Intervention Strategies in Maine Schools

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1 Intervention Strategies in Maine Schools Elementary Interventions Sherwood Heights School Auburn Grades: Pre-K-6 : Literacy Coaching, Title One co-teaching and supporting, Literacy Place/Collaborative, Reading and Writing Workshops, Implementation of ESAIL components. : Daily 30 minute Intervention Block targeting specific skills in small groups of 5-6. We use teacher-created instructional methods as well as programs such as Soar to Success, Read 180, Reading A-Z, SPIRE, Wilson, Reader s Workshop : Reading Recovery, Literacy Lessons, Title One Tutoring (after school) : We use Lee Canter s Discipline for Academic Success : Child Study Teams, Guidance Groups, CLC After School Programming for At-Risk students : Individual Behavior Plans, School-Based Counseling * Pre-K 3 Children s Progress * Grades 4 6 NWEA Universal Screening Tools For Behavior: * Still working on it

2 Stevens Brook Elementary School Bridgton Grades: K-5 classroom teacher provides targeted interventions focusing on specific skill deficits flexible grouping across classrooms to provide targeted interventions Standards Interventionist Tutor funded by eliminating summer school and redirecting the funds Title I Reading Title I Math Standards Interventionist Tutor Specialized Education Behavior Charts Classroom Guidance lessons We re in the process of adopting PBIS & Two Social Groups with guidance counselor Therapy Sessions with guidance counselor We re in the process of adopting PBIS Social Worker Milestones Program specialized, self-contained program for students with emotional disabilities * One of our district s RTI committees created a notebook of assessments to be used for universal screenings. The notebook is organized by grade level and is used this year as a draft. Feedback will be solicited and used to revise the book over the summer.

3 Enfield Station School Enfield Grades: 4 year old through Grade 5 * Focus groups per grade which place students in specific groups for that grade based on their needed skills in reading and math. * The groups meet 35 minutes per day and are all taught by teachers with an Ed. Tech. assisting. * Ensuring that students fluently have the basic math facts in each grade and the 5 components of literacy. * Reading Recovery, Title 1, Fast Start (Gr. K), and an extra RTI group in the afternoon for these students. * Literacy Specialist and Math Specialist work with others yet again to ensure that all are learning. * School-wide behavior expectations (almost ready to be finalized). These are for the classrooms, the school, and playground. Too Good Violence taught in all classrooms. * Observation and check in and checkout behavior plans with the social worker. * We are training people for this level this winter. * DRA, Dibels, NWEA, Maze (comprehension), writing prompts, Observation survey = literacy * Math assessment from CBM, timed assessment in math facts, NWEA = math Universal Screening Tools For Behavior: * Systematic behavior assessment = behavior

4 Cascade Brook School Farmington Grades: 4-6 * Program after school study * Title I * 30 minute, intervention math block each week * We have RP behavior program * NWEA * DRA (just certain grades) * MEA/NECAP Universal Screening Tools For Behavior: * None

5 Earl C. McGraw School Hampden Grades: K-2 * Classroom * Small intervention groups, literacy and math (2-3 students) * 1-1 Interventions Tier Four * Special Education referral * We are just putting this together * DIBELS, CBM for Math and Reading Universal Screening Tools For Behavior: * Not yet ready for Behavior

6 Lisbon Community School Lisbon Grades: 1-5 School entered into the Maine Literacy Partnership, 2007 : Classroom instruction * Use of Reading and Writing Workshop, differentiated instruction, flexible grouping, data analysis, use of assessment wall. * All teachers in grades K-2 completed UMO graduate course EEL Good First Teaching. * Ten teachers in grades 3-5 are taking the UMO graduate course EEL Effective Literacy Instruction. : RTI Time Block * Title 1 services * Additional staff made available to provide coverage for on level students or intervention for below level students. The lowest students receive the most instruction by the strongest teachers. This is a mix of push in and pull out services, based on specific needs and availability of staff. : * Special Education * Universal Screenings for Literacy * Grade 1 - Clay's Observation Survey, FPBA, writing sample * Grade NWEA, FPBA, writing sample

7 Fort Street School Mars Hill Grades: PK-6 Project story boost (1), reading recovery (3), mentoring (2), academic afterschool program (1, 2), reading enrichment (2), math enrichment (2) Work room (2), quiet room (2), modified day, BPIS, consistent school/classroom expectations/consequences (1) DRA, running records, math inventory, reading fluency, writing prompt, DSA, NWEA, NECAP, Readiness inventory, K screening

8 Granite Street School Millinocket Grades: K-5 School entered into the Maine Literacy Partnership, 2007, Two, and Three * Interventions in Literacy provided by Title IA staff * Interventions for Math : * Reading Recovery * Literacy lessons provided by Interventionist and Literacy Coach * Check-in * Check-out * School Behavior Expectations * Friendship Groups * Early implementation stages of interventions from Responding to Problem Behaviors in Schools Crone, Horner, Hawken * DIBELS K-5 * NWEA math and reading 2-5 Universal Screening Tools For Behaviors: * System Screening for Behavior Disorders Walker & Severson

9 Henry L. Cottrell School Monmouth Grades: PK-3 Most of our interventions are focused on the specific needs of the child. * Interventions are discussed at PLC and with building principal and literacy specialist * Sounds sensible (Grade 1) * SPIRE (Grades 1-2-3) * Fluency Groups (Grades 2 & 3) * Sight Level Wds (Grades 1, 2, & 3) * Leveled books (1, 2 & 3) * Additional T-2 time in afternoon math/reading Behavioral Interventions Tier II * Logical consequences * End of day work time with library (ABC - - Attitude, Behavior, Consequences) * SAT * Mentors (adults/h.s. students) * Social groups * K-3 Dibels * Locally developed math assessment * 3 rd NWEA * 1 & 2 Rigby p.m. benchmark running record

10 Pittston Consolidated School Pittston Grades: K-5 * Classroom modifications with teacher * Title I, Read 180, SPIRES, Read Naturally, Academic Tutorial = small group instruction with classroom teacher, Behavior Plans * Title I (increased frequency/duration), * CLC (Community Learning and Afterschool Help) * Academic Tutorial * Behavior Intervention Behavioral Interventions * Classroom Plan * Individual Behavior Plan (pt. 1) * Take-A-Break table in cafeteria outside * Leveled Behavior Plan * Day Treatment, consult with teachers * Environmental Analysis * Consult with teacher * Staffing with parent and all stakeholders * DRA * Math Assessments * Phonics Assessments * MMS * WEBS/Pearson inform data base * NWEA

11 Camden-Rockport Elementary School Rockport Grades: K-4 * New Core Reading Program (addresses five strands of reading) * K-3 Breakthrough to Literacy * Grade 4 Treasures * Differentiation * Progress Monitoring * Title One * Small group instruction * Progress monitoring * Special Education * School-wide Positive Behavior Plan Aims Webb K-4 Reading only at this time.

12 Margaret Chase Smith School Sanford Grades: K-3 and two special education Not officially district defined. * Teacher differentiation * Grade level support * Weekly collaboration * Literacy coaches * Compass Learning * Peer Helper * High school mentors * SAT * Behavior coaches * Title I / Read / Math * Reading Recovery * Conferences with special education staff for other suggestions * Literacy Continuum : * Referral to special education Again, not officially defined. * Class plans * Code of conduct * Collaborative problem solving * Second step lessons * Individual plans as needed * SAT * Behavior Coaches * Consult with special education * Conners scale with parents * Refine individual plan * Referral

13 Margaret Chase Smith School Page 2 Continuation * Observational Survey * DRAs * Math Pre and Post * NAEA Grades 2 and 3 * NECAP Grade 3 * System designed EDM - Math assessments, Science and Social Studies * No defined * Special education recommended testing

14 Margaret Chase Smith School Skowhegan Grades: 4-6 School entered into the Maine Literacy Partnership, 2007 * Title I Reading * Reading 180-Scholastic reading program * SAT * IEP * 504 Plans * Classroom accommodations * Behavior plans * Guidance small groups * Counseling * Meeting with parents monthly * SAT * IEP s * 504 Plans * Classroom accommodations * NECAP * Writing prompts * DRA * AIMSWEB * Fact test math * 2 common math assessments * 1 common reading assessment

15 Warren Community School Warren Grades: 4, 5, 6 Reading-Tier 3 One on one reading process and skills instruction 4-5 times per week for 30 minutes each session. Additionally, each Tier 3 student is assigned to use Lexia in their classroom for minutes per day, after administering the Lexia Quick Reading Test and looking at all reading assessments for accurate placement. Reading Tier 2-Lexia After administering the Lexia Quick Reading Test and looking at all reading assessments for accurate placement, minimum usage 15 minutes 3 times per week, also small group work on specific skills/strategies in the classroom with teachers. Intervention Materials available for students at all 3 levels of Intervention/Differentiation include the following: Quick Reads, Lexia, Think A-Longs, Powerful Vocabulary, Spellography, Sight Word/High Frequency and Instant Word Lists, Making Meaning Grade 4, Options Comprehensive Reading and Writing Assessment/Instruction Grades 4 and 5, Scholastic Action Magazines for 5 th and 6 th graders. All articles are lexiled. National Geographic Reading Expeditions for Comprehension Strategies. Each booklet is a Nonfiction Reading and Writing Workshop strategy guide. Reader s Handbook, Harvey s Comprehension Strategy Kit. Math-small group skills work is provided by an Ed. Tech 3 using Every Day Math s Game Kit Grades 4-6, supplementing EDM and Connected Math Program, other Math games, and Symphony Math is just getting underway. * See notes guidance counselor at WCS submits * Academics-Reading-NWEA, DIBELS for all Tiers, additionally for Tier 3 students Jerry Johns Individual Reading Inventory, which includes miscue analysis, and Rasinski s oral reading fluency where additional student reading process notes are gathered, and we tape each Tier 3 student periodically for retrospective miscue analysis. Sometimes we also use WRAP Intermediate for Tier 3 students. * Math-NWEA and Everyday Math Assessments Grades 4 and 5, NWEA and Connected Math Assessments Grade 6, exploring other intervention assessment options, recently with 4 th graders started the Early Mathematical Thinking Screening from the Maine Math and Science Alliance.

16 Windham Primary School Windham Grades: K-3 * Reading Street Program, Everyday Mathematics Program Tiers Two and Three * My Sidewalks, Title 1 support person during the language arts block in every classroom. Targeted pull-in and pull-out for mathematics and language arts that occur in the PM. Menu of interventions are provided such as Math Club, computer-assisted, Reader s Theatre, and Reading Fluency Club. * Positive Behavior Supports (PBIS) * Check in/check out Program * Check in/check out Program for identified students * DIBELS, NWEA-MAP, MAZES, Locally developed reading assessment. Universal Screening Tools For Behavior: * Check in/checkout Behavior sheet, locally developed Behavior Report that is inputted into SWIS.

17 Coastal Ridge Elementary School York Grades: 2-4 * Intervention 30 minutes/week * Focused intervention 30 minutes/week * Student Assistance Team * Silent mentors * Student listeners from high school * Mentors * Social skills * Behavior management checklists * NWEA, QRI, CPAA Universal Screening Tools For Behavior: * Regular teacher management system coordinated on a 1-4 scale

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