Assessment to determine text level, and progress monitors students throughout the year Benefits: Shared sense of urgency All students are engaged Accountability and support Transfer of skills from intervention to the classroom, and vice-versa

Scheduling Possibilities One Teacher/One Class Three Groups Students work in three 20 minute rotations. ie: Interventionist, Software, Teacher (LLI/Independent Reading) Teacher brings entire class, and students who are not working in R180/S44 are still in small groups with teacher and work in Compass, etc.

Scheduling Possibilities One Teacher/One Class Four Groups Class is split into two large groups: half work on computer software for 30 minutes, and half work in small groups with interventionist and teacher Students work in a small group/independent reading with the teacher for 15 minutes, then switch and work with the interventionist for 15 minutes (rBook or 44Book). After 30 minutes the two large groups switch sides of the room. Students are still working in three rotations, but have increased software time, and small groups are more differentiated. Teacher brings entire class, and students who are not working in R180/S44 are still in small groups with teacher and work in Compass, etc.

Scheduling Possibilities

Scheduling Possibilities One Teacher/Two Classes Master Schedule Two teachers must share same Lab time/Independent Reading/Intervention Teacher 1: Takes R180/S44 students to the intervention room and works through rotations with interventionist Teacher 2: Takes remaining students to the computer lab for Compass/Pathblazers, etc., and then has students read independently or teaches additional small groups if applicable in your school.

Turn and Talk: Solutions and Possibilities Do you see this working at your school? How do you maximize intervention or collaborate at your school? What are other ways you can collaborate with or support your interventionist? What other ways do you collaborate with or support your classroom teachers?

Revisiting the Presenters Meeting Outcomes As a result of attending this session, teachers will have Discussed scheduling possibilities Observed three-rotational model collaboration Brainstorm possible solutions for maximizing intervention and enrichment for all students

Revisiting the Presenters Essential Question As teachers, how can we collaborate in order to maximize the sixty minute intervention block for our students?

Betsie Davenport Melissa Cockrell Bdavenport@acpsd.net Mcockrell@acpsd.net Ridge Spring-Monetta Elementary School 803-685-2000