Creating a Collaborative, Data-Driven Framework for Intervention That Targets All Learners
33
Creating a Creating a Collaborative, Data- Collaborative, Data- Driven Framework for Driven Framework for Intervention That Intervention That Targets All Learners Targets All Learners Christian Pleister, Heather Drumm, Julie Bauer, Emily High, & Jenna LePine
description
In our current reality of declining resources and increased transparency in accountability, how do schools maximize the learning experience for all students? One constructive method allowing all learners to get a second dose of targeted learning and providing students who fall into the tier three category with continued reading support is by utilizing a collaborative school-wide approach. Incorporating data analysis to personalize instruction for all students has lead to measurable student growth at Canterbury Elementary. This model was initially designed and implemented to guide our instruction during intervention time. However, it has quickly evolved to the point of making a fundamental impact on how we think about working with all students in all subjects outside the intervention block. Student data including screeners, benchmarking and progress monitoring tools, is analyzed by grade level teams with support staff every six weeks. This data is used to group students for intervention based on what they need to help them become more successful readers at all levels. Furthermore, it is used to help with strategy grouping and conferencing within the Readers' Workshop. For example, last year in first grade before our first round of intervention, 17% of 1st grade students were a year or more below grade level. By the end of the year, only 3% of students fell a grade level or more below.
Transcript of Creating a Collaborative, Data-Driven Framework for Intervention That Targets All Learners
Creating a Collaborative, Creating a Collaborative, Data-Driven Framework Data-Driven Framework
for Intervention That for Intervention That Targets All Learners Targets All Learners
Christian Pleister, Heather Drumm, Julie Bauer, Emily High, & Jenna LePine
Our StoryOur Story
Our StoryOur Story318 students•1.6% American Indian•2.5% Asian•0.3% Black•13.5% Hispanic•0.6% Pacific Isle•78.9% White•2.5% Two or more
Our StoryOur Story318 students•11% SPED•31.8% Economically Disadvantaged•5.7% Limited English Proficient
Our StoryOur Story
Our StoryOur Story
Our StoryOur Story
Structure Structure OverviewOverview
Structure Structure OverviewOverview
Intervention blocks (30 minutes)
K-1 model
• Classroom teachers, Reading Specialist, Special Education teacher, and Instructional Aides
K-1 Model K-1 Model
Structure Structure OverviewOverview
2-5 model
• Classroom teachers and Instructional Aides
How would this work How would this work in your current in your current
building?building?
Data CollectionData CollectionScreeners
• AIMSweb, PALS
Diagnostic
• Fountas & Pinnell, Rigby, DRA2
• Phonemic Awareness Inventory
Data CollectionData Collection
Collaborative Collaborative ProcessProcess
Data Meetings Data Meetings Reconvene every 6 weeks
Progress and regrouping
Highest priority of prerequisite skill
Data Meetings Data Meetings
Intervention Intervention SpecificsSpecifics
Instruction: targeted skill
• Mini-lesson
• Folders/independent work
Examples
• Florida Center for Reading Research, Reading A to Z, Intervention Central, Really Great Reading, etc.
3rd Grade 3rd Grade InterventionIntervention
Progress Progress MonitoringMonitoring
Targeted focus
• Tier 2: bi-weekly
• Tier 3: weekly
Progress Monitoring Progress Monitoring ToolsTools
AIMSweb
Easy CBM
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
DRA 2 Progress Monitoring
Teacher’s College Benchmarks
Reading A to Z
Progress Progress MonitoringMonitoring
Progress Progress MonitoringMonitoring
1st Grade: 1st Grade: BeginningBeginning
1st Grade: Middle1st Grade: Middle
1st Grade: End1st Grade: End
ResultsResults
ResultsResults
Teacher FeedbackTeacher FeedbackWhat was one of the biggest
challenges you faced when starting with this model?
Organizing and planning Pin-pointing specific skills
Creating resources was time consuming
Finding research/evidence based interventions
6 week interventions seemed like a long time on one skill
Teacher FeedbackTeacher FeedbackWas there anything that surprised
you along the way?
How much easier the process became as the year went on
Learned how to teach reading skills in creative and useful ways
Continuous student growth
6 weeks wasn’t really that long, some kids needed even more
time
There are great resources our there
Teacher FeedbackTeacher FeedbackHow do you feel about this model
of intervention/extension now?
Great addition to our day
Smaller group sizes for our tier 2 & 3 students allowed for greater
growth
Multi-age possibility
Can’t wait to try it with Math
Important that students are getting targeted skill instruction every day outside of Reading
Workshop block
ResourcesResourcesWisconsin Department of Public Instruction:
http://rti.dpi.wi.gov/files/rti/pdf/rti-roadmap.pdf
Wisconsin RtI Center:
http://www.wisconsinrticenter.org/
The Daily Cafe:
http://www.thedailycafe.com/
Florida Center for Reading Research:
http://www.fcrr.org/
Intervention Central:
http://www.interventioncentral.org/
EasyCBM:
http://www.easycbm.com/
AIMSweb:
http://www.aimsweb.com/
QUESTIONS?QUESTIONS?
