From Paper to Platform: How Burton USD Digitized Reading Intervention
The Problem
Educators at Burton School District relied on manual processes to assess, group, and track students for interventions. Reading intervention teacher Elizabeth Spindler used paper and pencil to assess students and group them for Tier 2 interventions. Administrators pieced together data from multiple, disjointed systems. This approach was inefficient, leading to gaps in communication and missed opportunities to address students' needs comprehensively. With 86.2% socioeconomically disadvantaged students and 16% English learners, the stakes for effective intervention were high.
The Plan
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1Pilot with reading intervention dataStart by inputting assessment data and grouping students for reading intervention. K-2 teachers add benchmark data.Data Import Groups See example
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2Connect to SIS and assessment toolsIntegrate with existing systems to see attendance, academics, and behavior together.Data Import Data Wall See example
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3Expand district-wide to all campusesSecondary schools adopt for discipline data and Tier 1 culture. Seamless state mandate compliance.Analytics Data Wall
The Team
Elizabeth Spindler, then a reading intervention teacher (now Curriculum Coordinator), led the initial adoption. Briana Kehoe, Director of Educational Services for Elementary, and Casey Rangel, Director of Educational Services for Secondary, expanded the platform district-wide.
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