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Strategic Early Intervention : Planning for Columbus Public School Students

Strategic Early Intervention : Planning for Columbus Public School Students. Dr. Penney Brooks, Speech/Language Pathologist Ms. Kristine Joaquin, School Psychologist Dr. Antoinette Miranda. OSU Professor . Strategic Intervention- Using the Problem Solving Model. Problem Identification

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Strategic Early Intervention : Planning for Columbus Public School Students

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  1. Strategic Early Intervention:Planning for Columbus Public School Students Dr. Penney Brooks, Speech/Language Pathologist Ms. Kristine Joaquin, School Psychologist Dr. Antoinette Miranda. OSU Professor

  2. Strategic Intervention-Using the Problem Solving Model • Problem Identification • Problem Validation • Exploring Solutions • Evaluate Solutions • Problem Solution

  3. Problem Identification: What do we know? • 66 % of kindergarten students come to school unprepared to meet curriculum goals • Approximately 80% of all referrals to school intervention teams include poor reading skills as an area of concern • Reading trajectories are established early and difficult to change

  4. Early Reading Intervention Project • Collaboration with Ohio State University School Psychology Program • Project implemented in three Columbus Public elementary schools with similar populations • Dynamic Indicators of Basic Early Literacy Skills (Problem Validation) • Implement additional reading instruction, using Scott Foresman materials, to 8 students at each school who are considered in need of intervention (Exploring Solutions) • Monitor general population, intervention students and control students (Evaluate Solutions)

  5. DIBELS Instructional Recommendations

  6. School #1 Data

  7. School #2 Data

  8. School #3 Data

  9. Evaluate Solutions: Intervention Data – School #3

  10. Evaluate Solutions: Intervention Data - School #3

  11. Evaluate Solutions: What do we know now? Preliminary data indicates: • The total percentage of kindergarten students at benchmark did not change significantly at School #1 and School #2. • At School #3, 4 out of 7 students in both the control group and the intervention group moved from needing strategic or intensive intervention to reaching benchmark. • All three schools have several students who continue to need intensive intervention and are not on track to be readers by the end of first grade.

  12. Problem Solution: Do we have students who continue to be at risk? Yes.

  13. Creating the Next Strategic Intervention • Analyze possible reasons why each school performed differently. • Determine obstacles to the intervention’s effectiveness and consider possible modifications in implementation. • Identify the skill deficits of students who are considered still in need of intensive intervention. • HURRY! We only have one year left!

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