Path to Reading Excellencein School Sites
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on Jan. 19, 2018, 12:47 p.m.
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We have a "data day" during PLC after each benchmark window. In grades 2-6 we utilize a sort tool provided by our AEA consultant that helps us get a quick visual of who is above or below benchmark for accuracy and rate. We are only using CBMr right now. We have been doing them long enough, most teachers have them completed when they arrive at PLC. Once students are sorted, we begin to dig into possible groupings and interventions that will be a best fit for their needs. If the rate is far from benchmark, we usually go to a phonics intervention. If rate is closer to benchmark and accuracy is strong, then we choose the fluency intervention. For Early Reading (K-1) we have a slightly different sort tool, but use it in similar ways to determine whether to use a phonemic awareness or phonics intervention.
Class-wide intervention is put into place for any classrooms with less than 60% proficient on the screener. We (Title I teachers, Master Teacher, AEA Consultant) work together to look at the class data and recommend interventions to grade level teachers.
How do you analyze the progress of the classwide intervention? Do you have a process?