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

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

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

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

Structure OverviewStructure Overview

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

2-5 model
• Classroom teachers and Instructional Aides

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

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

Data CollectionData Collection

Collaborative ProcessCollaborative Process

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

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.

3rd Grade Intervention3rd Grade Intervention

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

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

Progress MonitoringProgress Monitoring

1st Grade: Beginning1st Grade: Beginning

1st Grade: Middle1st Grade: Middle

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

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

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

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/

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

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