Check in #3
Interventions, Roles and Supports
1. Describe how leadership, teachers, families and students will be involved in this process. What role will each play?
Once the problem is identified, the teacher will proceed to develop a plan with specific goals and objectives to be met by the targeted group following the SMART goals and objectives format. Although the intervention is focused on a group of students with common needs, the teacher will pay specific attention to those targeted individuals. Those individuals will be monitored closely and teacher will create and keep a progress record for them.
The family is going to be accountable to help minimize or eliminate external causes. Parents need to participate in this process to see faster and more effective progress that may also result into a permanent solution rather than a temporary remedy.
Students need to follow the instructions and actively participate in the process. Eliminating the external factors that are part of the root causes we should start seeing a steady progress in students who may also show signs of increasing interest in reading, engagement, and participation.
2. What are the interventions that you plan to implement based on your goals and objectives?
My interventions are not going to be for target students only, instead, I will be working with target groups. I will break out my group into small groups with no more than six students sharing the same academic needs. I will meet with my target groups for 25 minutes twice a week and work on the following objectives: accuracy, fluency and comprehension. For those objectives I will use supplemental curriculum and materials that have been provided by our current adoption (Treasures). I will also use teacher-created materials to help students with fluency skills by practicing syllables, consonant blends, and vowel blends. We will also use MyLexia Core 5 for our iPads and at risk students will also have an additional day to work independently using My Reading Coach.
Emergent readers will be reading with their parents as part of their homework. They will be reading daily for ten minutes, including weekends, using a teacher-created prescriptive method that helps them improve their accuracy and fluency.
3. What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
The school provides support to implement group interventions. Our school offers before and after school intervention for at risk students. We also have software available to help students using self-paced programs such as Read 180, MyLexia Core 5, Accelerated Reader, Sokikom, My Reading Coach. Unfortunately, not all teachers are trained to help students use these programs and students can not take advantage of them. Another problem is that it is limited the number of teachers available to tutor students before and after school hours. There is a need to increment the budget for tutoring programs that could service more students at different grade levels and subjects.
When students demonstrate very little or no advancement after the teacher has identified the root causes, planed a STAR goal and objectives intervention, followed the plan an SST meetings is arranged. An SST meeting is conformed of at least one administrator, teachers and parents or legal guardians. As a result of the SST meeting, a set of strategies will be given to students, parents, and teachers. One example is trying a self- monitoring chart and have student self-monitor after explicit instructions are given. Student will check a box according to how he/she thinks he/she did. At the end of the day the student should take it home to his parents. Once enough data is gathered, it is analyzed in search of patterns and common trends to guide teachers into continuing or making adjustments of the interventions currently in place.
Interventions, Roles and Supports
1. Describe how leadership, teachers, families and students will be involved in this process. What role will each play?
Once the problem is identified, the teacher will proceed to develop a plan with specific goals and objectives to be met by the targeted group following the SMART goals and objectives format. Although the intervention is focused on a group of students with common needs, the teacher will pay specific attention to those targeted individuals. Those individuals will be monitored closely and teacher will create and keep a progress record for them.
The family is going to be accountable to help minimize or eliminate external causes. Parents need to participate in this process to see faster and more effective progress that may also result into a permanent solution rather than a temporary remedy.
Students need to follow the instructions and actively participate in the process. Eliminating the external factors that are part of the root causes we should start seeing a steady progress in students who may also show signs of increasing interest in reading, engagement, and participation.
2. What are the interventions that you plan to implement based on your goals and objectives?
My interventions are not going to be for target students only, instead, I will be working with target groups. I will break out my group into small groups with no more than six students sharing the same academic needs. I will meet with my target groups for 25 minutes twice a week and work on the following objectives: accuracy, fluency and comprehension. For those objectives I will use supplemental curriculum and materials that have been provided by our current adoption (Treasures). I will also use teacher-created materials to help students with fluency skills by practicing syllables, consonant blends, and vowel blends. We will also use MyLexia Core 5 for our iPads and at risk students will also have an additional day to work independently using My Reading Coach.
Emergent readers will be reading with their parents as part of their homework. They will be reading daily for ten minutes, including weekends, using a teacher-created prescriptive method that helps them improve their accuracy and fluency.
3. What type of support will be needed to carry this out? For example, time, professional development, materials, etc.
The school provides support to implement group interventions. Our school offers before and after school intervention for at risk students. We also have software available to help students using self-paced programs such as Read 180, MyLexia Core 5, Accelerated Reader, Sokikom, My Reading Coach. Unfortunately, not all teachers are trained to help students use these programs and students can not take advantage of them. Another problem is that it is limited the number of teachers available to tutor students before and after school hours. There is a need to increment the budget for tutoring programs that could service more students at different grade levels and subjects.
When students demonstrate very little or no advancement after the teacher has identified the root causes, planed a STAR goal and objectives intervention, followed the plan an SST meetings is arranged. An SST meeting is conformed of at least one administrator, teachers and parents or legal guardians. As a result of the SST meeting, a set of strategies will be given to students, parents, and teachers. One example is trying a self- monitoring chart and have student self-monitor after explicit instructions are given. Student will check a box according to how he/she thinks he/she did. At the end of the day the student should take it home to his parents. Once enough data is gathered, it is analyzed in search of patterns and common trends to guide teachers into continuing or making adjustments of the interventions currently in place.