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ELP Smart Goal Intervention Instruction

ELP Smart Goal Intervention Instruction. ELP Inservice Feb 25/26 09. Early Literacy Project SMART GOALS Students will…. By May 31, 2009 increase their reading rate to: - 30 - 60 wcpm. Gr. 1 - 70 - 100 wcpm Gr. 2

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ELP Smart Goal Intervention Instruction

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  1. ELP Smart Goal Intervention Instruction ELP Inservice Feb 25/26 09

  2. Early Literacy Project SMART GOALSStudents will… • By May 31, 2009 increase their reading rate to: - 30 - 60 wcpm. Gr. 1 - 70 - 100 wcpm Gr. 2 - 80 - 110 wcpm Gr. 3at their independent reading level as measured on running records (Sask. ELA Curric) • Comprehend text read at grade level as measured by the DRA2 by May 31st, 2009

  3. Early Literacy Project SMART GOAL cont’d…. • By May 31, 2009 Kindergarten students will…. • increase their phonemic awareness skills and grapheme knowledge as measured by the SRSD Early Literacy Assessment Screen to at or above 80%

  4. What is Response to Intervention? • A collaborative effort whereby educators in a school or school system jointly take responsibility to help all students learn to read. • A dynamic problem solving process in which data are integral in making decisions about what skills struggling readers lack, and whether intervention instruction provided to date has been effective. Susan L. Hall, Implementing Response to Intervention, Corwin Press 2008, pp.17-18

  5. ELP Screening Assessment 2 • Which data is examined? • How can we tell if a student is making an adequate rate of progress? • What happens if the student’s progress is insufficient?

  6. Tier I • – ELA Instruction (5 key components using scientific research based instructional strategies) core reading • 90 – 120 min. block • Delivered in multiple grouping formats • Assessments • universal screening 3 times a year • end of unit assessments • ongoing benchmark assessments • teacher observations

  7. Tier II • only for those who need it, based on below-benchmark scores on an early literacy screen • very focused, covers only targeted skill areas • groups are formed homogeneously by skill needs • meet for a short time in the day • temporary, flexible group • teacher directed explicit instruction • guided feedback and error correction • Measured by periodic progress monitoring of students in intervention groups (at least monthly)

  8. Tier III • not special education but need extra instruction to avoid needing special education placement • students fall behind in many skill areas • generally need more time in intervention groups • more intensive instruction than Tier II

  9. Tier III cont’d….. • instruction characterized by • extraordinary intensity and focus • more modeling, scaffolding • more systematic • Break tasks down into smaller parts • slower paced • more practice cycles for a given concept • fast paced interaction between teacher and student • student actively engaged in thinking and responding • more open-ended questions

  10. Tier III cont’d… • Assessment • progress monitoring every week or two • additional diagnostic assessments Susan L. Hall, Implementing Response to Intervention, CorwinPress 2008, pp. 65-69

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