Interventions and Instructional Supports

The Intervention Process

Eighty to ninety percent of students will experience success through the use of solid differentiated instruction in the classroom with no other programming support. On average, around 10-20% require additional time and support from their classroom teacher or programs like ADSIS, Title I, English Language Learner or Special Education in order to be successful. The goal of an RTI program is to diagnose a student’s needs and provide the necessary intervention in a timely fashion instead of “waiting for the student to fail” before intervening with possible solutions. The goal of any successful intervention process is to prevent students from "slipping through the cracks" when it comes to getting the help they need. At P-E-M, we use a multi-tiered intervention structure (often called "RTI" or "Response to Intervention") that helps us keep a close eye on the progress of all our students. We utilize a Student Support Team (SST) to help determine the amount of intervention that is needed for each student or if the student should be recommended for special education services. The SST meets once a week to review and evaluate student data to help determine a path of intervention.

Examples of Interventions

According to the National Reading Panel, literacy can be separated into 5 main components: Phonemic Awareness, Phonics, Comprehension, Fluency and Vocabulary. P-E-M uses a number of different interventions to address and strengthen each skill. Some examples for each component include:

Phonemic Awareness

• Listening to and recognizing letter sounds

• Sorting by sound using pictures or letters

• Rhyming games

• Blending ("sounding out") games

• Utilizing leveled readers for appropriate challenge level

Phonics

• Sorting letters

• Sorting words

• Creating "word walls" with high-frequency words

• Studying phonics patterns

• Utilizing phonics readers that emphasize sound patterns for additional reinforcement

• Utilizing leveled readers for appropriate challenge level

Comprehension

• Reading and discussing with partners

• Retelling stories

• Responding to a text ("What happens next?" "What would you do?")

• Comparing two texts

• Utilizing leveled readers for appropriate challenge level

Fluency

• Guided reading

• Follow-along reading

• Reading with a partner

• Reading short texts for fluency and confidence-building

• Utilizing leveled readers for appropriate challenge level

Vocabulary

• Creating "word walls"

• Pointing out words in stories

• Utilizing leveled readers for appropriate challenge level

Instructional Supports

English Learner (EL) Program

In the Plainview-Elgin-Millville's PK-3 building, minority students make up between 5-10% of the student population, the majority of whom are Hispanic students. The district supports an English Learner (EL) Program -- also called ESL or ELL -- including a full-time EL teacher/coordinator and paraprofessional to support students with cultural and linguistic needs. Training and support is provided for teachers to assist them in effectively recognizing students’ diverse needs and instructing with those needs in mind. Students coded as "Limited English Proficient" (LEP) are immediately brought into the intervention system used by our EL program, and teachers with LEP students are supported with various resources and training. We also utilize the results of our screening assessments to make appropriate adjustments for our students with linguistic needs.

Title I Schoolwide Program

• • The P-E-M PK-3 qualifies for Federal Title I funds, which we allocate to increase the amount and quality of learning time for our students. Our Title I staff includes a full-time Title I Teacher and 4 Title I paraprofessionals. The purpose of our schoolwide program is to generate high levels of academic achievement in core subject areas for all students, especially those students most in need. We achieve this through:

  • High-quality instruction, including additional support in the classroom and helping students in a smaller academic setting

  • Comprehensive reform strategies and methods that are based on the use of scientifically-based research

  • Strategies and methods to improve teacher quality and professional development

  • Consolidated use of funds

Alternate Delivery of Specialized Instructional Services (ADSIS)

In an effort to intervene early and reduce the number of special education referrals, the PEM PK-3 utilizes a certified Reading Interventionist for Kindergarten and 1st Grade. Our ADSIS staff also includes a full-time high-qualified paraprofessional.

Special Education

• Special education is instruction that is specifically designed to meet the unique needs of a child with a disability. This means education that is individually developed to address a specific child's needs that result from his or her disability. Special education for any student can consist of:

• An individualized curriculum that is different from that of same-age, non-disabled peers,

• The same (general) curriculum as that for nondisabled peers, with adaptations or modifications made for the student; or

• A combination of these elements

The PK-3 Leveled Library: Helping every student become a better reader

A “leveled library” is wide variety of books grouped into reading levels so we can challenge each student at an appropriate, individual level. Thanks to a combination of district funding, two grants awarded, and a fundraising campaign, we now have more than 5,000 books in our collection. The leveled library contains hundreds of different titles with 6 copies of each book. Having multiple copies allows teachers to utilize the books with small groups of students, so everyone can (literally) be on the same page. The leveled library is arranged from Level A (beginning of Kindergarten) to Level W (4th/5th Grade).

To clarify the logic behind a leveled library, think of it in terms of choosing music for the piano. If you’re a beginner, you would want something challenging enough to motivate you, but not so hard that you get frustrated and quit. At the opposite end of the spectrum, if you’re someone who’s capable of playing Mozart and you’re handed a simpler piece like “Hot Cross Buns,” you would likely become frustrated at the lack of challenge. A leveled library gives students a selection of books that will consistently hold their interest, but cuts down on the frustration factor because students are given books appropriately tailored to their reading level – they’re neither too easy nor too hard.

The leveled library is conveniently organized for teachers to check out and utilize with students. Thus far, every grade level has taken advantage of this new resource, and we’re excited to add to it to ensure all students are getting the greatest opportunity to build their reading fluency. Thanks to the partnership among parents, our community, and our school, this fantastic endeavor can now benefit every child every day.