2. Maximizing Intervention Through Collaboration
Betsie Davenport and Melissa Cockrell

3. Betsie Davenport Melissa Cockrell
Ridge Spring – Monetta Elementary School

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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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.

11. Scheduling Possibilities

12. 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.

13. 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?

14. 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

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

16. Betsie Davenport Melissa Cockrell
Ridge Spring-Monetta Elementary School