Calling all Title/At-Risk/Interventionist...please help!

Discussion in 'Elementary Education' started by myKroom, Nov 19, 2014.

  1. myKroom

    myKroom Habitué

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    Nov 19, 2014

    I'm looking for a little guidance. I'm new to the elementary at-risk roll. I've taught K for 7 years and 1st for 1 year, so being out of the classroom has been a huge change that I'm not sure I like. However, I think most of my dislike comes from the lack of organization at my school. We are a quickly growing district, one of the fastest in the state, and I still think we are trying to function as a small district. If I had to pick 3 problems it would be that no one communicates, our administration is...I can't even describe it, and everyone thinks they know everything.

    I would like to know a few things about your programs:
    1. How is your program set up? How do kids enter/exit?
    2. How do you decide which kids to take? What types of testing/data is used?
    3. How long did it take you to get students at the beginning of the school year? How often do your groups change?
    4. What are classroom teachers responsible for? Do they have to provide data or an intervention?

    My position is new and I had ZERO guidance getting started. They couldn't even really give me a job description! I have never disliked a job...but I utterly HATE my job and the district I work in. This hurts a lot because I love teaching and I feel that just slipping away! I'm just trying to survive right now and am hoping that hearing about other systems will help me to know if I am on the right track or completely off base.
     
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  3. DrivingPigeon

    DrivingPigeon Phenom

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    Nov 19, 2014

    I'm not an interventionist, but I can tell you how it works at my school.

    Our teaching and learning center determines cut scores and exit criteria. It is based on running record data, PALS data, and MAP scores (depending on which assessments are given). They come up with "targeted" cut scores, and "selected" cut scores. The literacy specialist sees all targeted kids, and tries to see the selected kids, but there usually isn't enough time. If they don't see the specialist for LLI, and they're on the selected list, they receive Lexia (a computer program for intervention). Usually the teacher monitors Lexia, but this year the literacy specialist is.

    They used spring data to meet with kids starting the 2nd week of school. Once all of the fall data was in on October 10th, they made new groups (some kids were dismissed, others were new qualifications). The groups change when fall data is in, and then again when winter data is in (end of January). Students are monitored either bi-weekly (targeted) or monthly (selected).

    Classroom teachers are not responsible for intervention of targeted and selected kids. We are, however, responsible for follow-up, especially with the computer program. We have to monitor their progress and provide addition support if and when it is needed. The literacy specialist is the one who assesses students, though.

    I hope that helps a bit. :)
     

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