Teachers, and even those that aren't teachers, know that time is precious. The time that we have teaching different academic areas is limited. The time we have to teach each child during the day is limited. The time we have with that child throughout the year is limited. Every single second that we spend with a student or class should be spent using intentional instruction. In order to use this time to its full advantage and to be intentional, we must use data to drive our instruction. This doesn't just mean that we should test students nonstop; however, we should use data that is collected to learn more about students, recognize where gaps need to be filled, and plan for further instruction. Using data to drive instruction will prevent wasted time of reteaching already known concepts and will instead allow students to learn more concepts based on their instructional needs.
Along with the usefulness of data, it is most beneficial to use research based interventions when providing intense instruction to students. This is used mostly to fill gaps and helps improve students' understanding. Programs such as Leveled Literacy Intervention by Fountas and Pinnell are explicit and consistent, which provides the perfect opportunity for students to gain a better understanding of misunderstood concepts. Intervention programs reflect the model of gradual release where students are taught explicit and specific instruction, guided through practice with the teacher and classmates, and then practice independently on their own. This model provides opportunity for scaffolding and support that not only helps with understanding but may also increase students' confidence. The use of websites such as WhatWorksClearinghouse.com can be useful in reviewing research that is conducted in regards to different intervention programs. Below, is an analysis that I conducted on Leveled Literacy Intervention and it's effectiveness as an intervention program.
Along with the usefulness of data, it is most beneficial to use research based interventions when providing intense instruction to students. This is used mostly to fill gaps and helps improve students' understanding. Programs such as Leveled Literacy Intervention by Fountas and Pinnell are explicit and consistent, which provides the perfect opportunity for students to gain a better understanding of misunderstood concepts. Intervention programs reflect the model of gradual release where students are taught explicit and specific instruction, guided through practice with the teacher and classmates, and then practice independently on their own. This model provides opportunity for scaffolding and support that not only helps with understanding but may also increase students' confidence. The use of websites such as WhatWorksClearinghouse.com can be useful in reviewing research that is conducted in regards to different intervention programs. Below, is an analysis that I conducted on Leveled Literacy Intervention and it's effectiveness as an intervention program.
ANALYZING STUDENT DATA TO FIND INSTRUCTIONAL NEEDS
Assessment conducted before beginning Wolfpack Readers
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Assessment conducted after approximately 4 months of Wolfpack Readers
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Assessment conducted at the beginning of the school year in my classroom
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RESEARCH BASED INTERVENTION
NEEDS ASSESSMENT & STRATEGIC PLAN
Not only is it important to analyze data collected from assessments with students, but it is also useful to use data collected from parents and colleagues. Data collected by parents or colleagues may be used to improve the environment, communication, or support between those and the classroom or school. Like we support our students, there are strong benefits in supporting our parents and teachers we work with as well. Providing support to parents, especially in low socio-economical environments, allows them to better understand what is expected of their child through academics and allows them to have useful ways to continue practices or studies at home. This creates consistency for the student, which leads them to being more successful and proficient in their academics. Below is an example of how I surveyed the parents of my classroom to provide support in literacy. This includes the actual survey that was created as well as the strategic plan that I developed. Due to COVID-19 and the unexpected closures of school, the timeline and expected outcomes looked somewhat different. However, my intentions are to conduct and create something similar for the upcoming school year during open house and the beginning weeks of school.
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REFERENCES
Bean, R.M., & Dagan, A.S. (2012). Best practices of literacy leaders: Keys to school improvement. New York: Guilford Press.
Leveled Literacy Intervention. (2017, September). Retrieved November 15, 2018, from https://ies.ed.gov/ncee/wwc/Intervention/1287
Majewski, J. (2018). The effects of a leveled literacy intervention (LLI) on elementary-age students reading below grade level.
Ransford-Kaldon, C., Flynt, E. S., & Ross, C. (2011). A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention(LLI). Society for Research on Educational Effectiveness
What is Leveled Literacy Intervention (LLI) and how is LLI used. (n.d.). Retrieved November 13, 2018, from http://www.fountasandpinnell.com/lli/
Leveled Literacy Intervention. (2017, September). Retrieved November 15, 2018, from https://ies.ed.gov/ncee/wwc/Intervention/1287
Majewski, J. (2018). The effects of a leveled literacy intervention (LLI) on elementary-age students reading below grade level.
Ransford-Kaldon, C., Flynt, E. S., & Ross, C. (2011). A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention(LLI). Society for Research on Educational Effectiveness
What is Leveled Literacy Intervention (LLI) and how is LLI used. (n.d.). Retrieved November 13, 2018, from http://www.fountasandpinnell.com/lli/