Presentation on theme: "Using Data to Inform Instruction DIBELS, easyCBM, SRI."— Presentation transcript:
Using Data to Inform Instruction DIBELS, easyCBM, SRI
Overview Accessing reports for district assessment systems (DIBELS, easyCBM, SRI) What does the data tell me about providing interventions and monitoring progress? Monitoring progress and effectiveness of interventions using progress monitoring tools
Accessing Reports in DIBELS After logging in, click reports tab. Choose class list report, which gives scores, means and instructional recommendations
Accessing SRI Results Data Dashboard Lexile Scores
Herbert Matilda Herbert Matilda Dolores Nevell Fred Martha Phyllis Evelyn Arthur
Accessing SRI Results SAM Teacher SAM access School Librarian Sue Mc - 4249 - I will run the report and send it to you.
Accessing Reports in easyCBM After logging in, go to the REPORTS tab. Choose your name. There are 3 different ways to view reports: 1.Benchmark results 2.Group results 3.Individual results
Accessing Benchmark Reports in easyCBM Choose the Benchmark tab Highlight time of year, Math and your grade level to see raw scores and percentiles. Note: Using the export in CSV will give you an Excel document.
easyCBM Group & Individual Reports Group reports let you see data after by groups that you have created. Individual reports allow you to focus on one student and also allow you to input interventions and see progress monitoring. Explore these two reports for your students for a few minutes.
Determining Who Receives Interventions Students who are “at risk” need to receive an intervention and be monitored Kids who are receiving strategic intervention should be monitored every 4-6 weeks Kids who are receiving intensive intervention should be monitored every 3-4 weeks
General Tips to Accelerate Learning Increase time or increase instruction Decrease size of group Increase practice with a skill after checking for conceptual understanding. Note: Math fact intervention should not be more than 10 minutes of your intervention time and should focus on strategies. More explicit modeling of strategy and shared use of strategy (scaffolding) Increase corrective feedback For reading: Lower level of text to practice skill (reading) Voracious reading at the right level
Possible Intervention Models Use your PLC team to examine data and design interventions using an RtI model Small group instruction that is focused on what the data tells you about the students’ deficits.
Intervention Materials Available for Math enVision’s daily leveled learning centers and HW for our “at risk” enVision’s Math Diagnosis and Intervention System K-3 and 4-6 for our strategic and “at risk” Focus program for our most intensive. This is used in our Title and Resource rooms. Math-Whizz for strategic and intensive
Progress Monitoring using DIBELS Step 1: Choose Students to Monitor
Progress Monitoring using DIBELS Step 2: Use Progress Monitoring Materials to monitor targeted areaProgress Monitoring Materials Step 3: Enter data - click submit!
Progress Monitoring using DIBELS Step 4: Examine progress monitoring report. Is the student making progress at or above the aimline?
What area do I monitor? The area of the child’s deficit or your instructional focus If a child is receiving intensive instruction covering all areas, you may choose to monitor the lowest-order skill area, such as phonemic awareness prior to phonics or fluency May also use tools that are below grade level if they are more appropriately matched to the instruction and would be more likely to show progress
Progress Monitoring - Multisyllabic Decoding Multisyllabic Decoding Shoreline designed, so not tested for validity or reliability Can be used to monitor student progress in intermediate grades http://learn.shorelineschools.org/spec/readi ng/index.php?section=documents
Progress Monitoring using easyCBM Choose an assessment and click take online. Next you will choose a group that you want to assess and the feedback it provides the student.
easyCBM Individual Report After Progress Monitoring Note: You can enter the spot where you started a certain intervention tool to see the growth after that tool was implemented.
When do people do progress monitoring? Reading block time Silent reading Independent work time Using Impact support When you have overload support Other ideas?
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