2. Key Objectives
1. Determine the roles and responsibilities of an interventionist.
2. Determine the roles and responsibilities of the interventionist in
relation to a classroom teacher.
3. Determine the roles and responsibilities of the interventionist in
relation to a Title I and MRC teacher.
4. Determine the roles and responsibilities of the interventionist in
relation to special education teachers and/or those providing more
intensive support.
5. Identify professional learning needs to support your role as an
interventionist.
3. Grounding: Imagine
Turn and talk with
someone at your
table about the
following prompt:
What does the
book’s message
invite and/or
challenge you to do
for the students with
whom you work?
4. A Continuum of Needs/Support
As you think about the students you support, create a
continuum that documents the needs of your
students.
Be prepared to discuss the needs that your students
have and the support that needs to be provided.
5. Partners A & B Collaborative Sharing
Find another person (not at your table)
with whom you can share your continuum
Engage in your collaboration by using
Partner A—Partner B sharing
– Partner A shares first and Partner B listens
– Partner B then shares and Partner A listens
– Finally, Partners A and B discuss what they
heard
6. PUPU: Collaborative Sharing
Find another pair of PUPU is an
partners A and B acronym for Pairs
and discuss the Up…Pair Up
continuum of needs
that you created
7. PUPU: Collaborative Sharing
As a group of four process your responses to each of
the reflective questions that follows:
– What do the students with the least need tell you about your
role as an interventionist?
– What do the students with the greatest need tell you about
your role as an interventionist?
– What do the needs on the continuum tell you about the role
that others in your building play in supporting your students?
Document your responses on separate pieces of
paper (paper provided) and be prepared to share.
8. Break
Be Back in 10
Minutes to
Continue Our
Sharing and
Learning!
9. Quality Core Instruction:
A Necessary First Step
“Without high-quality initial instruction, significant
numbers of students will require supplemental
instruction and intensive intervention that are
costly and time-consuming, an approach that is
in opposition to a continuous school
improvement model…if students are to meet the
high expectations we hold for them, they need
access to high-quality core instruction that
enables them to marshal previously learned
concepts to reach new understandings.”
~ From Enhancing RTI: How to ensure success with effective
classroom instruction and intervention by Fisher and Frey
10. Rotating Trios
Using your assigned Rotating Trios
number (0, 1, or 2), 0—Stay
form a trio.
When prompted, 1—Rotate 1 group
discuss the question clockwise
that is posted. 2—Rotate 2 groups
After a few minutes, clockwise
you will be invited to
rotate to discuss the
same question.
11. Rotating Trio: Question 1
What are the
processes and
procedures for
identifying
students who
need strategic
and/or intensive
interventions?
12. Rotating Trio: Question 1
What are the As a trio, share the
processes and procedures
processes and used for identifying students
procedures for who need strategic and/or
identifying intensive interventions.
students who When prompted, rotate and
share a second time.
need strategic Be prepared to share your
and/or intensive thinking.
interventions?
13. Rotating Trio: Question 2
What data are
reviewed to
identify students
needing strategic
interventions?
14. Rotating Trio: Question 2
What data are Share the data used to
identify students
reviewed to needing additional
identify students support.
needing strategic When prompted, rotate
interventions? and share a second
time.
Be prepared to share
your thinking.
15. Rotating Trio: Question 3
What is the
optimal group
size to support
students needing
strategic
interventions?
16. Rotating Trio: Question 3
What is the Share how group
size(s) are determined
optimal group based on the students
size to support and their needs.
students needing When prompted, rotate
strategic and share a second
time.
interventions? Be prepared to share
your thinking.
17. Rotating Trio: Question 4
How is a
schedule for
working with
students
determined so
that students do
not miss out on
core instruction?
18. Rotating Trio: Question 4
How is a Share how schedules
to support students are
schedule for determined.
working with When prompted, rotate
students and share a second
determined so time.
Be prepared to share
that students do your thinking.
not miss out on
core instruction?
19. Rotating Trio: Question 5
What skill set do
interventionists
need to provide
the best support
for the students
they serve?
20. Rotating Trio: Question 5
What skill set do Share the skill set that
interventionists need.
interventionists
When prompted, rotate
need to provide and share a second
the best support time.
for the students Be prepared to share
your thinking.
they serve?
21. Rotating Trio: Question 6
What professional
development is needed
to support
interventionists (what is
common to all, what is
required at an
introductory level, what
is offered on an annual
basis, what professional
learning options
interventionists need)?
22. Rotating Trio: Question 6
What professional Share the PD needs
development is needed that interventionists
to support have.
interventionists (what is When prompted, rotate
common to all, what is and share a second
required at an time.
introductory level, what Be prepared to share
is offered on an annual your thinking.
basis, what professional
learning options
interventionists need)?
23. PLC Meeting Dates for 2012
January 23
February 20
March 19
April 16
May 14
June TBA
24. Intervention Cohort PD
Cohorts for district
interventionists, elementary
classroom teachers, and
secondary classroom
teachers
2 days of high-quality PD
with learning set up before
and following session
Up to 3 days of curriculum,
resource writing during June
25. Key Messages
What did you learn today as a result
of our collaboration?
Generate a list of key messages as a
table.
Be prepared to share with the whole
group.
