Creating a Collaborative, Data-Creating a Collaborative, Data-Driven Framework forDriven Framework forIntervention That Ta...
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% Whi...
Our StoryOur Story318 students• 11% SPED• 31.8% EconomicallyDisadvantaged• 5.7% Limited English Proficient
Our StoryOur Story
Our StoryOur Story
Our StoryOur Story
Structure OverviewStructure Overview
Structure OverviewStructure OverviewIntervention blocks (30 minutes)K-1 model• Classroom teachers, Reading Specialist,Spec...
K-1 ModelK-1 Model
Structure OverviewStructure Overview2-5 model• Classroom teachers and Instructional Aides
How would this work inHow would this work inyour current building?your current building?
Data CollectionData CollectionScreeners• AIMSweb, PALSDiagnostic• Fountas & Pinnell, Rigby, DRA2• Phonemic Awareness Inven...
Data CollectionData Collection
Collaborative ProcessCollaborative Process
Data MeetingsData MeetingsReconvene every 6weeksProgress andregroupingHighest priority ofprerequisite skill
Data MeetingsData Meetings
Intervention SpecificsIntervention SpecificsInstruction: targeted skill• Mini-lesson• Folders/independent workExamples• Fl...
3rd Grade Intervention3rd Grade Intervention
Progress MonitoringProgress MonitoringTargeted focus• Tier 2: bi-weekly• Tier 3: weekly
Progress Monitoring ToolsProgress Monitoring ToolsAIMSwebEasy CBMDynamic Indicators of Basic Early LiteracySkills (DIBELS)...
Progress MonitoringProgress Monitoring
Progress MonitoringProgress Monitoring
1st Grade: Beginning1st Grade: Beginning
1st Grade: Middle1st Grade: Middle
1st Grade: End1st Grade: End
ResultsResults
ResultsResults
Teacher FeedbackTeacher FeedbackWhat was one of the biggest challengesyou faced when starting with thismodel?Organizing an...
Teacher FeedbackTeacher FeedbackWas there anything that surprisedyou along the way?How much easier the process became as t...
Teacher FeedbackTeacher FeedbackHow do you feel about this modelof intervention/extension now?Great addition to our daySma...
ResourcesResourcesWisconsin Department of Public Instruction:http://rti.dpi.wi.gov/files/rti/pdf/rti-roadmap.pdfWisconsin ...
QUESTIONS?QUESTIONS?
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Creating a Collaborative, Data-Driven Framework for Intervention That Targets All Learners

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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.

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  • Creating a Collaborative, Data-Driven Framework for Intervention That Targets All Learners

    1. 1. Creating a Collaborative, Data-Creating a Collaborative, Data-Driven Framework forDriven Framework forIntervention That Targets AllIntervention That Targets AllLearnersLearnersChristian Pleister, Heather Drumm, Julie Bauer,Emily High, & Jenna LePine
    2. 2. Our StoryOur Story
    3. 3. 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
    4. 4. Our StoryOur Story318 students• 11% SPED• 31.8% EconomicallyDisadvantaged• 5.7% Limited English Proficient
    5. 5. Our StoryOur Story
    6. 6. Our StoryOur Story
    7. 7. Our StoryOur Story
    8. 8. Structure OverviewStructure Overview
    9. 9. Structure OverviewStructure OverviewIntervention blocks (30 minutes)K-1 model• Classroom teachers, Reading Specialist,Special Education teacher, andInstructional Aides
    10. 10. K-1 ModelK-1 Model
    11. 11. Structure OverviewStructure Overview2-5 model• Classroom teachers and Instructional Aides
    12. 12. How would this work inHow would this work inyour current building?your current building?
    13. 13. Data CollectionData CollectionScreeners• AIMSweb, PALSDiagnostic• Fountas & Pinnell, Rigby, DRA2• Phonemic Awareness Inventory
    14. 14. Data CollectionData Collection
    15. 15. Collaborative ProcessCollaborative Process
    16. 16. Data MeetingsData MeetingsReconvene every 6weeksProgress andregroupingHighest priority ofprerequisite skill
    17. 17. Data MeetingsData Meetings
    18. 18. Intervention SpecificsIntervention SpecificsInstruction: targeted skill• Mini-lesson• Folders/independent workExamples• Florida Center for Reading Research,Reading A to Z, Intervention Central, ReallyGreat Reading, etc.
    19. 19. 3rd Grade Intervention3rd Grade Intervention
    20. 20. Progress MonitoringProgress MonitoringTargeted focus• Tier 2: bi-weekly• Tier 3: weekly
    21. 21. Progress Monitoring ToolsProgress Monitoring ToolsAIMSwebEasy CBMDynamic Indicators of Basic Early LiteracySkills (DIBELS)DRA 2 Progress MonitoringTeacher’s College BenchmarksReading A to Z
    22. 22. Progress MonitoringProgress Monitoring
    23. 23. Progress MonitoringProgress Monitoring
    24. 24. 1st Grade: Beginning1st Grade: Beginning
    25. 25. 1st Grade: Middle1st Grade: Middle
    26. 26. 1st Grade: End1st Grade: End
    27. 27. ResultsResults
    28. 28. ResultsResults
    29. 29. Teacher FeedbackTeacher FeedbackWhat was one of the biggest challengesyou faced when starting with thismodel?Organizing and planning Pin-pointing specific skillsCreating resources was timeconsumingFinding research/evidence based interventions6 week interventions seemed like a long time on one skill
    30. 30. Teacher FeedbackTeacher FeedbackWas there anything that surprisedyou along the way?How much easier the process became as the year went onLearned how to teach reading skills in creative and useful waysContinuous student growth6 weeks wasn’t really that long, somekids needed even more timeThere are great resources our there
    31. 31. Teacher FeedbackTeacher FeedbackHow do you feel about this modelof intervention/extension now?Great addition to our daySmaller group sizes for our tier 2 & 3students allowed for greater growthMulti-age possibilityCan’t wait to try it with MathImportant that students are getting targeted skillinstruction every day outside of Reading Workshopblock
    32. 32. ResourcesResourcesWisconsin Department of Public Instruction:http://rti.dpi.wi.gov/files/rti/pdf/rti-roadmap.pdfWisconsin 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/
    33. 33. QUESTIONS?QUESTIONS?

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