Heartland AEA Literacy Newsletter

With winter assessments underway and a strong mid-year response needed due to the challenges associated with the COVID pandemic, we begin our newsletter by highlighting considerations for data analysis and response to the data.

Why do we do data reviews?

• Utilize Data-Based Decision Making as a critical component to implement MTSS
• Design high-quality instruction for students across the school day
• Analyze literacy data, create an instructional response, document action steps, and set monitoring cadence
• Determine the health of your core instruction related to student strength and need
• Help inform instruction at all tiers
• Collaborate and be efficient with your resources

Think Abouts for Implementing Data Responses

• Universal Tier - Robust core instruction focused on high-leverage instructional practices

• Classwide/Gradewide response, as appropriate

• Tier 2 interventions are standard, small group, supplemental instructional sessions for students with similar error patterns that have not adequately responded to universal instruction.
  

• Match instruction to student need

• Tier 3 interventions are individualized for learners to address severe and persistent learning or behavior difficulties and designed using individualized diagnostic assessment information.

• Collaborate with colleagues to create an explicit package for instruction

• What structures will support data analysis and response? (Consider Building Leadership Team, Administration, Teacher Leaders, Grade level teams, Title 1/Special Education/English Learners) Process/Protocol for review that includes:

• Document who is going to do what

• Document when it will be done

• Document how long and when a review of progress will occur

• Determine any implementation support needed, including monitoring of fidelity

Contact your literacy consultant to assist with processes and procedures around data analysis.

To develop their foundational skills in reading and writing, students need practice. All students will need some practice, and many students benefit from lots of practice opportunities—likely more than your curriculum provides. Achieve the Core has some examples and resources you can use to supplement your kindergarten or Grade 1 foundational skills instruction. For each, consider how you will adapt the content of the activity to match student needs and your scope and sequence to reflect current or previously taught skills that require additional practice.