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Early Reading Intervention (ERI) DeWitt Public Schools. 2011/2012. Facts About ERI. ERI is supported through federal and state grant funds.
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Facts About ERI • ERI is supported through federal and state grant funds. • ERI is an essential component to Response To Intervention (RtI) which requires schools to provide ALL students with the best opportunities to succeed in school. • ERI is supplemental to classroom instruction. • ERI is NOT special education.
Why ERI? “Early intervention for reading difficulties makes a significant difference in the long-term reading abilities of children. According to the National Institutes of Health (NIH), 95 percent of children who have trouble learning to read can reach grade level if they receive specialized help early on.“ (Linda Balsiger)
Response To Intervention Model (RtI) • Screening • Progress Monitoring • Data Based Decision Making • Multi-leveled Prevention System
Screening Three times a year students are evaluated to identify students who are making adequate progress, at some risk, or at high risk of not making adequate gains. K-6 grades uses DIBELS Next as our universal screener for reading.
Progress Monitoring Student progress is monitored to ensure adequate progress and identify effectiveness of the intervention program. DIBELS Next is a progress monitoring tool used K-6 in DeWitt on a weekly, bi-weekly, or monthly basis.
Data Based Decision Making This is an ongoing process in which student performance is reviewed to evaluate the effectiveness of the intervention program. “One shoe does not fit all”
Multi-leveled Prevention System Tier 1-All students receive research based core curriculum in the classroom. Tier 2-Students with some risk receive additional supports with their classroom teacher and/or ERI Teacher. Tier 3-Students with high risk receive more intense and frequent supports with their classroom teacher AND ERI Teacher.
Selecting Students for ERI • After the universal screener (DIBELS Next) is completed the students with potential risk factors may be tested further in any of the following areas: • Phonological Awareness • Alphabetic Principle and Phonics • Fluency and Accuracy • Vocabulary • Comprehension
Selecting Students for ERI(continued) • Testing results, teacher input, and student history determine which students are serviced and shape their intervention program to meet their needs.
Flexible ERI Groupings • Size of the group • Amount of time seen weekly • Amount of time seen daily
What Happens in Intervention? Design intervention using research based programs in the following areas: Phonological Awareness Alphabetic Principle and Phonics Fluency and Accuracy Comprehension Vocabulary
Changes in Intervention • Informal Meetings between the reading teachers and the classroom teacher. • Formal Meetings • (Data Review Meetings) every 4-6 weeks • Student Support Team • Purpose is to discuss a student’s progress and make changes in the intervention as needed.
Exiting ERI Students can exit ERI based upon formal data collections, along with teacher/interventionist input and progress within the classroom Students are continued to be monitored once exited and if needed can receive services again.
Current ERI Teachers in DeWitt Schavey Road Elementary Erin Sermakemail@example.com Kelly Brownfirstname.lastname@example.org Scott Elementary Jacklyn Sextonemail@example.com
Students Serviced in ERI 2010/2011 • Schavey Road Elementary • 124 1st/2nd Graders • Scott Elementary • 69 3rd/4th Graders