Using Data and Evidence-Based Practices to Plan Effective Instruction and Intervention

Are you interested in learning how you can create a system that supports reading instruction and intervention in your school or district to ensure every student has the best chance at literacy success? This discussion is for you!

This enlightening discussion will focus on the successful Reading by Grade 3 initiative in the Bethlehem Area School District and the strategies and methods behind the district’s approach to instruction and intervention. Our guest, an expert in literacy education who’s been instrumental in shifting the district’s approach to reading instruction and intervention, will share how educators used assessment data to ensure every student is successfully learning to read and write and overcome challenges—regardless of cause.

Our expert will share:

1. The importance of having systems and structures in place
2. The importance of teacher and administrator knowledge about using data
3. The route to getting the best, most useful data
4. How to tailor instruction and intervention once the data is in your hands
5. When and how to implement intervention
6. What to do when intervention isn’t working

Transcript

Narrator: 

Welcome to EDVIEW360.

Kim Harper:

It's that problem solving and bringing everyone at the table and having your data, the student data, there to look at and analyze, and then you know, try different things, we don't give up. I don't think any students are a lost cause.

Narrator:

You just heard from Kimberly Harper, an award-winning educator and changemaker from Bethlehem School District in Pennsylvania. Kimberly Harper is our guest today on EDVIEW360.

Pam Austin:

Hello, this is Pam Austin. Welcome back to the EDVIEW360 podcast series. We're so excited to have you with us today. I'm conducting today's podcast from my native New Orleans, LA. Today, we're excited to welcome a respected education leader, a literacy champion, and an expert in reading education. Kim Harper is the supervisor of Literacy and Humanities K–12 for the Bethlehem Area School District in Pennsylvania, where she has served since 2014, where she leads the district's nationally recognized Reading by Grade 3 Initiative and the district's Secondary Content Area Literacy Initiative. She was recently named a Difference Maker in her region for her diligent work to bring the best, most researched teaching strategies, curriculum and supports to the district. Among other things, Kim Harper is committed to teacher preparation, leadership development, and system change. There is so much to learn about Kim and the important work she's done in her district and in her career, and what you can learn from that. So, let's get started. Welcome, Kim Harper. 

KH:

Hello, thank you for having me.

PA: 

Oh, so glad to have you here. You know we're going to dive right in here. We gave a great introduction. You've done so much with your career, been so supportive, but you know I just have to congratulate you first on all the successes that you've had in your district. The Bethlehem Area School District saw an amazing transformation under your leadership, so that means that you have to share with us what you've done. Can you tell us more about the Reading by Grade 3 initiative? What is it and what changes have you seen?

KH:

Sure. So, in 2014-2015, we had an elementary school in school improvement, and so that means they were on the list of not meeting what they needed to in terms of achievement on the state test, and so through their work creating and implementing their improvement plan, we learned the way we taught reading in our district wasn't evidence-based. Our assistant superintendent at the time, now Superintendent Dr. Jack Silva, wanted to take that work districtwide. That was being done in that elementary school, which led us in 2015-2016 to train all 16 of our elementary principals in the science of reading, in early literacy assessments and using data and in change management. So, that's rare, I think, in districts.

We spent a full year training principals, so it was about 20 full days of training that we pulled them together to learn together, and then the following year we started training our kindergarten teachers and specialists on the science of reading. 

So, since 2015-2016, we've completely shifted from a balanced literacy approach to reading instruction to one based on the science of reading. We have a universal screener in place for literacy. We understand how to use the data from those assessments to give students the instruction they need and, most importantly, is we no longer wait to intervene if a student isn't hitting those grade-level benchmarks, we used to say, “Oh, they'll catch up, it just takes some kids a little longer,” and we know now that's not true. We need to teach them to hit those benchmarks.

Pam Austin:

Hey, wonderful, and you started with the principal? 

KH:

Yes. 

PA: 

Principal as the instructional leader. Then, moving to kindergarten, I have to tell you, so that first year was kindergarten, was there a staggered first and second? 

KH:

Yeah, we staggered. The next year we brought on first and second grade together because I didn't want the same group of kids to get teachers in their first year of training all the way through. So, we added a first and second. We also in that second year ended up adopting a new curriculum. We then added in third grade and then we've been just expanding on that training, so really focused on trying to get K–3 solid. Covid happened, so that was a thing in there, and now we're expanding into secondary as well and doing training with teachers in grades four through 12. So, a focus more on content-area literacy.

PA:

Right, and so you've kind of walked us through this discovery right. Through one school being in trouble, needing support. You discover what all kids need and made that move forward. Well, I want you to think about your previous experience. What have you experienced previously in your other roles that made you become that champion of literacy that you currently are right now?

KH:

Yeah, so I'm a high school English teacher by training. I never thought I would work with the little people in kindergarten and first grade. I taught all grades of high school. Most of my time, I spent in ninth grade teaching ninth-graders or the babies of high school, and I enjoyed that. But you know I would have students who would struggle and I was not trained how to teach children how to read. I was trained how to teach literature and so I taught them as best I could and with what I knew how to do.

When I left the classroom, I became an assistant principal at the high school for curriculum instruction so I did the master schedule and I did all the state testing and worked with instruction and so working with teachers in professional development became something really interesting to me and I enjoyed doing.

And, then, I had the opportunity to move into a district role and so when I became the supervisor of literacy and humanities, my first task from Dr. Silva was go learn elementary, because you know high school and you know I've had experience with middle school teachers. So, I went and I walked in and saw you know teachers with the kindergartners and all our little friends and I … It was that first year that that elementary school was going through training and I sat in with them in one of their training sessions and the trainer said how about you don't tell kids to look at the picture first? And I thought I didn't know that was a thing. I didn't know that's what we did, because in high school there aren't pictures. And so that really started me thinking like wait a minute, what's different that we need to be doing? And, so, that really started my curiosity and I started doing a lot of research on my own and talking to a consultant who was working at the time to say, “Wait, tell me about this, I need to learn more.” And so that's really where it started.

PA:

All right, taking that first step and one step leading to the next leading to the next. Oh wonderful each step leading to the next, leading to the next. Oh wonderful.

Again. That's more evidence of discovery and a lot of that, you digging in yourself to find out more. You know what? Let's talk about the importance of having systems and structures in place. So, we talked about how you helped the teachers, which in turn had an effect on the instruction and helping your students. But I know there's a whole lot more to that than what you're sharing so far. You have to have some type of system, some type of structure. Tell me about it. What were the best practices that you had in place to set up your district for success?

KH:

Yeah, it is important when making a change. It's so important to have that system and structure in place. And when we started our change we didn't have a common curriculum, we didn't have a common assessment or an assessment schedule, we didn't have a common lesson structure or time set aside for literacy. So, we started with structures even before we did training. So, we had structures in place first, and so for us that was 140 uninterrupted minutes for literacy instruction in K–2, and then 120 minutes of uninterrupted time 3–5. And, so, it was very rudimentary. We knew we were going to have that set aside and we mapped out, you know, so many minutes for each part of the literacy block in those early days, just to get started, to get people used to having that structure in place. We also chose a universal screener. We use Acadience®. We put that in place that we were going to benchmark three times a year. We were all going to follow common protocols and follow you know how that assessment's supposed to be given. We're going to give it the way it's supposed to be given, and then here's what we're going to do with that data. So, we had to put those common structures in place, and so it's really important for districts to have that because you've got to build it right and that's so important to have that framework.

And, so, for districts, we have districts that will call us and say, “Well, can you just give us your protocols?” Or, you know, “Can you just hand that over?” And I'm reluctant to do that because it's got to fit your local context too. So, we have 16 elementary schools. That's very different than a district that has two elementary schools or 50 elementary schools, right. So, I would say to districts you know you follow the evidence. Obviously, we want to start there, but you have to make it work in your system. And, so, maybe you only can do 90 minutes of instruction or 120, or you know whatever fits your local context, but that has to be consistent with how you schedule it and what it will look like. Decide on what your universal screener is going to be and your protocols, and then here's the biggie: Put it in writing. So, whatever you decide on, whatever those structures and systems are going to be, document it so that there's a place for people to refer back to. So, the teachers know, the leaders know, everybody is sort of held to that.

PA:

Because it's all a learning experience, right? One that never goes away, continues to grow and grow. That word you use consistency. I thought about that word consistency, consistency of time, consistency of a common screener use, a consistency of using the data, and I love hearing that. And so everybody's not just off doing their own thing, right?

KH:

Right, exactly. It's the consistency. I sort of joke with some of my reading specialists and things when we would have trainings, and you know I sort of joke. We all like it to be black and white. We want it to be completely this way or completely this way. We have to have our framework and our structure and then, as I said, it's got to fit your context. Every building might be a little different, so you have to adjust, but it still has to be in line with that district protocol.

PA:

Fitting within the framework and then working on things that you may have to tweak a little bit. So, you mentioned a little bit about the training, how you discovered about elementary and what was going on because your experience happened in high school. Training of your teachers, why was that so important? And your administrators on how to use the data? How did you tackle that? 

KH:

Yeah, so really we had to have a plan. So, it's good to know what you're aiming for, right? Think with the end in mind. We also needed to look beyond just year one, right? Because training takes more than one year. I think sometimes it’s a trap. We want everything to happen quickly in education. So, we think, “Oh, we'll go to a PD day and that's going to solve all the problems.” You have to really plan for the long term.

So, we had a multiyear plan and then we looked at immediately, “OK, what first?” Right? So, you prioritize. And then our training. We invested in doing it during the school year. So, it was tough, but we did it with subs and pulling teachers for PD days. We staggered. You know who was out on what day.

We had administrators attend the training with their teachers. That's key. So, administrators went through the training first, then they had to go through it again with their teachers, instructional leaders. We worked with the principals on what to look for, like this part of the training is gonna be challenging mindsets or this part's gonna change beliefs. And, so, what do we want to be looking out for and listening for and helping our teachers think about? I mentioned training's, not just a once and done, so what do leaders need to do before a training date, during a training date, after a training date? And we also built in support through coaching in the classroom, so we had ongoing support following a training where teachers got to try out what they learned in the classroom and get feedback from a coach that was non-evaluative.

PA:

That all sounds wonderful.

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PA:

You know I'm sitting here taking notes and the first thing you said, when you talked about a multiyear plan, I love what you said about having a plan and a multiyear plan because it is not a one and done and that true investment that's there that will make a difference. The other thing that you mentioned was having your principals, your administrators, they've gone through the training already. Now, they're with the teachers … That idea of being in it together. Oh, it is so inspiring to hear you share your plan and how definitely it made a difference in the lives of the students in your district. So, I want you to explain something to me. Explain how you gathered that data, the when and how, and how did it help to plan the instruction? 

KH:

Sure. So, as I mentioned, we chose a universal screener and we give that three times a year. So, currently we are doing that in K–8. When we started it was K–5, and so beginning, middle, and end of year, we give that universal screener where we collect that data within the window, and then we have protocols in place for reviewing that data.

So, the data teams come together. Grade-level data teams will meet classroom teachers, specialists, the principal, right? They go through it and see, identify which students are, look like they're on the path and just need core instruction, which students are going to need some Tier 2 support and what students might need more intensive support. And, so, then we take that data and we look at how it's going to impact our whole day, right? Because we have our students for more than just the literacy block. So, we talk about, what do we need to do in our core instruction? What do we need to do? I should also add after that universal screener and we see who's at risk, we do further diagnostic assessments to get down to that nitty gritty skill that they are needing intervention on and we'll group students by that and then we decide, “OK, which teacher is gonna take that group of kids who's best suited for what that need is,” and then we plan that out.

PA:

Really diving into the data to figure out what your students need. So, data dive, so core intervention grouping, and more.

KH: 

That's what we're looking at. Yes. Then, we monitor that data, right? So as students get intervention, we do progress-monitoring assessments and we track to see if they are making growth or if we might need to change something.

PA:

So, again, we can say just administering the test is not just data and done, right?

KH: 

Correct, correct.

PA: 

It's a one-goal review of that data, so important. So, you know listeners would appreciate hearing how you plan that intervention. You gave us an idea of using the data to plan to group your kids, right? Can you walk us through what that might look like? What steps do teachers take? Let's say some students need intervention or maybe there are some students who need a little bit more.

KH:

Yeah. So, as Dr. Stephanie Stollar, one of my professors, tells us, the best intervention is a strong Tier 1. So, the first thing we need to do is make sure that we have really solid Tier 1 instruction because without that our students who on the universal screener seem to not be at risk, they might end up at risk if we don't have really good core instruction. So, we don't want to dig ourselves a hole. Dr. Roland Good has said when you find yourself in a hole, the first thing to do is stop digging, right? So, you don't want to cause more students to be in need of support based on Tier 1 instruction. We want to keep them there. So, that's really important. What are we doing? Are we on the same page, using those evidence-based practices? We have explicit instruction, we've got the routines in place. We have ample evidence, excuse me, ample opportunities for students to respond and participate. 

And, then, as far as the students who do need more support and need intervention, those students who are maybe Tier 2, they need strategic intervention. We want to make sure that we've planned the appropriate amount of times per week that they're meeting. So, we'd want to see those kiddos three to five times per week for an additional 30 to 40 minutes. We would want to make sure that the instruction is targeted on their skill gap. So, if a student is struggling with CVC words, right? We want to make sure we're focused on that skill. And, then, as we're teaching and intervening, we want to make sure that other things aren't getting in the way. So, for example, some students have vowel confusion, right? They get the different vowels mixed up. Well, they might be fine with the consonant part. We need to drill down and focus on, maybe, that vowel confusion and give opportunities for that.

So, we want to make sure we're instructing on what they actually need and not just because we think they're in a group and we have someone to teach a group. We really need to target their skill. And, then again, those kids who are in intensive need of support. We want to make sure we're seeing them every day for intervention in addition to core instruction, following that same thing, matching our instruction to what they need. And, then, you know, we want to have our eyes on those kiddos all day long. So, our teachers are really good. If we're lined up for going to recess, we're going to practice, you know, decoding some words, or maybe we're doing some phoneme segmentation or something that any spare minute that we can build in some extra repetitions. We're going to do that throughout the day.

PA:

Making good use of your time, because that's what came into my mind just listening. You're using this time wisely and really focusing on what your students need that core prevention, and then providing intervention as well. Excellent. Thank you so much for sharing that. You know what. So, that means you're looking for something specific in an intervention program. Tell me what are some specifics you're looking for when you're searching for an intervention?

KH:

Sure. So, again, we want it to match what the students need. So, we wouldn't want to give a comprehension intervention to students who are still struggling with decoding. We'd want to make sure it's matched. Our core curriculum has intervention materials with it that are aligned, that we use. We also have some outside products that we have used, but for all of it we want to make sure it's explicit instruction. So, we want the guided release. I do, we do, you do.

We want to make sure that there's enough repetition. Even before the repetition, we'd want to make sure that it's very clear in what the teachers are saying or doing. So, is the skill they're working on clearly, clearly explained for students? As I mentioned, opportunities for repetition. We also work a lot with our teachers on routines and building in cues and gestures. So, we want to not spend all our time talking. We want to have students actually responding and saying that. So, instead of saying, “OK, boys and girls repeat after me,” we might just make a gesture, point to ourselves, right? It's my turn to say, and then, when I put my hand out, that means they repeat. And, so, less words on the explaining of the task and we're actually doing the task.

PA:

Awesome, that is great explicit instruction, lots of repetition, gestures, and procedures. So, there's less teacher talk and more opportunities for students to talk. All right, those are some things to remember.

KH:

Yes, if I could also add, I would also want to make sure that the intervention also gives opportunities for students to write and encode, because that's another opportunity for practice and I think sometimes we skip that. We either run out of time or we forget that part, and it's really important. Dr. Louisa Moats talks a lot about the importance of that encoding piece to really solidify that learning for students.

PA: 

That idea of decoders are encoders and encoders are decoders, right? 

KH: 

Absolutely. 

PA:

All right. Great to hear. But you know, some of our kids have a little trouble and you talked about strategy and I think you mentioned that word intensive. Our kids have different needs. What are you doing for kiddos who are struggling? Is there ever a case where you feel like, “Oh my gosh, I feel like this kid is a lost cause?” Or there's frustration because a student isn't making gains? What do you do then?

KH: 

I think this is where the importance of having those data teams comes into play, because I'm using progress monitoring. So, we are using an assessment tool to monitor students' progress, to make sure they're making what we'd expect to see, those gains we'd expect to see, and if not, we have to problem solve, right? We have to come back to the table and say what's not working? I often will tell our teachers, “You know what … Have someone come and watch your lesson first, before we assume it's not working.” Because sometimes, without realizing it, we're spending a lot of time maybe redirecting behaviors, or maybe there's some interrupted lessons because the announcements go off at that time every day, or, you know, there might be something else that's getting in the way of the instruction. We want to make sure the instruction's really tight first and make sure that's not the issue, and then, if that's all in place and we say, “Nope, instruction's great.” Then, “Is the student in the right skill group?” Maybe we misplaced them and it's really a different skill they need to be working on. Maybe there's an earlier skill we need to intervene on. If that's all correct, you know, we think that's all right.

Well, then there could be something else going on and that's where we bring in our continued MTSS process and we might need to even get more intensive. Maybe we need more repetitions or longer time with the student, and then you know, if all of that's still not working, maybe we do need to then refer for special education testing. There might be something else going on. We also want to check to make sure. Are we dealing with an English learner situation? Maybe the student just needs some time learning more English, right? So, there's lots of different things, but it's that problem solving and bringing everyone at the table and having your data, the student data, there to look at and analyze. And then you know, try different things, we don't give up. I don't think any students are a lost cause.

PA:

There you go, multistep approach to solving a problem, and I would agree with you, too. There's always a way to get from here to there, and by studying the problem we can discover what the student’s needs are. Thank you so much for sharing that, and what I'd like to do is ask you, lastly, just one more question. Lastly, where can our listeners learn more about your story and the success you've enjoyed? And you know, I know there have been some recognitions, and we'd love to hear about that.

KH:

Sure, we were featured in Emily Hanford's podcast, Hard Words: Why Aren’t Kids Being Taught to Read, in 2018. We were fortunate to have her come and spend time in our district and interview some of our teachers and principals. We've also been featured by EAB in two of their reports, Embracing the Science of Reading to Improve Student Outcomes. That was in 2019. And then, most recently, Building a High-Performance District in the Area of Literacy, in 2024. So, those are a few of our recognitions.

PA:

This has been fascinating and so inspiring, Kim. What recommendations do you have for our listeners who strive to make the same kind of improvements? Any readings, websites, or products to share?

KH: 

Yeah. So, I would say, do your own research. That's what I did when I started out. Louisa Moats, Anita Archer, Stephanie Stollar, right? The list goes on and on. I recommend Dr. Archer’s website, Explicit Instruction. Dr. Stephanie Stollar has a reading science academy. That's helpful. The Reading League has a great website and resources. They're a really good organization and I would look for others doing the work. You know there's a lot of us out there now. Fortunately, when we started we sort of felt like we were on our own. There were a few districts in the area and we reached out to say, “What are you doing? How did it work for you? What lessons did they learn? Before we started our journey, it was helpful to learn from others who had gone before.

PA: 

And that is a definite fact. That is always helpful to learn from others who've gone before. We want to replicate all the wonderful success that you've gotten. So, it's been a pleasure speaking with you, Kim. This is Pam Austin, bringing the best thought leaders in education directly to you. Please join us next month for another great EDVIEW360 podcast.

Narrator: 

This has been an EDVIEW360 podcast. For additional thought-provoking discussions, sign up for our blog, webinar, and podcast series at voyagersopris.com/edview360. If you enjoyed the show, we'd love a five-star review wherever you listen to podcasts and to help other people like you find our show. Thank you.