Interventions
We use a Multi-Tiered System of Support (MTSS) as a framework for helping all students meet or exceed the State's challenging academic standards by providing a continuum of evidence-based instruction.
In our MTSS system, teachers provide high-quality first time instruction in classrooms. We regularly assess all students and analyze the data to determine which students need additional instruction. When we find that a student needs the support of additional instruction to make progress toward meeting the standards, we enroll them in an appropriate intervention in one of the following focus areas:
- Literacy
- Mathematics
- Social Emotional Learning
We provide on-going progress monitoring so that we can match the level of intervention to the students' changing instructional needs.
Contact
Julie Schneider
Literacy Intervention
Julie.Schneider@wayzataschools.org
Ann Fehrenbach
English Language Learners, Literacy, Title 1
Ann.Fehrenbach@wayzataschools.org
Literacy
We have a multi-tiered system of support for students, beginning with additional instruction by the classroom teacher and progressing to more focused instruction, both in increased time and in decreased student-to-instructor ratio. These multi-tiered interventions include:
- Additional classroom small group or individual instruction provided by the classroom teacher.
- Additional small group instruction provided by a Literacy Specialist or trained paraprofessional.
- Additional individual instruction provided by a Literacy Specialist.
Wayzata Public Schools also provides special education services for students with disabilities and English language services for students who have English as their second language. These services use specially designed instruction by a licensed special education or English language instructor.
Elementary
Program Details
Literacy Specialist Designed Intervention
Our intervention program is designed to meet the specific needs of our students. Literacy Specialists choose from a number of researched-based instructional strategies to tailor the learning to enhance students’ performance in reading. Strategies may include Reciprocal Teaching, Orton-Gillingham techniques, using Elkonin Boxes, Repeated Oral Reading, Words Their Way sorts, among others.
Key Support Personnel
Literacy specialists are licensed teachers who arrange and deliver interventions, assess and teach students. They may also serve as a resource assisting others who work with students. They may gather data, meet with grade level teams, do additional assessment for targeted instruction, work with paraprofessionals, set up safety nets (e.g. literacy volunteers) and follow up with records on new students.
Instructional paraprofessionals are educational support staff who meet Minnesota’s high standard requirements. Paraprofessionals provide supplemental practice to students who need assistance after an intervention by a licensed teacher, or with students who need extra practice to maintain their skills. Under the direction of a licensed teacher, they may assess and monitor a student’s progress and provide practice activities for students who need to hone their skills.
Assessment
In aligning assessment and data analysis to research, we seek to understand the purpose of and implement sound use of our various assessment tools. We use multiple data points to select students for intervention, monitor student progress with well-designed assessments and make available assessment information for individual teachers, families, Professional Learning Communities and Problem Solving Teams so that students receive appropriate instruction.
Universal Screening
Universal screening assessments are given to all students to help identify those students who are not progressing adequately and need extra help. More detailed information about reading assessments in Grade K-3 can be found in Wayzata Public Schools’ Literacy Plan for Grades K-3.
Progress monitoring
The progress of students receiving reading intervention is monitored regularly. Teachers monitor students’ performance in lessons every day in order to provide feedback to students and adjust instruction. In addition, formal progress monitoring occurs every two weeks or more. Progress monitoring tools include Running Records and Fastbridge’s Reading Curriculum Based Measures and Early Reading Measures.
Middle School
Program Details
Literacy Specialist Designed Intervention
Our Intervention program is designed to meet the specific needs of our students. Literacy Specialists choose from a number of researched-based instructional strategies to tailor the learning to enhance students' performance reading. Resources and approaches may include comprehension strategy instruction, repeated an/or choral reading, Orton-Gillingham techniques, Words Their Way sorts, Achieve3000, among other interventions.
Key Support Personnel
Literacy specialists are licensed teachers who arrange and deliver interventions, assess and teach students. They may also serve as a resource assisting others who work with students. They may gather data, meet with grade level teams, do additional assessment for targeted instruction, work with paraprofessionals, and follow up with records on new students.
Assessment
In aligning assessment and data analysis to research, we seek to understand the purpose of and implement sound use of our various assessment tools. We use multiple data points to select students for intervention, monitor student progress with well designed assessments. We make available assessment information for individual teachers, families, Professional Learning Communities and Problem Solving Teams so that students receive appropriate instruction.
High School
Program Details
Read 180
READ 180 addresses gaps in students’ literacy skills through the use of a computer program, literature and direct instruction in reading skills. The software component of the program aims to track and adapt to each student’s progress. In addition to the computer program, the READ 180 program includes workbooks designed to address reading comprehension skills, paperback books for independent reading and audiobooks for modeled reading.
Key Support Personnel
Reading Teacher
The reading teacher is a licensed teacher who arranges and delivers interventions, assesses and teaches students. The teacher may also serve as a resource assisting others who work with students. The teacher may gather data, meet with grade level teams, and do additional assessment for targeted instruction.
Assessment
In aligning assessment and data analysis to research, we seek to understand the purpose of and implement sound use of our various assessment tools. We use multiple data points to select students for intervention, monitor student progress with well designed assessments, including those embedded in Read 180. We make available assessment information for individual teachers, families, Professional Learning Communities and Problem Solving Teams so that students receive appropriate instruction.
Mathematics
We have a multi-tiered system of support for students, beginning with additional instruction by the classroom teacher and progressing to more focused instruction, both in increased time and in decreased student-to-instructor ratio. These multi-tiered interventions might include:
- Additional classroom small group or individual instruction provided by the classroom teacher.
- Additional small group instruction provided by other staff members.
- Additional individual instruction might be provided by other staff members.
We also provide special education services for students with disabilities and English language services for students who have English as their second language. These services use specially designed instruction by a licensed special education or English language instructor.
Social Emotional Learning
We have a multi-tiered system of support for students regarding Social and Emotional supports. Supports begin within classrooms through curriculum, instruction and experiences and progresses to more focused instruction, both in increased time and in decreased student-to-instructor ratios. These multi-tiered interventions include:
- Additional classroom small group or individual instruction provided by the classroom teacher.
- Additional small group instruction provided by the school social worker, counselor, behavior specialist, achievement specialists, dean or other trained support personnel.
- Additional individual instruction provided by social worker, Relate Counseling therapist (with parent permission), counselor, behavior specialist, achievement specialist, dean or other trained support personnel.
We also provide special education services for students with disabilities and English language services for students who have English as their second language. These services use specifically designed instruction by a licensed special education or English language instructor.
Family Engagement
Parents and caregivers play an integral part in their children’s success. We invite and encourage parent involvement. Assessment results are communicated regularly through conferences and conversations between teachers and families. Parents or guardians of students identified for intervention help outside of the classroom will receive notification prior to the intervention. All parents and guardians are encouraged to contact the school at any time with concerns or questions.
Surveys
We conduct an annual survey of parents whose students receive in intervention services.
Committees
Parents serve as members of advisory groups (ADSIS/Title I) to provide input and feedback regarding intervention services. Members must have a student receiving an intervention service. If interested in serving in an advisory role, please complete an application.
Dyslexia
The definition of dyslexia is included in Minnesota Statutes, section 125A.01. As stated in statute, "dyslexia" means a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate or fluent recognition of words and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge. Students who have a dyslexia diagnosis must meet the state and federal eligibility criteria in order to qualify for special education services.
- High Quality Tier I Instruction
- Screening Assessment Tools
- Parent Notification
- Tier 2 and Tier 3 Supports
- Resources for Information on Dyslexia
High Quality Tier I Instruction
In Wayzata Schools, all elementary sites use a Structured Literacy approach, explicitly teaching students the foundational skills within the MN Academic Standards at each grade level. Structured Literacy means all children have access to systematic, explicit, and diagnostic instruction. All students receive high quality instruction focused on phonemic awareness, phonics, fluency, vocabulary, oral language development, and reading comprehension. In classrooms students experience modeling of strategies and skills, guided practice with feedback, and opportunities to practice in a variety of ways throughout the literacy block. Teachers teach in whole group contexts as well as small groups and individuals for differentiation and to assess student needs more closely.
We are committed to providing high-quality instruction for all students, including those who have characteristics of dyslexia or a diagnosis of dyslexia. Because dyslexia exists on a continuum of mild to moderate to severe, interventions and accommodations will be based on individual student strengths and needs.
For additional information and current statutes defining dyslexia and requirements, please refer to the Minnesota Department of Education Dyslexia page.
Screening Assessment Tools
Wayzata Schools uses the screening process required by MDE using FastBridge Assessments with specific assessments at each grade level. Screening takes place three times per year: fall, winter, and spring. Based on universal screening, additional diagnostic assessments may be administered for some students to further examine areas of instructional need.
|
Kindergarten |
Grade 1 |
Grade 2 |
Grade 3 |
Grades 4-5 |
|
earlyReading, subtests vary fall, winter, and spring |
earlyReading, subtests vary fall, winter, and spring |
aReading CBM Reading *Nonsense words |
aReading CBM Reading *Nonsense words |
aReading AUTOReading |
*Gated screening process as dictated by MDE.
For additional information on screening assessments, visit MDE’s READ Act webpage.
Parent Notification
Following the screening process and additional diagnostic assessments, guardians are notified if results indicate the need for additional instruction and interventions. Parents will receive this information via a notification letter along with contact information for the interventionist working with the child if the selected intervention is taking place outside the general education classroom.
Students who need additional support will be instructed using a research-based reading intervention model that meets their specific needs in the areas of phonemic awareness, phonics, fluency, vocabulary, and/or comprehension.
Tier 2 and Tier 3 Supports
Interventions will vary in frequency, duration, group size, intensity, and program depending on student needs.
Tier 2 interventions may take place in the classroom, with additional instruction being provided on grade level content. Wayzata has a vetted evidence-based bank of interventions to select from based on student needs.
Tier 3 interventions may take place in the general education classroom or in another small group setting outside the classroom with a Literacy Specialist. Literacy Specialists are highly trained teachers who use screening and additional diagnostic data to select and teach students, monitor progress, and coordinate with classroom teachers and families. Literacy Specialists are trained in OL&LA Training required by the state, Orton-Gillingham methodology, and have a great deal of training and experience in other programs and responsiveness to student needs.
Resources for Information on Dyslexia
- Reading Rockets Dyslexia
- Minnesota Department of Education, READ Act
- International Dyslexia Association
- Navigating the School System When a Child is Struggling with Reading or Dyslexia
- Wayzata Dyslexia Assessment Card
- Classroom Teachers, Literacy Specialists, and Families - Partners for Student Success
- Orton Gillingham and SIPPS Program
Title 1
Reading and math support is available through Title I.
Title I is a federally funded program that supports learners in meeting the our state's academic standards for reading and math. It supplements the district's regular educational programming. To receive Title I services, students must be identified as needing assistance. Our teachers and administrators are responsible for identifying students as well as setting goals and measuring progress for each individual in the program. Title I services are available at Birchview, Gleason Lake, Oakwood and Sunset Hill elementary schools and East Middle School.