1. The Literacy Model and Intervention: Bridging the Gap
Board Presentation
January 11, 2011

2. Literacy Vision Statement
Aiken County Public Schools demonstrates an unwavering commitment of the educational community to embrace their responsibility for ensuring that each student at any level becomes a successful reader and writer.

3. Response to Intervention - Three Tier Model1 - 5% 5
10%
80–90% 80
90%
Intensive, Individual Interventions
Individual Students
Assessment
High Intensity
Assessment-based
Assessment - based
Intense, direct instruction
Individual Students – Reading Recovery
Intense,
Strategic, Group Interventions
Some students (at-risk)
High efficiency
Rapid response to student needs
Small-group instruction- push in/pull out
Additional time
Certified teacher
Identified by intervention team
Universal Interventions
All students
Preventive, proactive
Classroom Interventions
Additional in-class instruction
Specific to identified needs
Research-based strategies
Supplemental materials
Academic
Systems
District
Implementation
Response to Intervention - Three Tier Model

4. Reading Interventionists
Assess and teach students in need
Assist in providing informal, ongoing professional development for teachers
Serve on the School Intervention Team
Collect and analyze data to inform instruction
Engage in continuous professional development
Research and implement current best practices in literacy

5. Students Served by School ARRA Interventionists
Elementary – 25 Interventionists serve:
200 students in Tier III – Reading Recovery
1,025 students in Tier II – Small groups
Middle – 4 Interventionists serve:
25 students in Tier III – 1-on-1 Intensive
38 students in Tier II – Strategic Small groups
70 students in Tier I – Classroom push in
TOTAL NUMBER OF AIKEN COUNTY STUDENTS
BENEFITTING FROM INTERVENTION
1,358

6. Elementary Student Achievement

7. Reading Recovery Data 2009-2010
79% of students (158) successfully completed Reading Recovery at grade level as compared to the national average of 75%.
21% of students (42)who did not successfully complete Reading Recovery at grade level were referred by the SIT for further interventions, Special Ed referrals, or identified with other problems.

8. Middle School Student Achievement
School (current)
Fall 2009
Reading RIT
Spring 2009 Reading RIT
Difference
A. L. Corbett Middle
209.19
212.02
2.83
Aiken Middle
204.56
208.85
4.29
New Ellenton Middle
209.63
217.51
7.89
Ridge Spring-Monetta Middle
201.01
206.47
5.46
District Average
214.32
4.68
Intervention Schools’ Average
211.21
5.12
National Norm
215.0
3.0

9. Projected PASS Performance

10. Longitudinal Effect
Even though all students are not projected to meet the standard this year, interventions are essential to their continued growth as readers and writers.
61% of all intervention students had significant gains from Fall to Winter MAP after receiving intervention.

11. Reading is Core
When struggling students experience success in intervention, it has a positive correlation that permeates all other areas of academia.
Improvements in reading comprehension lower retention rate and positively impact the graduation rate.

12. IT MATTERS!