Jessamine County began implementing Response to Intervention (RTI) in reading in 2007 at four elementary schools. In 2008, we realized that we needed a graduated implementation timeline so that our schools had time to develop systems for intervention. The idea of Pyramids of Intervention (POI) began that year. Essentially, POI has all the main components of RTI (universal screening, research-based interventions, progress monitoring, levels of intervention and a problem-solving approach); however, POI is less structured from the district level. POI allows us to provide intervention for students determined to be at-risk in any area including academic skills, behavior, attendance, or ELL status.
Overview:
East Jessamine Middle School began using the PAS test last year to identify students at-risk and provide intervention; however, this year we have implemented much more structured procedures that have helped to determine student progress and hopefully predict student performance on state assessments. The addition of ARRA funding at the district level allowed EJMS to hire two additional teachers to serve as Intervention Resource Teachers in reading and math. We also created a 30 minute chunk of time every day (dubbed “2:05”) where ALL students participate in small group supplemental or enrichment activities. Bi-weekly meetings are held to review progress data (the AIMSWEB system is being used) and determine need for intervention change.
Levels of Intervention:
With regard to Level 1 interventions, teachers have used materials from many sources to close gaps, including PAS probes and intervention and curricular material from the Buckle Down series. Intervening at levels 2/3 with middle school students can be tough. These students have often had many years of failure experiences and are reluctant to try new things. The individualized instruction provided by Loretta Hodges in reading and Charlie Newquist in math, however, is engaging and students have become more engaged as they have seen themselves make progress. Charlie Newquist, Math Intervention Teacher, stated, “I am excited about the work that is being accomplished with the Great Leaps program. The goal is increased fluency, and I have the seen the students come to look forward to seeing me appear with my cart at their classroom door. They feel good about their ability when they make a great leap, and I think the positive feelings they have about their own success will carry over into their work in their math classes.”
Scheduling:
A barrier that was difficult to overcome was finding time in the schedule for school-wide interventions and enrichment. In early October, each team met with the administrative team for data retreats. In these retreats, teams poured over the data for each student on their team. Teams identified students who needed more academic assistance. Teachers were then in consensus that there needed to be a block of time each day for reading and math interventions. Following the data retreats, the school’s master schedule was revised and a 30-minute time period was created for interventions and enrichments. This class meets at 2:05 and thus is referred to as “2:05”.
In 2:05 students are in small intervention groups of no more than 10 or in enrichment groups of 30 or so students. Every certified person in the school except the principal has a 2:05 group. Thus the assistant principals, counselors, Library Media-Specialist, Arts and Practical Living teachers are involved to make the numbers as small as possible. The curriculum for the interventions is based on Buckle Down math and reading. In addition to the focused curriculum, 2:05 teachers work on goal-setting prior to a PAS test or scrimmage, review scores and build positive relationships with their students. During content reviews in January, 2:05 was frequently mentioned by teachers as being valuable and attributing individual student success stories to the 2:05 class.
Monitoring:
At EJMS, the academic POI Team consists of the reading and math interventionists, curriculum resource administrator, the school psychologist and the school math coach. This team meets bi-weekly to discuss student progress data (which the interventionists maintain in a spreadsheet), plan for student placement and problem-solve. Teachers have bi-weekly data meetings with the POI Team during their planning period. In these meetings teachers discuss their L1 interventions and share the data that they have collected from the reading or math probes that they administer. This data is also maintained in a spreadsheet.
At the appropriate time, usually after 8 – 9 weeks of intervention, the POI Team and the teacher will review student data and determine whether to exit the student from the POI, maintain the students in the same level or move the student up a level in the pyramid. Whenever a student decision is made, parents are informed and are asked for input. For example, when we moved our first group of students to L2, we arranged for the interventionists and the regular teacher to meet individually with each student to discuss the level change and what it meant and the services that would be provided. Following that meeting, the interventionist would call the parent and discuss the level change. Making the parent contact only after meeting with the student and regular teacher helped create a “united front” with the teacher and student working together to solve the problem.
Overall, using a response to intervention system has been a positive step toward meeting the needs of all of our students. Involving students, parents, and teachers in every step of the process has helped ensure a “buy-in” from all. Progress has been seen with individual students, but the overall positive impact will only be known in years to come.
Bio Information
Michelle Gadberry is currently the Assistant Director of Special Programs in Jessamine County. A school psychologist by training, she is in her 20th year working in public schools. Michelle is a past-president of the Kentucky Association for Psychology in the Schools and currently serves as the KAPS liaison to KASA.
James Botts is a 13-year veteran in Jessamine County Schools. He taught 8th grade Social Studies at East Jessamine Middle School before becoming the Curriculum Resource Administrator. James is a national board certified teacher in adolescent social studies, has been the Jessamine County Middle School teacher of the year and has a law degree. |
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