EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
6/21/2017 | 2:00 PM - 3:00 PM | Using Your Screening Data Efficiently and Effectively to Determine Tier 2 Reading Interventions | Ballroom B
Using Your Screening Data Efficiently and Effectively to Determine Tier 2 Reading Interventions
Would you like to feel more confident selecting reading interventions for your elementary students? In this session, a straightforward process is illustrated to analyze universal screening data that your school is already likely to be collecting. In this explicit process, particular needs of students are identified who are not meeting grade level benchmarks, guiding you to select a targeted reading intervention. This session will promote and provide a protocol for data-driven decision making that will identify targeted individual needs efficiently and effectively. Practice using the protocol and systematic process to determine appropriate reading interventions is provided for participants understanding and future application. The knowledge acquired will be easily transferable to your own setting.
- Participants will become familiar with research confirming the impact of systematic decision making and of targeted reading interventions. Understanding will be demonstrated through reflection opportunities.
- Participants will be introduced to a protocol used for efficiently and effectively determining Tier 2 interventions, including examining screening data to inform intervention decisions.
- Participants will learn a systematic process to help determine targeted interventions based on various types of screening data. They will explore resources and will be equipped with knowledge to replicate this process.
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Presenters/Authors
Katherine Patton
(), Minnesota Center for Reading Research, patt0326@umn.edu;
Katherine Patton is the Lead Literacy Specialist at the University of MN Center for Reading Research. She has been an educator in urban, suburban, and rural elementary schools for a number of years. Her roles include teaching kindergarten, preschool, fourth grade, and reading intervention. She also served as a literacy coach for the Path to Reading Excellence in School Sites (PRESS) project. She holds an M.A. in Education and a K-12 Reading Certificate. Katherine has presented on the topic of improving literacy outcomes at many local, state, and national conferences.
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