Taking Stock''

1
Taking Stock..

• Principals and Coachs meeting
• October 27th
• 2004

2
Where are we..

• Washington Fall Data (Baseline)
• Kindergarten
• 1 Grade
• 2nd Grade
• 3rd Grade
• Trend Data (Cadre 2)

3
Sharing of goals

• Please share your 2004-2005 school goal/s with
  your table..
• Where are you in relationship to your goals?
• Turn goal into to Rena so that we can copy and
  return to you by lunch time.

4
Progress Monitoring

• Share at least 1 success with your table
  regarding Progress Monitoring
• Specific teacher
• Grade Level
• School Wide
• Setting up your system
• Professional Development of staff

5
Intervention Design

• Now that you have Baseline data..
• Whats next?
• Intervention systems

6
Definition

• Intervention Design- how you go about delivering
  intervention service to students in your
  building.
• Important Structures
• Based on core principles that are replicated
• Whole school
• Grade level
• Targeted groups
• Individual Students

7
Definition

• Intervention Reading Programs
• Intended for students a year or more behind to
  grade level
• Outside of 90 minutes
• Immediate feedback
• Daily
• Small group
• Individual

8
Definition

• Supplemental Reading Programs
• Intention-fill in gaps of core program
• May not replace Core program
• Within 90 minutes
• Additional coverage of and practice of necessary
  components
• Less than a year below level
• Large groups
• Small groups
• Individual

9
Draft Menu

• Approved list
• How to determine intervention or supplemental
• Diagnosis
• Explicitness
• Amount of practice
• Pacing
• Monitoring
• Feedback
• Correction
• Overall Intensity

10
Intervention Design

• Indeed, one of the defining characteristics of
  schools producing unprecedented gains in student
  achievement is that they rely on data to identify
  probable successful interventions
• (Hopkins Ainskow, 1993)

11
Intervention

• Two Minutes to discuss with your partner every
  single thing you know and understand about
  intervention.

12
Intervention Design

• Core Principles
• Based on data
• Reviewed regularly
• Directly target the areas in which you need to
  make change
• Must be aligned with desired results
• Need a goal
• Measurable outcomes
• Evaluation built in to measure effectiveness

13
Current Intervention Plan

• List all current reading intervention plans found
  within your building
• Targeted Services
• Special Groups of students

14
Quote

• Once a specific intervention is identified, it
  must be thoroughly implemented if a school is to
  expect it to impact student achievement.
• (Robert J Marzano, 2003)

15
Quote

• School improvement in the new era is a continuous
  process. It is this process of continuously
  striving for improvement that breeds excellence.
• (Fullan, 1982)

16
Levels of Intervention
School-wide
Classroom
Target Groups
Individual Students
17
Levels of Intervention
School-wide

• Research Based Core Program
• 90 Minutes
• Instructional Placement
• Systematic Inst.
• RLT

18
Levels of Intervention

• Grade Levels
• Grouping
• Common Assessments
• 5 Components
• Small Groups

19
Levels of Intervention

• Target Groups
• Diagnostic Assessments
• Tutoring
• Small Group
• Like grouped
• Re-teaching
• Pre-teaching

20
Levels of Intervention

• Individual Students
• Diagnostic Assessments
• Double Dosing
• Targeted Instruction
• More Practice

21
Current Intervention Plan

• School-wide Classrooms Target Groups
  Individuals

22
Intervention Gaps

• Are there any areas that may be weak?
• Where are they?
• How might this affect student achievement in your
  building?

23
Assess Principles of Intervention

• Highlight in yellow those interventions that are
  designed based on data.
• Which data is used?
• How often are the data examined?
• What happens when data is analyzed?

24
Example..

• Mark Twain
• Read Naturally Intervention Program
• After school intervention
• Target group of students
• School wide intervention
• Fluency Friday
• Data used to invite students to after school

25
School Wide

• Fluency Friday
• In Reading Groups (all students)
• Student goals set
• Leveled Passages used
• Regular practice (Re-reading, etc)
• Graphing of results
• Passing onto another level of difficulty

26
School Wide

• Data collected and analyzed
• Weekly fluency check
• Growth over time on passages
• Students graphed results weekly

27
After School Structures

• 8 week cycle of intervention
• Diagnostic assessments given
• Intervention tailored to needs (phonics instr.
  with rate practice)
• Teachers and paras paid extra for delivery of
  intervention
• Parent evening to discuss intervention
• Data kept regularly
• Teachers and coach met weekly to discuss student
  achievement results
• Students below level
• Using 8 week assessment
• Can use DIBELS screening
• Charted growth at the end of the 8 weeks to see
  who grew

28
After School Interv. System

• Diagnostic assessments analyzed
• Instruction tailored according to assessments
  (phonics rate, comprehension)
• Assisted listening up to 60 words per minute

29
Quadrant Analysis
Low Rate, Low Phonics
Low Rate, High Phonics
Sam Juanita Jerry Lucy Danita Van
Courtney
Suzette Pedro Alexia Juan Dali Sarah
High Rate, Low Phonics
High Rate, High Phonics
Debra Miguel Jose
(High rate is relative, below level but high in
the range of intervention students)
30
Results of intervention
31
Garfield Elementary

• 1st Grade Level Intervention
• Benchmark, Strategic, Intensive
• All students Walk to Intervention
• Daily, 30 minutes
• Benchmark students, Use Read Naturally
• Strategic and Intensive, Open Court intervention
  materials (reteach, preteach, etc)
• Open Court weekly assessments used to drive
  Intsr.
• Strategic students taught by paras
• Intensive students taught by certified teachers
• When students are showing gains, change groups
• Progress Monitoring data can be used to change
  groups

32
Quote

• Once a specific intervention is identified, it
  must be thoroughly implemented if a school is to
  expect it to impact student achievement.
• (Robert J Marzano, 2003)

33
Practitioners.

• Visit 4 different practitioners station
• Listen for strengths, weaknesses
• Listen for data that can be derived from this
  intervention
• Listen for its use in small group. Whole group
  or with individuals.
• 2 of you, choose 4 different stations

34
Vendors

• Regional Coordinators can help with questions
  during this time
• Intervention plan
• Can use the form for planning
• Can be completed with RLT
• Please bring 2 copies back for next months
  meeting
• When you are finished, have a safe trip home.