1 / 22

THE ARTISTS’ TOUCH

THE ARTISTS’ TOUCH. Using Reading First Data to Guide Intensive Reading Intervention Peggy Hill 03/09/05. Today’s Outcomes. Participants will: Examine what data is available

cassie
Download Presentation

THE ARTISTS’ TOUCH

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE ARTISTS’ TOUCH Using Reading First Data to Guide Intensive Reading Intervention Peggy Hill 03/09/05

  2. 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

  3. Sources of Reading First Data • DIBELS • Terra Nova • ISTEP+ • Other assessments • Informal sources

  4. Why Multiple Sources? • Triangulation • Predictive ability • Progress monitoring • Diagnostic

  5. 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?

  6. Key to Data Significance • USE IT! • Walk the talk—All children can learn!

  7. Focus on these keys: • INTENTIONALITY • INTENSITY

  8. Big Picture Data • Corporation • School • Grade Level • Class • Student

  9. What do the data say? • Are there patterns that you can identify? • What do the data tell you?

  10. What are the implications of this data? • What must you act on? • What are the types of action to take?

  11. 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

  12. 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?

  13. Building an Intensive InterventionStep 2: The Student’s Plan • I.I.P. (Individual Intervention Plan) • Being intentional when making instructional choices • Measuring Progress • Course Corrections

  14. 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?

  15. Building an Intensive InterventionStep 4: The Instructors • Who will instruct the student? • How to make intentional choices? (Data rears its ugly head again!)

  16. Building an Intensive InterventionStep 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?

  17. Last Steps • How will we evaluate the overall program? • How will we evaluate methods and materials?

  18. Completing the Picture • Use the data • Be intentional • Monitor progress and make course corrections • Use intense interventions • Evaluate • Celebrate!

  19. THE ARTISTS’ TOUCH Using Reading First Data to Guide Intensive Reading Intervention Peggy Hill 03/09/05

More Related