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