Right Intervention/Right
Student/Right Time
SAI Conference
August 7, 2013
Jerri Larson, presenter
Council Bluffs Community School District
Walnut Grove Elementary
Council Bluffs Literacy Model
 Features of the Partnership in Comprehensive Literacy
(PCL) model
– A Framework for Literacy
– Coaching and Mentoring
– Model Classrooms
– High Standards
– Accountability
– Interventions
– Professional Development
– Well-Designed Literacy Plan
– Technology
– Spotlighting and Advocacy
(Results that Last: A Model for School Change (Dorn & Soffos,
2003 and Shaping Literate Minds: The Development of SelfRegulated Learners (Dorn & Soffos, 2003)
Accountability
The work we do along with the
results are transparent in the visual
of the data wall. We all hold each
other accountable for the work we
do.
We use the data wall as the big
picture – adjusting whole group
instruction as well as individual
students – intervention groups
Assessment Schedule
Data Wall
Example of Data
1st Grade Comparison 4th Quarter
70%
59%
60%
50%
50%
36%
40%
Reading
28%
30%
22%
20%
10%
4%
0%
2%
0%
Below Basic
Basic
Proficient
Advanced
Writing
Interventions
Layered Intervention
Classroom teachers will be
responsible for providing the first
layer of interventions for students
An interventionist (any person who
has been trained in providing
interventions)
Comprehensive Intervention Model
(CIM)
 Intervention schedules are developed
collaboratively during intervention team
meetings and are based on data
(monthly)
 Students are selected for intervention
based on their performance in the
classroom and careful assessment of
reading and writing
 A literacy Plan is developed for each
child receiving intervention
CIM continued
Students selected to participate in
small group intervention
Placement assessments are used
for the purposes of identifying a
child’s specific areas of strengths
and weaknesses
An intervention wall is also
developed to track the number of
students in groups, progress and
transparency
CIM Continued
After placement, progress of all
intervention students is discussed
each month with a team consisting
of the building coach,
interventionist, classroom teacher
and principal.
Four Tiers of Intervention
 Tier 1 is an intervention provided daily
by a classroom teacher
 Tier 2 intervention is provided in a small
group with a specific focus. The
recommended group size is 3-4
students.
 Tier 3 intervention is provided in a small
group of 1:2, or 1:1 (Reading Recovery)
 Tier 4 is a Special Education intervention
and may be considered long term. The
recommended group size is 1:1 through
1:3
CIM K-5 Group Interventions
 Interactive Writing
 Guided Reading Plus
 Writing Aloud
 Writing Process
 Comprehension Focus
(Interventions that Work:
Comprehensive Intervention Model for
Preventing Reading Failure, Dorn &
Soffos, 2010)
Intervention Wall
Child Find
Determining Appropriate
Intervention Service (DAIS)
The Principal and the Coach
 Key relationship
–
–
–
–
–
–
–
Meet monthly with interventionists
Coordinate cluster visits with principal
Choose model classroom teachers
Weekly team meetings
Plan professional development
Meet weekly with principal
Meet monthly to discuss all Tier 2 – 4
intervention students
– Meet quarterly to discuss all Tier 1
intervention students
ESAIL
Accountability of the model –
ESAIL Walkthroughs
Focus today – Criterion 3 and 5