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THE ARTISTS’ TOUCHTHE ARTISTS’ TOUCH THE ARTISTS’ TOUCHTHE ARTISTS’ TOUCH
Using Reading First DataUsing Reading First Data to Guide Intensive to Guide Intensive
Reading InterventionReading Intervention
Peggy HillPeggy Hill 03/09/0503/09/05
Today’s Outcomes
• Participants will:– Examine what data is available– Determine what the data says– Determine the implications of the
data– Learn how to use the data to design
an intensive intervention program
Sources of Reading First Data
• DIBELS• Terra Nova• ISTEP+• Other assessments• Informal sources
Why Multiple Sources?
• Triangulation• Predictive ability• Progress monitoring• Diagnostic
A CONTEMPORARY PAINTING
• Rick DuFour– What is important for students to
know and be able to do?– How will we know that they know?– What will we do when they don’t
know?
Key to Data Significance
• USE IT!• Walk the talk—All children can
learn!
Focus on these keys:
• INTENTIONALITY• INTENSITY
Big Picture Data
• Corporation• School • Grade Level• Class• Student
SCHOOL AIM LINE% of Students at Benchmark
Practically Perfect Elementary School
40
55
82
40
70
100
0
10
20
30
40
50
60
70
80
90
100
August, 2004 January, 2005 May, 2005
% OF STUDENTS AT BENCHMARKDIBELS
K-3PRACTICALLY PERFECT ELEMENTARY SCHOOL
2004-05
22
77
4648
65 6670
54
0
10
20
30
40
50
60
70
80
90
100
Kindergarten First Second Third
Fall, 2004 Winter, 2005 Spring, 2005
% of STUDENTS AT BENCHMARK
DIBELS GRADE TWO
PRACTICALLY PERFECT SCHOOL 2004-05
59
44
35
5956
6365
78
67 67
75
65
0
10
20
30
40
50
60
70
80
90
100
McAdams Whitlock Politz Ferguson Hill Conkle
Fall, 200o4 Winter, 2005 Spring, 2005
What do the data say?
• Are there patterns that you can identify?
• What do the data tell you?
What are the implications of this
data?
• What must you act on?• What are the types of action to
take?
INTENSIVE INTERVENTION?
• Data driven• Acceleration + Pre-requisite skills• Explicit, intense instruction• Low adult-child ratio• Active student engagement• Appropriate use of learning variables
– Extra time– SBRR materials/programs– Learning style accommodations
Building an Intensive Intervention:
Step 1: The students• Which students are in need of intensive
intervention?• In which components are the students
below benchmark?• What is the root of the problem for each
student?• How might the students be grouped?
Building an Intensive Intervention
Step 2: The Student’s Plan
• I.I.P. (Individual Intervention Plan)• Being intentional when making
instructional choices• Measuring Progress• Course Corrections
Building an Intensive Intervention
Step 3: The Program
• What materials/programs will be used?• How to be intentional in selection?• What will be included/excluded in the
daily program?• What will the daily intervention
program look like?
Building an Intensive Intervention
Step 4: The Instructors
• Who will instruct the student?• How to make intentional choices?
(Data rears its ugly head again!)
Building an Intensive Intervention
Step 5: Evaluation
• How will we know if it is working? • What will we do if it isn’t? • How will we inform the classroom
teacher in order to effect continuous progress?
Last Steps
• How will we evaluate the overall program?
• How will we evaluate methods and materials?
Completing the Picture
• Use the data• Be intentional• Monitor progress and make course
corrections• Use intense interventions• Evaluate• Celebrate!
THE ARTISTS’ TOUCHTHE ARTISTS’ TOUCH THE ARTISTS’ TOUCHTHE ARTISTS’ TOUCH
Using Reading First DataUsing Reading First Data to Guide Intensive to Guide Intensive
Reading InterventionReading Intervention
Peggy HillPeggy Hill 03/09/0503/09/05
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