The Comprehensive Intervention
Model for Preventing Reading
Failure: An Approach to RtI
Presented by
Dr. Roberta Buhle
Dr. Shari Frost
National-Louis University
Adapted from a presentation developed by
Dr. Linda Dorn, University of Arkansas at Little Rock
The Comprehensive Intervention Model





Developed by Dr. Linda Dorn University
of Arkansas at Little Rock
Supported by a large body of research
A 15 year track record of success
Not a “box program”
Responsive and differentiated instruction
delivered by knowledgeable teachers
Research on CIM








Dorn,1992
Dorn, 1993
Paige, 1997
Harrison, 2002
James, 2005
Rahi, 2005
Platt, 2007
Dorn, 2007

Studies in process:
 Dorn & Soffos
 Dorn & Behrend
 Taylor, Gates,
Wyatt, Jamison
CIM: Part of the Partnership in
Comprehensive Literacy






Reading Recovery
District Literacy Coaches
Building Literacy Coaches
Interventionists
Network of Literacy Administrators
Annual Literacy Conferences
Ten Features of the
Partnerships in Comprehensive Literacy Model
6.
Framework for Literacy
Coaching and Mentoring
Model Classrooms
High Standards
Accountability
System Interventions
7.
Professional Learning Communities
8.
Well-designed Literacy Plan
Technology
Spotlighting & Advocacy
1.
2.
3.
4.
5.
9.
10.
Maintain Focus on System Goal

Changing the achievement profile of an
entire school by:



Providing high quality interventions that
increase literacy levels of low-performing
students
Professional development for teachers that
increase knowledge and expertise in
teaching the lowest performing students
Collaboration among professionals
Start with Informative Screenings




To collect baseline data
To identify strengths and weaknesses in
instructional program
To identify students in need of diagnostic
testing and/or intervention
To prepare a written plan of intervention,
including predictions of progress
Dynamic Interventions in a Layered 4-Tiered Approach
Tiers 2 and 3
are not linear.
They represent
degrees of
intensity for
meeting
student needs.
Classroom Literacy
Program
Tier 1: Core classroom
program with differentiated
small group instruction
CR Intervention
Group/Individual
Classroom teacher provides
additional support to lowest
group.
Small Group Intervention
or
1-1 Intervention
Special
Education
Tier 2: Small group with
intensity that relates to group
size and expertise; duration in
group depends on student
need
Tier 3: 1:1 with Reading
Recovery in 1st grade; 1:2
group or reading/writing
conferences in upper grades
Tier 4: Referral process after
student has received
intervention in layers 1, 2,
All interventions are dynamic and interactive, not static and linear. and 3
8
Classroom Interventions (Tier One)







Reflective Practice
Student Conferences (reading & writing)
Smaller group which meets daily
Assisted Writing Groups*
Guided Reading Plus Groups*
Comprehension Focus Groups*
Emergent Language and Literacy
Groups*
Student Interventions (Tier Two)

Early Interventions (K-3)



Intervene as early as possible because
confusions become habituated
Will take less time (12-20 weeks)
Upper Interventions (4-12)


Habituated confusions, low motivation
Will take more time to identify the
confusions, break the unproductive habits,
and redirect for greater productivity
Types of Tier Two Groups





Emergent Language and Literacy
Assisted Writing
Guided Reading Plus
Writing Process
Comprehension Focus



Genre
Strategy
Content
The Role of the Coach
in Implementing CIM
Coaching Activities




Professional development
Assessment support
Facilitating the RtI team
Serving as an interventionist
Professional Development






Maintaining a professional library
Whole school professional development
Grade level teams
Study groups
Book clubs
Coaching cycles
Assessment Support






Training teachers
Supporting teachers
Assessment administration
Managing assessments
Creating data reports
Creating and maintaining data walls
(assessment and intervention walls)
Assessment Wall
Intervention Portfolios
Summative and formative assessments are organized for instructional
purposes and documentation.
Facilitating the RtI Team






Collaborate with the principal in
identifying the members of the team
Set norms for the team interaction
Prepare agendas
Prepare and present data for team
analysis
Keep focus on whole school improvement
Facilitate disseminating team’s decisions
Serve as an Interventionist





Teach at least one intervention group
Maintains credibility with teachers
Makes you a part of the learning
community
Allows you to see firsthand how the
interventions work
Increase your knowledge and capacity by
working students
Real Results!
Third Grade Fall
Third Grade Winter
First Grade Fall
First Grade Winter
Partnerships of Comprehensive
Literacy University Training Centers






University of Arkansas at Little Rock
University of Maine
St. Mary’s College
University of Kentucky at Lexington
Purdue University
National-Louis University
Print Resources
Video Resources
Coming in May, 2010