Data-Based Decision Making

Q&A with Cedar Rapids Community School District Administrators

Using a Data-Driven Instructional Cycle to Improve Core Literacy Instruction in Middle School

By:

Iowa Reading Research Center

Posted on: December 3, 2019

Learn about an instructional cycle that also involves coaching and planning next steps as a team in our Q&A with Cedar Rapids Schools’ administrators.

Technically Speaking: Why We Use Random Assignment in Reading Research

By:

Adam Reeger, M.S.

Ariel M. Aloe, Ph.D.

Posted on: November 19, 2019

Essential principles of study design lead to causal results showing effects on student outcomes.

Technically Speaking: Why We Use Random Sampling in Reading Research

By:

Adam Reeger, M.S.

Ariel M. Aloe, Ph.D.

Posted on: November 12, 2019

Essential principles of study design lead to generalizable results for a wide reach of students.

Teachers collaborating on literacy initiative

One District’s Journey to Every Middle School Student Achieving Literacy Proficiency

By:

Carlos Grant, Ed.D.

Adam Zimmermann, M.Phil.

Posted on: June 4, 2019

Cedar Rapids schools are creating a shared literacy instructional vision and partnering with the Iowa Reading Research Center.

Developing and Synchronizing the Various Aspects of the Individualized Education Program

By:

Anna Gibbs, Ph.D.

Deborah K. Reed, Ph.D.

Posted on: March 26, 2019

Setting a goal, monitoring progress and deciding on specially designed instruction through an IEP can help students with reading disabilities achieve success.

Through Professional Development and Comprehensive Support, Literacy Consultants Look to Boost Student Reading Achievement

By:

Deborah K. Reed, Ph.D.

Posted on: January 8, 2019

Green Hills Area Education Agency enlists Iowa Reading Research Center help in looking at data to evaluate impact of its literacy professional development.

Turning to Systematic Improvements to Boost Middle School Literacy Achievement

By:

Deborah K. Reed, Ph.D.

Posted on: October 23, 2018

Grant Wood AEA prepares school teams to facilitate literacy achievement for adolescents with training and assistance from the Iowa Reading Research Center.

Students and teachers in small-group reading lesson

Why the 13 Disability Categories Matter When Planning Reading Interventions

By:

Deborah K. Reed, Ph.D.

Posted on: October 9, 2018

Gain a better understanding of the needs students with different disabilities have and the evidence-based literacy interventions that can help.

Defining Fidelity Categories When Implementing Reading Interventions

By:

Jessica Sidler Folsom, Ph.D.

Sandy A. Schmitz, Ph.D.

Deborah K. Reed, Ph.D.

Posted on: July 31, 2018

When tracking teachers’ fidelity during implementation of a literacy intervention, both use of the intervention components and quality of intervention delivery should be measured, keeping an eye out for both global and lesson-specific components.

Example Fidelity Rubric

An example of a fidelity rubric that addresses both structural and procedural fidelity at the global and lesson-specific levels. Note that this example rubric is not intended to be used as an actual fidelity rubric because it does not correspond with a specific intervention.

Example Fidelity Rubric