1. Interventions Carol Burton, Ann Goff, Sherry Franklin

2. INTERVENTIONS THAT HAVE THE BIGGEST IMPACT ON STUDENT ACHIEVEMENT Oral Reading Fluency Math Fact Fluency

3. Oral Reading Fluency Students must be able to read fluently to comprehend the material. We use the DIBELS words read per minute for each grade level to judge where students should be performing in the Fall, Winter, and Spring assessments.

4. Reading Interventions Kindergarten - work on Letter recognition using the Alphabetic arc and Ruby Payne 1st - 5th grade use Treasures or Lakeshores Fluency sets o The students read Nonfiction (cold reads) Don't make it hard on yourself!

5. Math Fact Fluency Students use too much cognitive energy solving a math problem if they do not know their math facts with automaticity. We used practice math facts sheets prepared by Brian Wolfe with the students Monday through Wednesday before every math lesson. On Friday, the students were given a timed-test using all 81 facts. Students graphed their progress using the "L to J" method.

6. Math Interventions Kindergarten - work on number recognition 1st - 5th grade work on Math Facts o Have students graph results, L to J Xtramath.org o a free website where you can set up and monitor your class's math fact progress o Make it individual for each student, even the non tier students

7. Times for the Tiers 1.Effective Core Instruction for all students 2.3 days a week; 5-10 minutes 3.5 days a week; 15-20 minutes (meet with someone other than the classroom teacher) I use parent volunteers, computer lab, etc.

8. Setting Expectations PBIS Common Area Rotations Wednesday, Thursday, Friday (Cafeteria only) All others for the first 2 weeks of school

9. Sample rotations for entire school PBIS Common Area Rotations Thursday, Friday, Monday and Tuesday (Cafeteria only) All others for the first 2 weeks of school K-1 10:45 Video and Cafeteria expectations 1st 9:15-9:30 restroom and hall expectations K 12:40-12:55 restroom and hall expectations 2nd & 3rd 9:30-10:00 Recess expectations (in/out) 9:00-9:30 Video and Cafeteria expectations 2nd-10:00-10:15 restroom and hall expectations 3rd-10:45-11:00 restroom and hall expectations 4th & 5th 9:30-10:00 Video and Cafeteria expectations 10:00-10:30 Recess expectations (in/out) 4th 8:30-8:45 restroom and hall expectations 5th 1:25-1:40 restroom and hall expectations

10. Expectations 2nd & 3rd 9:30-10:00 Recess expectations (in/out) 9:00-9:30 Video and Cafeteria expectations 2nd-10:00-10:15 restroom and hall expectations 3rd-10:45-11:00 restroom and hall expectations

13. Response to Intervention Meeting Minutes Norman Public Schools – Lincoln Elementary Student:______________________ Grade PKK1 234 5 Teacher____________________ Date placed on Tier 2_____________ Tier 3____________ Date removed from Tier__________ Performance on State Testing: A S L U Vision Screening: Pass RescreenRefer Hearing Screening: Pass Rescreen Refer Initial Target Skill: _____ Letter Naming/Sounds _____ Nonsense Words/Specific Phonics Skill _____ Addition__________________________ _____ Initial Sound Fluency _____ Oral Reading Fluency _____ Subtraction________________________ _____ Phoneme Segmentation _____ Sight Words _____ Multiplication_______________________ _____ Blending Skills _____ Comprehension or Writing _____ Behavior/Other_____________________ Baseline Performance:_________ Short-term goal:______________ Intervention to be implemented:___________________________________________________ Intervention Frequency:_____x/week,____minutes Prog. Mont._____DIBELS _____Math Probe ______Other Follow-up Date Progress Monitor Data New Goal % implemented Other __________ ­­_________ _________ ________ _____________________________ __________ ­­_________ _________ ________ _____________________________

14. Norman Public Schools – Lincoln Elementary Tier 2 Intervention Log Student Name:_______________________________ Teacher:_____________________________ Grade: K 1 2 3 4 5 *Parent Notification Form sent to parents? Yes No Circle One: Reading Math Writing Behavior Other Tier 2 must be implemented at least 3x/wk and may be completed by peer tutors or aides. What percentage was the intervention implemented? (# of times implemented divided by # of times designed to be implemented) Circle one: 6+/6=100% 5/6=83% 4/6=67% 3/6=50% 2/6=33% 1/6=17% 0/6=0% ***Intervention must be implemented 83% over a 2 week period for discussion. What 1 skill will be targeted in the next two weeks? 2 week GOAL= ____________ _____ Letter Naming/Sounds _____ Nonsense Words/Specific Phonics Skill _____ Addition____________________________ _____ Initial Sound Fluency _____ Oral Reading Fluency _____ Subtraction__________________________ _____ Phoneme Segmentation _____ Sight Words _____ Multiplication________________________ _____ Blending Skills _____ Comprehension or Writing _____ Behavior/Other_______________________ Intervention to be used: __________________________________________________________ Record the date the intervention was completed. Note any other data, attach progress chart.

15. Norman Public Schools – Lincoln Elementary Tier 3 Intervention Log Student Name:_______________________________ Teacher:_____________________________ Grade: K 1 2 3 4 5 *Parent Notification Form sent to parents? Yes No Circle One: Reading Math Writing Behavior Other Tier 3 must be implemented at least 5x/wk by certified teachers. ______x/ week _______minutes What percentage was the intervention implemented ? (# of times implemented divided by # of times designed to be implemented) Circle one: 10+/10=100% 9/10=90% 8/10= 80% 7/10=70% 6/10=60% 5/10=50% 4/10=40% 3/10=30% 2/10=20% 1/10=10% 0/10=0% ***Intervention must be implemented 90% over a 2 week period for discussion. What 1 skill will be targeted in the next two weeks? 2 week GOAL= ____________ _____ Letter Naming/Sounds _____ Nonsense Words/Specific Phonics Skill _____ Addition____________________________ _____ Initial Sound Fluency _____ Oral Reading Fluency _____ Subtraction__________________________ _____ Phoneme Segmentation _____ Sight Words _____ Multiplication________________________ _____ Blending Skills _____ Comprehension or Writing _____ Behavior/Other_______________________ Intervention to be used: __________________________________________________________ Record a percentage or other measurable data.