INTENSIFYING INSTRUCTION

Using data to identify student needs in order to

provide the proper supports & services

Kara Paulson - EDL 277

Graphics done by: Melonheadz, and ARTrageousFun

CLASS DEMOGRAPHICS
Taking a look at our current information on paper
3rd Grade Elementary Classroom
● 1 of 4 sections
● 28 students
● 3 IEPs for identified students
○ All three have goals in reading and writing
○ 2 out of 3 have goals in math
○ 1 out of the 3 has goals concerning behavior
○ 2 out of the 3 have a shared associate
● 2 Disability Suspected
○ Reading, Writing, & Math
● 2 Student Teacher Assistance Team (STAT)
○ 1 in writing/phonics
○ 1 in Reading, Writing and behavior
● Various students in classroom interventions for reading
and math based on data
 As a classroom teacher...

WHERE DID I EVEN START?

Knowing how to identify student needs in order to provide the proper
supports & services
COLLECTING & TRACKING DATA:
GETTING TO KNOW THE WHOLE STUDENT - INSIDE AND OUTSIDE OF THE CLASSROOM
● Academic Assessments
○ Benchmarking
○ FAST (CBMR, aMath)
○ Howard County Math
○ Unit/Summative
● Interest Survey
● Observational Data
● Previous Teacher Input
● Cumulative File
● Parent Survey
● Conversations/Conferring
● Student Input: Affinity Diagram
ANALYZING THE DATA:
TARGETING THE NEED BASED ON WHAT YOUR VARIOUS DATA SAY
INTENSIVE TIER
District Vision: INDIVIDUALIZED
A culture of excellence where students come first.

District Mission: TARGETED INSTRUCTION

We commit all district resources to guide the SMALL GROUPS
learning of each student to graduate as confident
learners with character, knowledge, and the
skills to exceed in any endeavor they
pursue.
UNIVERSAL INSTRUCTION
FOR ALL STUDENTS
OUR CURRENT REALITY
PDSA: DIGGING INTO EVERYDAY MATH INSTRUCTION
ADAPTING UNIVERSAL INSTRUCTION:
As we tracked growth in reading -- How do we find that growth in math?
COLLECTING DATA:
Did improving the universal system make a difference?
GOING BACK TO THE DATA:
TARGETING THE NEED BASED ON WHAT YOUR VARIOUS DATA SAY
INTENSIVE TIER
ENGAGEMENT INDIVIDUALIZED
The perks of student voice and choice are apparent as the
recent student engagement survey proved a 27% increase
in engagement. {66% in November → 93% in January}
TARGETED INSTRUCTION
STUDENT APPLICATION SMALL GROUPS
As of the recent cumulative review- given at the end of every
even unit - data tells us that we are closing the gap for
those with minimal deficiencies in math, but have made very
little growth in the foundational gaps of those truly
needing intense instruction/intervention, therefore
widening the gap between peers.
UNIVERSAL INSTRUCTION
FOR ALL STUDENTS
DIAGNOSTIC ASSESSMENT:
WHAT ARE THE FOUNDATIONAL SKILLS THESE STUDENTS ARE STILL MISSING THAT
IMPACTS THEIR GROWTH AND SUCCESS DURING UNIVERSAL INSTRUCTION?
❏ Identify common patterns in our data and target the problem area
What are we seeing? What foundational gap needs to be addressed and why (purpose)?
❏ Define the ultimate outcome for these students for the given standard(s)
What foundational gap needs to be addressed and why (purpose)?
❏ Determine a common diagnostic assessment that gives us a clear
picture of the skill set the student has and can apply
How do we know what the students know and what needs to be taught?
❏ Match the skill work to the appropriate grade level standard for
effective scaffolding
How will we engage students in essential learning?
❏ Implement targeted intervention of standards and strategies with
regular progress checks
❏ Reassessment & further data discussions
How will we know students are progressing and making growth?
 ADDRESSING STUDENT NEEDS:
WHAT ARE THE FOUNDATIONAL SKILLS THESE STUDENTS ARE STILL MISSING THAT
IMPACTS THEIR GROWTH AND SUCCESS DURING UNIVERSAL INSTRUCTION?
● PLACE VALUE SMALL GROUP
○ Representation of numbers
to 1,000
○ Naming place value position
to 1,000
○ Identifying value of the
underlined digit to 1,000
○ Write the expanded form of
a number to 1,000
● STUDENTS A, B, & C
○ All girls
Data for
○ Various exposure previously
Student A
○ 5-10 min group/day
RECHECKING THE DATA:
WHAT ARE THE OPTIONS WHEN THERE IS LIMITED GROWTH IN SMALL GROUP?
INDIVIDUALIZING INSTRUCTION INTENSIVE TIER
An intervention should be provided individually by a teacher INDIVIDUALIZED
who will provide consistent and frequent instruction tailored
to the specific student’s needs. This should be another level
of support above Universal and Targeted instruction.
TARGETED INSTRUCTION
TRACKING DATA CONSISTENTLY/FREQUENTLY SMALL GROUPS
The focus of the target of the intervention should be
reflected in and throughout the instructional
process, including the assessment used to
collect data.
UNIVERSAL INSTRUCTION
FOR ALL STUDENTS
DISABILITY SUSPECTED:
WHEN CAN AN EVALUATION FOR SPECIAL EDUCATION SERVICES BE DONE?
When a student is suspected of being unique from his/her peers where his/her
educational performance is affected a
○ Parent
○ Teacher
○ Local Education Agency (LEA) and/or School District
○ Doctor/Therapist
can make a referral that an evaluation be conducted (free of cost to the family)
to determine eligibility for special education services.

A meeting is conducted to explain and/or discuss the reasoning for the

referral and explain parent rights throughout the evaluation process and
beyond. Guardians have to give consent for evaluation in writing.

Interventions and data collection should continue as there is no guarantee

that evaluation will lead to an Individualized Educational Plan.

Another meeting will occur at the end of the 60-day evaluation period to
inform the team (parents, teachers, administration,etc.) what the evaluation
determined about the child’s needs.