1. SRBI SYMPOSIUM 2015 Tiered Instruction at JJIS Presented by: Jack Jackter Intermediate School Deb Sandberg, Principal Carissa Capozzi, Social Worker Lynne McCune, Literacy Specialist Linda Lane, Literacy Specialist, Reading Teacher

2. Jack Jackter Intermediate School Jack Jackter Intermediate School Demographics in 2013-2014 608 Students 8 third grade classes, 9 fourth grade classes, 10 fifth grade classes Support Staff 3 Professional Development Days Additional 30 hours per year after the regular school day All teachers have 2 recess/lunch duties each week Classroom teachers have a common planning block

3. Working On the Work (WOW) Tier I instruction Weekly grade-level meetings lead by math and reading specialists Collaborative planning, calibrating, learning new programs Ensures consistent implementation of Tier I instruction

4. WHEN DO YOU HAVE TIME TO COLLABORATE AS A GRADE LEVEL OR CROSS GRADE LEVEL TEAM? HOW MIGHT YOUR SCHOOL OR TEAM FIND MORE TIME TO COLLABORATE? TURN AND TALK

5. STAR Process Team Members-Different disciplines Each grade-level is divided into two teams – A and B Teams A and B each meet once weekly Classroom teachers rotate and attend meetings every six weeks

6. STAR Process Students referred who are having difficulty with Tier 1 instruction Variety of data used for referring students for supplemental intervention

7. Development of Student Intervention Plan Using data team either plans to dig deeper or plans a SMART goal Student Plan Developed  Program, Strategy or intervention  Progress Monitoring tool (see handout)

8. Digging Deeper STAR below 40 th percentile Struggling with Tier 1 Instruction DIBELS Accurate but slow rate Decoding Issues Missing many varied words Core Phonics Screener Fine Just Words Corrective Reading Quick Reads Read Naturally Missing all Multisyllabic words Multisyllabic Word screen REWARDS Comprehension The Comprehension Toolkit LLI Grade 3

9. Intervention Planning Analyze multiple sources of data Determine level intervention needed Involve parents in decision-making

10. Tier II Tier III In-class, small group targeted support Monthly STAR assessment Fluency or comprehension scores used for progress monitoring At least 4 progress monitoring scores brought to next meeting in 4-6 weeks Lab support, small group targeted instruction Screens used to determine exact area of focus Focused instruction occurs based on area of need Progress Monitoring done twice a week Changes in time, program, frequency, layer of support as needed Reading Interventions

11. Tier II Tier III In-class, small group support Push-in support from math lab Monthly STAR assessment Exit tickets, fact fluency scores used for progress monitoring Lab support, small group instruction Individualized programs using same strategies and techniques that are taught in Tier 1 instruction Math Interventions

12. Tier II Tier III CI/CO Individual behavior plan, behavior chart In-class support Classroom lessons Individual or small group counseling FBA/BIP (informal, formal) Behavioral Interventions

13. STARS Process After approximately six weeks, the team reconvenes AT LEAST FOUR data points are needed to determine if need to change intervention plan Data is derived from progress monitoring tool chosen at initial meeting

14. Big Question Is the intervention working? Increase time, frequency, or intensity Change program/add another layer Refer to PPT to determine if special education evaluation is warranted

15. Case Study Student A-see handout Receives Tier III support No fluency issues Comprehension concerns-little progress made through November Changed program to Comprehension Toolkit in January Student B-see handout Receives Tier II support with classroom teacher Accuracy issue Intervention-REWARDS Accuracy increased as did STAR score March-return to Tier I instruction only Student C-see handout Receives Tier III support Core Phonics Screen PAST-Syllable segmentation activities Corrective Reading Placement B1-excellent progress April- Corrective Reading Placement B2-qualified for change to B2