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

Todays 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 dont know?

Key to Data Significance USE IT! Walk the talkAll children can learn!

Focus on these keys: INTENTIONALITY INTENSITY

Big Picture Data Corporation School Grade Level Class Student

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 Students 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 isnt? 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 TOUCH THE ARTISTS TOUCH Using Reading First Data Using Reading First Data to Guide Intensive to Guide Intensive Reading Intervention Reading Intervention Peggy Hill Peggy Hill 03/09/05 03/09/05