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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

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THE ARTISTS’ TOUCH

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  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

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