Pekin School District 108's
Comprehensive Intervention Model™
August 1-4, 2017
Wilson Intermediate School
900 Koch Street
Pekin, IL 61554
Join us for this powerful four day institute focusing on the Comprehensive Intervention Model. Each day will feature specialized experts in addition to break out sessions specific to grade levels. Our theme is addressing the needs of individuals in order to hold high standards for all learners.
This institute is designed to meet the needs of classroom teachers, coaches, interventionists, and administrators. Click on each day below or in the column to the left to find agendas and resources.
The Poverty Simulation
Tuesday, August 1, 2017
Pekin Preschool and Family Education Center
1000 Koch Street
Pekin, IL 61554
Breakfast and lunch provided
Dr. Madi Phillips
Associate Professor of School Psychology
National Louis University
Dr. Madi Phillips joined the faculty of the school psychology program in 2009. She teaches classes in educational assessment and measurement, curriculum and instruction, evidence-based academic interventions, practicum, and internship. Dr. Phillips is a Lead Coach with the Illinois MTSS Network and the NLU Representative on the CEEDAR Center Grant. Prior to her work as an associate professor, Dr. Phillips was a school psychologist and professional learning specialist in the Northern Suburbs of Chicago. She also was a regional coordinator for the Illinois-ASPIRE RtI grant primarily in the Palatine and Waukegan Schools. Dr. Phillips provides professional learning to local school districts to assist administrators and teachers implement data-based decision making in a multi-tiered system of supports (MTSS) using evidence-based academic and behavioral programming. Dr. Phillips is currently engaged in a Faculty Research Residency (FRR) in Chicago Public Schools (CPS) around the use of the Adaptive Cycles of Teaching (ACT) with inservice teachers to improve core literacy instruction.
Dr. Donald Bear
Professor and Co-Director, Duffelmeyer Reading Clinic, Iowa State University
Donald Bear is director of the E. L. Cord Foundation Center for Learning and Literacy where since 1986 he has worked with children who struggle to learn to read and write, directly through assessments and tutoring programs in the center and through Reading Buddies tutoring programs.
Donald is a professor in the Department of Educational Specialties in the College of Education at the University of Nevada, Reno. He has been a third and fourth grade classroom teacher. Donald has been involved in a number of grants and innovative professional development programs. Assessments that he has developed are widely used in statewide literacy programs. He conducts workshops and consults with school districts to develop their programs.
Recent studies and writings examine the synchrony of literacy development, word study with English-language learners, upper level word knowledge, and the literacy learning of preschoolers. He is a co-author of several books, including Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
August 1-3, 2017
Wednesday and Thursday
Workshop Facilitator: Beth Olsen
Grade 3- Grade 5 Participants
Beth Olsen is a third generation teacher with a passion for best practice literacy education. She studied at Oklahoma State University and began her career teaching preschool where she learned that early intervention is the key to a child's success. Beth earned her Master's Degree in EArly Childhood Edcuation from EMporia State University Teachers' College and began her work with public schools teaching kindergarten, first grade, second grade, 1-2 multiage, and fourth grade. She completed her REading Recovery training and discovered a passion for literacy education. Beth recently received her District Literacy Coach Leader certificate through National Louis University. She has been recognized for her service as a recipieent of the Outstanding Young Educagtor Award and Christa McAuliffe Fellowship nominee. Most recently, Beth served as a Language Arts/Social Studies Curriculum Specialist and District Literacy Coach. As a Literacy Consultant, she is resolute in her delivery of best practice philosophies and instructional methods. Beth believes that a commitment to lifelong learning and a kind demeanor are the hallmarks of a great teacher.
Rexie Lanier is an educator with a passion for learning. She started her teaching career twenty-six years ago in the Chicago suburbs and is currently teaching in Normal, Illinois. Over those years, she has sought out opportunities to extend her knowledge in areas of literacy, best practices, and curriculum
development. She has earned advanced degrees and certifications from Illinois State, National Louis University, and National Board.
Rexie has received two Awards of Excellence from the Those Who Excel program which is sponsored by the Illinois State Board of Education. She was recognized as a member of her District Literacy Team as well as her role as a Secondary Literacy Specialist.
Over the course of her career, Rexie has been a classroom teacher, literacy coach, interventionist, Secondary Literacy Specialist and is currently serving as a High School RtI Coordinator. She is always looking for opportunities to learn from others. She believes that when educators learn and collaborate with one another we become better teachers.
“Never doubt that a small group of thoughtful,
committed people can change the world. Indeed, it is the only thing that ever has.” - Margaret Mead
Friday, August 4
Responsive Classroom is an evidence-based approach to elementary and middle school teaching that focuses on the strong link between academic success and social-emotional learning (SEL). We believe that a high-quality education for every child is built on the foundation of a safe and joyful learning community. We provide professional development for elementary and middle schools worldwide.
Specially trained experts from Responsive Classroom will pesent a one day introduction to the Responsive Classroom Approach.
In this one-day introduction to the Responsive Classroom approach you’ll learn how Responsive Classroom practices and strategies help teachers to foster positive community, integrate engaging academics with the teaching of social and emotional skills, and create the conditions for positive student behavior.
You will also have an opportunity to discuss ideas with colleagues, experience Responsive Classroom strategies as an adult learner, and see video of Responsive Classroom teachers implementing the strategies with students in grades K–8.
Administrators and coaches are encouraged to attend all sessions. However, the schedule below reflects sessions designed exclusively for administrators and coaches.
2:15-3:30 with Dr. Madi Phillips
The Comprehensive Intervention Model (CIM) is a well-coordinated, systemic and seamless design for providing for reversing the reading failures through layers of instructional interventions that combine differentiated classroom instruction and supplemental interventions within small group and one-to-one settings. The interventions are delivered in two waves of literacy defense: the first wave is K-3 and the second wave is 4-12. The goal of Wave 1 is to increase the overall literacy achievement by the end of third grade and to reduce the number of children identified with learning disabilities within 1.5% or less of the general population. In Wave 2 (4-12 grades), interventions focus on research-based strategies for reading and writing in the content areas.
The CIM is a systemic approach to literacy improvement. Reading Recovery Teacher Leaders and Literacy Coaches are viewed as facilitators of continuous system change process. Within the CIM, Reading Recovery teacher leaders provide specialized training and ongoing professional development for intervention teachers, who work with struggling readers in K-3 grades, including Reading Recovery in first grade. Literacy Coaches provide training and support for classroom and early intervention teachers. At the intermediate and middle school levels, literacy coaches spend up to 40% of their time working with small groups of struggling readers daily and the rest of their time working with classroom and intervention teachers.
The system goal of the CIM is to change the achievement profile of a school by providing: a) research-based interventions that increase the literacy levels of low-performing children, and b) initial training and on-going professional development for teachers in order to increase their expertise in teaching struggling learners.
The CIM includes individual and small-group interventions, including Reading Recovery in first grade. The small-group interventions can be delivered as either pullout or push-in interventions with the exception of the writing process group, which is generally implemented during writing workshop in the classroom.
The Comprehensive Intervention Model recognizes that reading and writing are complex, meaning-making processes. The goal of each intervention is to develop self-regulated, strategic readers and writers who are able to solve literacy problems with flexibility, efficiency, and understanding. The various components of the intervention groups are designed to promote the following literacy processes: oral language development, concepts about print, phonemic awareness, phonics, problem-solving strategies, comprehension strategies, fluency, word-solving strategies, reading and writing reciprocity, the writing process (including composing, transcribing, revising strategies, and crafting techniques), knowledge of text structures, and task persistence.
The components of the various groups within the CIM provide children with constructive reading and writing opportunities. The components ensure that children will receive appropriate literacy experiences that will enable them to reach their highest potential in literacy and are based on the following principles:
In the CIM, intervention schedules are developed collaboratively during intervention team meetings and are based on data gathered from initial assessments, progress monitoring, and observations. The schedules must remain flexible to meet the changing needs of the student population.