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.

1. Creating a Collaborative, Data-Creating a Collaborative, Data-
Driven Framework forDriven Framework for
Intervention That Targets AllIntervention That Targets All
LearnersLearners
Christian Pleister, Heather Drumm, Julie Bauer,
Emily High, & Jenna LePine

2. Our StoryOur Story

3. Our StoryOur Story
318 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. Our StoryOur Story
318 students
• 11% SPED
• 31.8% Economically
Disadvantaged
• 5.7% Limited English Proficient

5. Our StoryOur Story

6. Our StoryOur Story

7. Our StoryOur Story

8. Structure OverviewStructure Overview

9. Structure OverviewStructure Overview
Intervention blocks (30 minutes)
K-1 model
• Classroom teachers, Reading Specialist,
Special Education teacher, and
Instructional Aides

10. K-1 ModelK-1 Model

11. Structure OverviewStructure Overview
2-5 model
• Classroom teachers and Instructional Aides

12. How would this work inHow would this work in
your current building?your current building?

13. Data CollectionData Collection
Screeners
• AIMSweb, PALS
Diagnostic
• Fountas & Pinnell, Rigby, DRA2
• Phonemic Awareness Inventory

14. Data CollectionData Collection

15. Collaborative ProcessCollaborative Process

16. Data MeetingsData Meetings
Reconvene every 6
weeks
Progress and
regrouping
Highest priority of
prerequisite skill

17. Data MeetingsData Meetings

18. Intervention SpecificsIntervention Specifics
Instruction: targeted skill
• Mini-lesson
• Folders/independent work
Examples
• Florida Center for Reading Research,
Reading A to Z, Intervention Central, Really
Great Reading, etc.

19. 3rd Grade Intervention3rd Grade Intervention

20. Progress MonitoringProgress Monitoring
Targeted focus
• Tier 2: bi-weekly
• Tier 3: weekly

21. Progress Monitoring ToolsProgress Monitoring Tools
AIMSweb
Easy CBM
Dynamic Indicators of Basic Early Literacy
Skills (DIBELS)
DRA 2 Progress Monitoring
Teacher’s College Benchmarks
Reading A to Z

22. Progress MonitoringProgress Monitoring

23. Progress MonitoringProgress Monitoring

24. 1st Grade: Beginning1st Grade: Beginning

25. 1st Grade: Middle1st Grade: Middle

26. 1st Grade: End1st Grade: End

27. ResultsResults

28. ResultsResults

29. Teacher FeedbackTeacher Feedback
What 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

30. Teacher FeedbackTeacher Feedback
Was 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

31. Teacher FeedbackTeacher Feedback
How 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

32. ResourcesResources
Wisconsin 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/

33. QUESTIONS?QUESTIONS?