Presentation on theme: "Trainer Notes: Please be sure to insert the name(s) of the trainers presenting this content. Please be sure to start promptly at 9:00 a.m. Please be sure."— Presentation transcript:
1Trainer Notes:Please be sure to insert the name(s) of the trainers presenting this content.Please be sure to start promptly at 9:00 a.m.Please be sure to post a “public” agenda for the day.Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny AxonDistrict Cohort 1-Elementary SchoolsFebruary 7, 2013
2Acknowledgements Roland Good and Ed Kame’enui, University of Oregon Ruth KaminskiDynamic Measurement GroupSharon Vaughn and Deb SimmonsUniversity of Texas at AustinJoseph TorgesenDirector Emeritus, Florida Center for Reading ResearchWendy Robinson and Sharon KurnsHeartland AEA 11, Johnston, IALouisa MoatsAnita ArcherMiBLSi Staff and State Trainers:Cathy Claes Soraya Coccimiglio Pam JonesClaire MacArthur Terri Metcalf Melissa NantaisTrainer Talk: “The content for today is based on the work of the following people…”
3Setting Group Expectations To make this day the best possible, we need your assistance and participationBe ResponsibleAttend to the “Come back together” signalActive participation…Please ask questionsBe RespectfulPlease allow others to listenPlease turn off cell phones and pagersPlease limit sidebar conversationsShare “air time”Please refrain from and Internet browsingBe SafeTake care of your own needsTrainer Notes:Please do not skip over these expectations. They are important for setting up the day.Introduce a signal (e.g. hand raise) and indicate that when they see it, they should raise hand as well. People should finish their sentence not their paragraph. This helps so that transitions are smooth and presenters do not have to talk over the crowd to get the attention.Remind people that as we use more technology (laptops) there is the greater potential to multi-task and get distracted during these trainings. We would appreciate people refraining from . This work is so important and we only have a day to share a lot of information and get a lot of work/planning accomplished. We need everyone to be actively engaged and mentally with their teams.
4Who will do what? Facilitation of today’s work ✔ Facilitator✔ Recorder✔ Timekeeper for Team Time discussionsTrainer Talk:“To make the most efficient use of our time today I am going to ask you to identify individuals to serve the following roles. You will identify a facilitator whose responsibility it will be to lead the conversation in making sure all voices have been heard and team time activities are completed during the allocated time frame. You will also identify a recorder who will make note of next steps and loose ends for each of the sections. Remember there are blank follow-up activities worksheets along with blank implementation plans in the pink assessment binder. Be sure to pull out blank copies of these so that the recorder can keep track of action items for the follow-up activities worksheet or implementation plans for the “bigger” work that needs a tightly defined plan.”
5Outcomes By the end of today, your team will walk away with: An updated action plan based on data collected since the fall and progress towards previous action plan.A common understanding of how to identify a student with intensive reading needs and what support is neededAn overview of resources to support intensive readers, including digging deeperA plan for progress monitoring students who need intensive reading supportA plan for sharing the process around intensive reading support and integrating that within your schoolwide modelTrainer Talk:“By the end of today we want you to leave with an updated action plan based on your winter data collection, a common understanding HOW to identify a student with intensive reading needs. How to link those needs to a plan of support. How to determine whether or not we need to dig deeper (with those few students who we are unable to identify a pattern of errors), progress monitoring plan for those students and last but certainly not least a plan to share this process with all staff and to display how it is integrated into your overall schoolwide reading model.”
6Agenda Winter Data Review Characteristics of Intensive Supports for Struggling ReadersProblem-Solving Process for Reading: Digging DeeperIntervene: Planning and Implementing Instructional SupportsEvaluating Instructional SupportsTrainer Notes:Be sure to post and reference a “public agenda” throughout the day.Trainer Talk:“Here’s our agenda for the day. As you can see, it will be a busy but engaging day!”
7Connecting to Our Last Meeting Fall Data Review and Strategic ReadingGrade Level MeetingsProgress Monitoring for Strategic /Tier 2 InterventionsTrainer Notes:It is expected that you will be starting this module at 9:10 a.m. at the latest. This module should end at 10:15 a.m. followed by a 15 minute break.
8Grade Level Team Meetings: Expectations Agenda – roles and responsibilitiesNorms – agreements and commitmentsGoals/Objectives – be SMARTData – use for decision-makingAction Plan – written, reviewed, and revisitedTrainer Talk:“Grade level teams are expected to be guided by an agenda that has clearly defined roles and responsibilities. The team is guided by norms (agreements and commitments that folks guide our work throughout the meeting), They are expected to establish what we call SMART objectives/goals to narrow our scope in focus our work. Data is used to make decisions rather than opinions and last but not least the collaborative team is expected to commit ideas, intervention plans, strategies to action. The action plans are written, reviewed, and revisited over time. ADVANCE SLIDE We will focus a bit more on these first two expectations for the next few minutes.”
9Grade Level Benchmark Meetings (3/Year) Different purposes at different points in the year Fall BenchmarkQuickly understanding current student needs and strengthsAssisting all teachers with understanding baseline student skills and instructional emphasis that may be neededDifferentiating instruction as well as grouping students by instructional needFocus QuestionsGiven baseline patterns, what are the implications for my instruction?99
10Grade-level meetings Different purposes at different points in the year Winter BenchmarkReviewing progress at multiple levels: grade-level, classroom-level and small groups of studentsFall to winterDifferentiating as well as grouping students by instructional needFocus QuestionsAre we making enough growth from fall benchmark to winter benchmark?If not, what is our plan to make instructional changes?1010
11Resources for Planning Winter Grade Level Benchmark Meetings Winter Problem SolvingGuiding questionsGrade Level and Classroom DIBELS or AIMSweb ReportsDiagnostic Assessments
12Team Time1. Reflect on your school’s fall benchmark grade level meetings.Using the expectations and guiding questions reflect on the effectiveness of your fall benchmark meetings.Identify strengths and challenges.2. Discuss your plans for Winter Benchmark Grade Level MeetingsTrainer Notes:This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.
13Progress Monitoring Tier 2/Strategic Interventions In the fall we covered progress monitoring using DIBELS or AIMSweb
14Team TimeThink about your students with strategic needs in the area of reading.Are they being progress monitored frequently?How is intervention being adjusted based upon the results?What refinement in progress monitoring is needed next?Trainer Notes:This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.
151.0 Winter Data Review District Cohort 1-Elementary Schools Trainer Notes:It is expected that you will be starting this module at 9:10 a.m. at the latest. This module should end at 10:15 a.m. followed by a 15 minute break.1.0 Winter Data ReviewDistrict Cohort 1-Elementary SchoolsWinter , 2013
16Data ReviewsSchoolwide Data Review should take place 3x per year (Fall, Winter, Spring)Review schoolwide data, including Universal Screening Benchmark data, to develop goals, create an implementation plan and to check progress of plan towards meeting goalsTrainer Talk:“As a leadership team, you should be engaged in schoolwide data review activities 3x per year, in the Fall, Winter, and Spring. These times coincide with our Universal Screening Assessments. The purpose of the data review activities are to review schoolwide data to develop goals, create implementation plans, and to check progress of your plan towards meeting your goals. The data reviews are really the leadership team engaging in collaborative problem solving at the building wide level.”
17Materials Needed for Data Review Reports – For each grade level and measureDIBELS.net:Status Report by MeasureEffectiveness of Instructional SupportAIMSweb: Maze and R-CBMTier Transition ReportTools – Tables to RecordSummary of Effectiveness TableSummary of Effectiveness Cheat SheetTrainer Talk:“Here is the list of materials you will need for the data review portion of today’s work.”
18Goal of Multi-Tiered System of Supports The goal is to get ALL students to the established benchmarks.What will vary is the level of supports provided to students to get them to the established benchmarksTrainer Notes:This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.
19Evaluation of the Systems of Support Questions to Ask:Are we developing reading support systems for all students?Are we improving the reading outcomes at each grade level and across time?Trainer Talk:“As we review our reading data today these are the main questions we should be asking ourselves.In year 3, schools will examine their reading supports at all three tiers and plan for the improvement and sustainability of those systems and student outcomes. It is unlikely that you will have all supports implemented well and that you will see your student outcomes where you want them to be already. What we do want to prevent is backslide from this point, so sustaining what you’ve already got working so that you have a solid foundation for moving forward.”
23Summary of Effectiveness How effective is our Core Instruction?BenchmarkHow effective is our Supplemental Support?StrategicHow effective is our Intensive Intervention Support?IntensiveTrainer Talk:These are some big questions to answer under the umbrella question of “How effective is our system of support?” We will show you how to read the reports and analyze the data within the following context….ADVANCE SLIDE”23
24Instruction and Intervention Effectiveness Criteria Meets the Needs of..And Supports…CoreAt least 80% ofALL studentsSupports % of these students to make adequate progressStrategic15% of students who need more thanjust CoreSupports 80% of these students to achieve benchmarkIntensive5% of students who need intensive interventionSupports 80% of these students to progress to strategic or benchmarkTrainer Talk:“These are the critical features of an effective system of support. The core instruction is considered to be effective or a strength if it meets the needs of 80% of ALL students AND supports % of these students to make adequate progress (stay at benchmark from one assessment to the next. The Strategic or Supplemental Support is considered a strength if it supports 15% of students who need more than just Core Instruction AND supports 80% of these students to meet the benchmark from one assessment to the next. Finally, the Intensive Supports are considered to be a strength if it supports 5% of students who need intensive intervention AND supports 80% of these students to progress to strategic or benchmark support from one assessment to the next.It is important to note the BOTH criteria need to be met in order for each part of the system of support to be considered a strength.”24
25Tier Transition Report Percent of students at various levels of risk in fall, winter, and springTier Transition report shows number and percent of students at various levels of risk in each assessment period, f/w/sp and how students changed status over timeclick: here are the tiers and the percent of students falling in each in fall, winter, and springclick: and here is the same information in chart form. it shows both number and percent at each tier for each benchmark assessment periodclick: the red boxes show the movement of students. point to the top transition box between fall and winter. what happened to our red kids? where did they go? 2 stayed at risk and one moved up to strategic. what happened to our yellow students? 2 stayed at some risk, but 2 moved up to low risk. and finally, what happened to our low risk kids? they all stayed at low risk status (there were 12 low risk in fall and they all stayed at the low risk status when we tested in winter. yay! we didn’t drop any eggs out of the benchmark basket as they went from fall to winterHow many of our students changed status and where did they move to? This is so helpful when we want to see how our at risk or some risk kids are improving or if our low risk students are maintaining their good growth over time.check for comprehension by asking some questions about movement_________This report can be generated for classrooms as well as gradesMovement between tiers from fall to winter, or winter to spring. Who went where?Number and percent25
26AIMSweb: Tier Transition Report Examines the percentage of students at each level (Low Risk, Some Risk, and at Risk that made adequate progress from one assessment period to another.Your focus will be on this portion of the report.
278What % of students who were at Low Risk in the fall remained at benchmark in January?At RiskHere is an example of how to calculate and record the % of Low Risk students that made adequate progress from winter to spring. It would be good to run through the explanation again of what those small boxes mean. Lets start with the group of students who scored in the Low Risk range in winter. How did we do at keeping them at Low Risk status in May? Well, of the 55 Low Risk students in winter, 53 stayed Low Risk in spring, and 2 dropped down to Some Risk. None dropped down to At Risk. (run through the math) So, we kept 96% of our Low Risk readers at Low Risk status.Trainer note: in this example data, there were no move ins or move outs between between and spring, so the numbers in the small boxes added up to the total to the left in the winter box (55). It will not always be that way, and the addition of the small boxes will not equal the winter number to the left. So, caution teams to do the addition, even though in this example it would work just to take the number in the winter box.Some RiskLow Risk27
28What % of Some Risk students made adequate progress? 9What % of Some Risk students made adequate progress?At RiskSome RiskLow RiskNow lets repeat the process for the students who came to us in winter, falling in the yellow (Some Risk) zone. What happened to them over the semester? Did they make adequate progress?A first we need to see how many Some Risk students we had in winter who were also tested in spring. (add small boxes)B we divide that total (8) by the number in the green box (3) because to make adequate progress at the Some Risk level, students need to move up to Low Risk. So, of the 8 total, how many moved up to green? (3). We divide 3 by 8C multiply by % of our Some Risk students moved up to Low Risk.28
29What % of At Risk students made adequate progress? 9What % of At Risk students made adequate progress?At RiskSome RiskLow RiskProcess at the At Risk level is a little different because making adequate progress means moving up to either Some Risk or Low RiskA how many At Risk students tested in winter were tested in spring? To find that total, we add the 3 small boxes to total 22B here’s the different part. Divide the sum of numbers in the small green and yellow boxes by the total. 5+1= divided by 22 = 27 Why did we add the green and yellow boxes together? (because adequate progress is moving from At Risk to either of those levels)C record 27%.29
31Effectiveness of Instructional Levels Effectiveness of Intensive SupportEffectiveness of Core SupportEffectiveness of Strategic Support
32Team Time Record the Data If not already completed, transfer your Winter Data to your Pink Assessment Binder.If not already completed, complete the Summary of Effectiveness Table for the First Semester for each grade level.2. Analyze the DataExamine your Winter Data and the Plan you updated during the Fall. Complete the analysis outlined in your Winter Data Study Guide Analysis and update your plan based on your current data, as needed.Trainer Notes:This team time should start by 9:30 a.m. at the latest. The team time should go until 10:15 a.m.
332.0 Characteristics of Intensive Supports for Struggling Readers Trainer Notes:There should be a break from 10:15 a.m. to 10:30 a.m.This module should begin at 10:30 a.m. and end at 11:10 a.m.District Cohort 1-Elementary SchoolsWinter , 2013
34A Student with Intensive Reading Needs… is a student who is currently not on track for reading at grade level based on multiple measuresis a student who needs intensive, focused instruction right awayis a student who needs significant amounts of practice and corrective feedbackTrainer Talk:“Here is how we are beginning to unpack students who are considered intensive in the area of reading. We base this decision on multiple measures. We want to ensure that an intensive, instructional plan is developed and implemented right away. A major component of the intervention plan is opportunities to practice the skill and receive corrective feedback.”
35A Student with Intensive Reading Needs… is a student who may also have:Limited vocabulary and background exposure to reading.Phonological processing delays or deficits.Difficulty applying strategies.Difficulty retaining information.Trainer Talk:“Thinking back to Schoolwide Reading Day 2, we went into detail about the characteristics of diverse (at-risk) learners. We not only discussed their common characteristics but we also discussed instructional implications for students demonstrating these characteristics. It is very important to remember that we need to be thinking about designing instruction to meet the needs of our at-risk learners at ALL levels. How we structure and deliver core instruction needs to be developed with these characteristics in mind. How we are delivering instruction in the other content areas (science, social studies) should be designed and delivered with these common characteristics in mind. We don’t just think about these characteristics when problem-solving around “intensive intervention”. The characteristics and instructional recommendations need to be constantly considered.”Effective Teaching Strategies that Accommodate Diverse Learners, 3rd ed., (Kame’enui, Carnine, & Coyne, 2006)
36One example . . .Kayla, 4th grade, is significantly behind her peers in reading (screening+diagnostic data)During a grade level meeting, the team decides to place Kayla in supplemental instruction time (Tier 2)Progress monitoring data shows that Kayla continues to “flat-line”Grade level team decides to move Kayla into an intervention with more time and more explicit instructionTrainer Notes:This is just one example of a student with intensive needs in the area of reading.
37What do all students need? “Reading proficiency at the end of elementary school requires that students be able to. . .identify the words on the page accurately and fluently;have enough knowledge and thinking ability to understand the words, sentences and paragraphs; andbe motivated and engaged enough to use their knowledge and thinking ability to understand and learn from text.”Trainer Notes:Start with this question, What do all students need? All students need these things. It should not be less for those with intensive needs!To download a copy of this document, visitTorgesen, J., Houston D., Rissman, L., & Kosanovich, K. (2007). Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction.QUOTE IS ON PAGE 1.Torgesen, J., Houston D., Rissman, L., & Kosanovich, K. (2007). Teaching all students to read in elementary school: A guide for principals. Portsmouth, NH: RMC Research Corporation, Center on Instruction, p. 1.
38Students with Intensive Reading Needs Require… Research- validated or research-based programs with proven effectiveness in accelerating student gains.Extended instructional time to accelerate gains.Systematic, explicit instruction with ample practice opportunities and cumulative review.Programs that emphasize the components of reading needed by the students including: oral language, phonemic awareness, decoding, fluency, vocabulary, background knowledge, comprehension and writing.Trainer Talk:“We know that students with intensive needs must have access to research-validated programs with proven effectiveness in being able to accelerate student gains. The variable of time needs to be considered as well. We have to allocate additional time above and beyond the normal core reading block. We have said to you before that for every grade level a student is below in reading requires an additional 30 minutes of instruction in reading. By instruction, we mean “miles on the page.” We know that the instruction needs to be explicit ( I do it, we do it, y’all do it, you do independently) and guided by a scope and sequence that is systematic. The programs need to emphasize the big ideas that are predictive of future reading success (phonemic awareness, alphabetic principle, fluency, vocabulary, comprehension…).”Dr. Anita Archer, The big picture: Designing secondary literacy programs. (Emphasis added.)
39More powerful instruction involves: More instructional timeResourcesSmaller instructional groupsTeacher ExpertiseMore precisely targeted at right levelClearer and more detailed explanationsTrainer Talk:“The kind of instruction necessary to closing the achievement gap involves these things. You can categorize these things into two main areas: resources and teacher expertise. By resources we mean more instructional time and smaller instructional groups. By teacher expertise we are taking about targeting instruction at the appropriate level of need (read through the rest) etc…”Teaching all students to read: Is it really possible? Torgesen, FCRR, Florida State University, International Dyslexia Association, November 2008.More systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback(Torgesen, 2008)
40Big Ideas Behind Successful Intensive Support Collect good dataKnow each student’s learning needsSchedule proportional increases in direct instructional timeTeacher quality x time = student growth“Annual Growth for All Students, Catch-Up Growth for Those Who are Behind.”L. Fielding, N. Kerr, & P. RosierNew Foundation Press, Kennewick, WA (2007)Trainer Talk:“Here are some lessons learned from one Elementary school. The data that gets collected needs to be good and point to the needs of students. The amount of time allocated for closing the gap for students having intensive reading needs needs to be proportionate to their level of risk. Last but not least, we need to consider that precious and ever important variable of time as well as consider the quality of the level of instruction students are receiving in order to create the necessary conditions for student growth.”
41Intervention Comparison of Models SchedulingStaffingOrganizingPull-outWalk to Intervention
42Jigsaw Activity – Staff or PLC Meeting Divide your team into 3 groups.Group A: pages 1 to 2 (stop at “What are some ways to provide intensive interventions to struggling readers in grades K-3?”)Group B: pages 2 to 4 (start at “What are some ways to provide intensive interventions to struggling readers in grades K-3?” stop at “At this point,…”)Group C: pages 4 to 6 (start at “At this point,…”)Trainer Note:This team time should begin at 10:45 a.m. and end at 11:00 a.m.This documents focuses on K-3 support, so you will need to pre-correct for the teams:While the focus of this reading is K-3, the implications can be generalized to 4+We know that it is easier to prevent or remediate literacy concerns earlier rather than later.The more that we work to prevent literacy concerns in K-3, the less work 4+ will have (although we can not inoculate students from later reading difficulties).Last, but certainly not least, we have a shared responsibility for building the literacy success for ALL students in our buildings!
43Team Time Jigsaw Activity – Sharing Each group will share information from their assigned section with the whole team.Please have a time keeper and limit each share to 3 minutes.As a team take 5 minutes to reflect on the content of the reading – what are the implications for your school?Trainer Notes:Provide 15 minutes for this activity5 minutes to read and discuss in small group10 minutes for all of the small groups to share with team
443.0 Problem-Solving Process for Reading: Digging Deeper Trainer Notes: This module should start at 11:10 a.m. and end at 1: 35 p.m. with a break for lunch from 12:00 p.m. to 12:45 p.m.Trainer Talk:“But with our students who truly need intensive reading support we will need to dig deeper in relation to the problem-solving process for reading. Let’s see what that would look like.”3.0 Problem-Solving Process for Reading: Digging DeeperDistrict Cohort 1-Elementary SchoolsWinter , 2013
454 Types of Assessments Kansas Multi-Tier System of Support Framework Assessment Map4 Types of AssessmentsTYPEUSEPURPOSEUniversal Screening(Formative)identify children who need more intense assessment to determine the potential for intervention.“First Alert”Progress Monitoringuse information to determine student progress and to plan differentiated instruction.“Growth Charts”Diagnosticuse information to plan instruction, including intensive intervention strategies.“In-depth View”Outcome(Summative)Evaluate student performance after instruction is completed.“Reaching our goals”Trainer Talk:“As we work throughout the rest of today, let’s keep in mind the four types of assessments that we are interacting with on a regular basis in schools.This chart can be found in your participant workbook. Please take a few moments to read through the chart to help set the stage for the rest oftoday’s content.”Kansas Multi-Tier System of Support Framework
46Trainer Notes:This is an animated slide.Trainer Talk:“In order to really unpack what this looks like we have created this framework for planning instructional support. There is a full page copy of this flowchart in your participant workbook. If you like flowcharts, this should make perfect sense to you. If you don’t, take a deep breath and know that we are going to walk through this together and that it should help with the planning for instructional support for students with intensive reading needs. Here are a couple “helpful hints” for reading flowcharts. When you get to a diamond, that represents a question that needs to be answered. Go ahead and highlight all of the diamonds on the flow chart now if you’d like. Each diamond asks a “yes or no” question. The path you take through the flow chart will depend on how you answer each question.OK, to get us started, everyone please move up to the top left box (ADVANCE SLIDE). We start out with the Benchmark Assessment and then move to validating the need for support. Let’s take a closer look at what that means (ADVANCE SLIDE).”
47Identify Need for Support Schoolwide Screening DataWho is “intensive” on screening data?Other student performance dataDo you have other data that validates need for intensive instruction?Classroom and/or district assessmentsIs student behavior a concern?Other teacher/parent concernsTrainer Talk:“So let’s specifically unpack “Identify Need for Support.” How do you do that? Well we use data. Schoolwide screening data are used to determine which students are identified as having “intensive” needs in the area of reading. We might also pull in other performance data as a way to validate the need for intensive instruction. Classroom and/or district assessments can help to validate. Teacher confirmation as well as parent concerns can also help us to identify a need for support.”
48Validate Need for Support Do the assessment results match what you know or suspect about each student?If it doesn’t match up, retest or validate with additional data.For students who performed below expectations, is it a “can’t do” or “won’t do” problem?Trainer Talk:“When we are talking about validating the need for support, we need to keep in mind what else we already know about each student. If the data from universal screening does not match up with what is already known about the student, then it is appropriate to retest the student or validate the performance with additional data. For students whose performance falls below the expectations, it is important that we determine if we are dealing with a “can’t do” or a “won’t do” problem. The instructional/intervention support provided for a “can’t do” or skill deficit will vary greatly form the instructional/intervention support provided for a “won’t do” or motivation/awareness deficit.”
49Trainer Notes:This is an animated slide.Trainer Talk:“Once the benchmark assessment is completed and the need for support has been validated, (ADVANCE SLIDE) the first question to answer is whether or not the student is performing at benchmark.”
50 Is the Student Performing at Benchmark? If yes, consider language, vocabulary, and/or comprehension.Trainer Talk:“If the student is performing at benchmark, then we would need to consider language, vocabulary, and/or comprehension.”
51Trainer Notes:This is an animated slide.Trainer Talk: “The next question is whether or not there are concerns regarding Language, Vocabulary, or Comprehension. If there are concerns in any of these areas, you’d move to diagnostics and then plan and implement interventions while monitoring progress and using data to inform decision making. If there are not concerns in the areas of Language, Vocabulary, or Comprehension, then you would continue with core instruction and enrichment as appropriate.”
52 Are there concerns regarding Language, Vocabulary, or Comprehension? Comprehension considerations…Is it language?Is it vocabulary?Is listening comprehension intact?Is it background knowledge?Trainer Talk:“On to the next decision, if fluency is adequate then you need to determine if there are problems with the child’s comprehension. What kinds of questions would you want to have in your mental rolodex? Is it language? Is it vocabulary? Can the child listen to a story and comprehend what is being read? Is the student’s lack of background knowledge getting in the way of comprehension? The answer to each of these will inform the instructional/intervention plan for the student.”Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2nd Ed, Longmont, CO: Sopris West.
53 Is the Student Performing at Benchmark? If no, consider accuracy.Trainer Talk: “If we back up to the question of whether or not the student is performing at benchmark and the answer was “no,” then we would need to consider the student’s accuracy level.”
54Trainer Note:This slide is animated.Trainer Talk:“So let’s look at the flowchart and back up to this first diamond, is the student performing at benchmark. If the answer is “no,” (ADVANCE SLIDE) then we move down to the diamond below and answer the question of whether or not the student is accurate.”
55 Is the Student Accurate? Examine Initial Screening DataConsider the Instructional Grouping WorksheetsIs student slow and accurate?Fast and inaccurate?Slow and inaccurate?Focused on trying to sound out or stymied or trying to guess from context?Able to recognize high frequency words?Trainer Talk:“In order to answer the question of whether or not a student is accurate we go back to the universal screening data. However, the reports generated by DIBELS or AIMSweb do not provide sufficient information to answer all of these questions. Reviewing the Instructional Grouping Worksheets (remember these from Strategic Support for Struggling Readers) along with the errors recorded in the actual assessment booklets will make it possible to answer all of these questions. Error patterns can help inform instructional decision making.”Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2nd Ed, Longmont, CO: Sopris West.
56 Is the Student Accurate? If yes, provide fluency intervention and/or practice.If no, complete Survey Level Assessment (SLA), if appropriate.Trainer Talk:“If it is determined that the student is indeed accurate, then the instructional focus would be on improving the student’s fluency through intervention and/or practice. However, if the student is not accurate, then the next step would be to consider whether or not Survey Level Assessment is appropriate to help inform instruction and goal setting.”
57Trainer Notes:This is an animated slide.Trainer Talk:“When we come back to this flowchart, we’ve asked the question “Is the student accurate?” and determined that the student is not accurate. (ADVANCE SLIDE) So our next step again is to determine if completing Survey Level Assessment (SLA) is appropriate. Before we discuss when Survey Level Assessment (SLA) is appropriate, let’s define what we mean by Survey Level Assessment. ”
58What is it and why use it?Provides a general sample of a student’s performance to guide instructional decisions.“Test back” procedure for out of grade level assessment to identify a level at which a student is successful.Provides increased sensitivity to instruction (i.e. more sensitive to growth)Provides a procedure for out of grade level goal setting and progress monitoring.Trainer Notes:This portion should start by 11:35 a.m. and run through the SLA Partner Activity by 12:00 p.m. when you will break for lunchThe ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (Hosp. Hosp, and Howell, 2007). Question that always comes up: Why do we benchmark students on grade level materials if we know that they are well-below grade level materials? Answer: Kids are accessing grade level information all day. We need to know how they are accessing grade level materials. This information is also helpful for parents as well.Trainer Talk:“Survey Level Assessment (SLA) provides a sample of a student’s performance across various grade level materials to help guide instructional decision making. It is a procedure in which a “test back” assessment procedure is used to identify out of grade level materials in which a student is successful. This helps both in instructional planning as well as goal setting and progress monitoring. Survey Level Assessment is used only with those students who perform significantly below grade level on the universal screening measures. It is not used with all students who are not meeting the established grade level benchmarks.”
59Directions for Survey Level Assessment DIBELS NextAIMSweb R-CBMTrainer Note:Here is where you make the decision on what to use based on who is in your audience.For DIBELS Next, you would use slides and hide or delete slides For AIMSweb, you would hide or delete slides and use slides
60Survey Level Assessment Steps Administer three Oral Reading Fluency passages at the next grade level below the student’s current grade placement. Determine median (middle) score and the accuracy rate. Compare median to norms.DIBELSAIMSwebUse progress monitoring materials, 3 in a rowUse Norms for End-of-year benchmark for the grade level of the passages.Does the student’s performance fall in the “below benchmark” range with at least 90% accuracy?Use Benchmark passages for that time of yearUse Norms for that time of year benchmark for the grade level of the passages.Does the student’s performance fall above the 25th percentile with at least 90% accuracy?Trainer Notes:These directions come from DMG (2010) DIBELS Next Mentoring Workshop Book (Module 7: Data Part 3 pp )DIBELS Next – Survey Purposes:To determine type(s) and level(s) of progress monitoring material for students with reading skills below grade level.To determine primary skills of instructional opportunity for increasing overall reading skills.This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.
61Survey Level Assessment If score does not meet the criteria, drop down one level and give 3 additional probes. Calculate and graph the median.Continue testing down in grade levels until you reach a grade level where the student’s performance meets the goal.This level will be used to set the goal of interventionThis is intended to be used as a GUIDELINE for making decisions about progress monitoring.As with all assessment, thinking is still required.Trainer Notes:These directions come from DMG (2010) DIBELS Next Mentoring Workshop Book (Module 7: Data Part 3 pp )DIBELS Next – Survey Purposes:To determine type(s) and level(s) of progress monitoring material for students with reading skills below grade level.To determine primary skills of instructional opportunity for increasing overall reading skills.This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.
62Trainer Talk:This is a table provided by DMG in the DIBELS Next Mentoring Workshop to assist with the Survey Level Assessment process. The PM stands for Progress monitoring and the S stand for Survey. The idea is that you put a check in the S column if you have surveyed that grade level and a check mark in the PM column when you have determined the level at which the student’s progress will be monitored. A blank copy of this table can be found in your participant workbook as well as on the MiBLSi website with the materials from today’s training.”
65Survey Level Assessment Goal Setting Determine student’s current level of performance based on Survey Level Assessment results (e.g. XX cwpm on 2nd gr. materials)Determine outcome goal (e.g. XX cwpm on 3nd gr. materials)Set the student’s goal for the end of the year, at least one year above the level at which the student met benchmark. Draw an aim line connecting the current performance to the goal. (If SLA is done early in the fall a winter goal could be identified using end of the year benchmark).Both the goal and progress monitoring will be at this level.NEED DOUBLE TIME for CATCH UP GROWTH!Trainer Notes:There will likely be questions about why the goal level should be a level above benchmark. Participants will think that is too much to expect.Mark Shinn would say… If we settled for a year’s growth in a year’s time, we will never close the gap between this reader and his peers - he will always be behind. If we want to make a difference, we need to challenge our students and ourselves to close the gap, which means that we need aggressive goals.
66ExampleIan is a fourth grade student who read 33 correct words per minute with 70% accuracy on the Fall benchmark DIBELS Next assessment.Survey level assessment data4th: 33 cwpm / 70% accuracy3rd: 40 cwpm / 78% accuracy2nd: 45 cwpm / 89% accuracy1st: 48 cwpm / 98% accuracy
673340454870%78%89%98%✔✔ ✔Trainer Notes:This is a table provided by DMG in the DIBELS Next Mentoring Workshop.This table will be helpful in knowing which level the student meets benchmark.Make sure your checkmarks are in the right place! Sometimes doesn’t copy over well on PCs.Trainer Talk:WHY Grade 2?? When you think it should be grade 2, let me know why. This example takes some thinking.
68Example, cont’dIan’s performance on 3rd grade ORF did not meet the criteria. He did not meet the criteria for 2nd grade and exceeded it on 1st grade ORF. NWF and PSF benchmarks have been met.A goal will be set based on the end of 2nd grade (at least 87 correct words per minute) by the Winter of 4th grade and Ian’s progress will be monitored in 2nd grade level materials.Trainer Note:It may be helpful to put a copy of a DIBELS Next progress monitoring graph on your document camera to illustrate this example.Trainer Talk:“What happens in the winter for Ian if he meets that goal? Set a new goal. Where would you set the new goal? You would set the goal of the end of third grade by the end of fourth for Ian. Beginning of fourth grade at the beginning of fifth grade, etc. with the goal of closing the achievement gap.
69ExampleBeth is a 5th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment.Survey level assessment data5th - 23 cwpm4th - 37 cwpm3rd - 42 cwpm2nd - 48 cwpm
70Trainer Notes:This is an animated slides.This graph shows the ranges of CWPM for the 25th to the 75th percentiles for the fall, winter, and spring from winter of 1st grade to spring of 8th grade.
71Example, cont’dBeth did not meet benchmark in 5th, 4th, or 3rd grade level materials. She did meet benchmark for fall of 2nd grade.A goal will be set for the end of 3rd grade grade (at least 98 correct words per minute) and Beth will be progress monitored in 3rd grade level materials.
72Partner PracticeDetermine the grade level appropriate for goal setting and progress monitoring for these students:Sarah earned these median cwpm scores in fall of 3rd grade. PSF and NWF benchmarks have been met.3rd – 27 cwpm/ 70% accuracy, 2nd – 31 cwpm/72% accuracy, 1st – 33 cwpm/80% accuracyNoah earned these median cwpm scores in winter of 3rd grade. PSF and NWF benchmarks have been met.3rd – 36 cwpm/ 70% accuracy, 2nd – 49 cwpm/ 91% accuracy, 1st – 52 cwpm / 97% accuracyTrainer Notes:Provide at least 10 minutes for partners to complete this activity. This partner practice should start by 11:45 a.m. and end at 12:00 p.m. Once the partners have finished, it would be a good idea to debrief with the whole group to be sure that everyone is on the same page. Here are the answers: Sarah – since PSF and NWF have been met she would be PM in 1st grade materials. Her goal would be set for at least 47 cwpm in first grade material with at least 90% accuracy by winter and at least 87 cwpm in second grade materials with at least 90% accuracy by spring. Initially she would be progress monitored in 1st grade materials (DORF) and then switch to 2nd grade (DORF) when she meets her first goal.Noah – His goal would be set for at least 87 cwpm in second grade materials with at least 90% accuracy by spring. Progress monitoring would occur using 2nd grade materials. An even more ambitious goal would be to consider a third grade goal and up the accuracy percentage.THINK SEMESTER TO SEMESTER. A YEAR’S GROWTH IN HALF THE TIME. If you are in the winter, think winter to spring. Move a whole year within that time.
73Extra Partner Practice Determine the grade level appropriate for goal setting and progress monitoring for these students:Sam earned these median cwpm scores in winter of 4th grade. PSF and NWF benchmarks have been met.4th - 17, 3rd - 22, 2nd - 23, 1st - 42Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met.5th - 23, 4th - 26, 3rd - 21, 2nd - 45Trainer Notes:Provide at least 10 minutes for partners to complete this activity. This partner practice should start by 11:45 a.m. and end at 12:00 p.m. Once the partners have finished, it would be a good idea to debrief with the whole group to be sure that everyone is on the same page. Here are the answers: Sam - at or above benchmark in Winter of 1st… goal would be end of 2nd grade at least 77 cwpm, progress monitor in 2nd grade materials. Dave - at or above benchmark in Fall of 2nd… goal would be end of 3rd grade at least 92 cwpm, progress monitor in 3rd grade materialsPoint out that they can enter out of grade level into the website.
74Team TimeDevelop an Implementation Plan for ensuring that your staff are accurately trained in Survey Level Assessment (SLA) and have the necessary supports to ensure that SLA is happening for appropriate students.Trainer Notes:This team time will be the first thing following lunch. Provide 10 minutes for this team time. This will start at 12:40 p.m. and end at 1:50 p.m.
75Trainer Notes:This is an animated slide.Trainer Talk:“So we are back to the flowchart. We’ve completed Survey Level Assessment with those students for whom it was appropriate. This has helped us to identify the appropriate grade level materials for progress monitoring and goal setting as well as helped to provide some information about instructional/intervention needs. (ADVANDE SLIDE) Now we need to assess decoding skills through error analysis and/or diagnostic assessments, if appropriate for the student.”
76Do we need to dig deeper with all students? Not all students!Teacher validation neededMultiple measures neededWhy do we dig deeper?Need to REALLY make SURE the intervention is going to meet their needsTrainer Talk:“Does this mean that we need to dig deeper for ALL students functioning in the intensive range. ABSOLUTELY NOT! Just by using the Instrucitonal Grouping Worksheet process that we introduced you to during Strategic Support for Struggling Readers this past fall, there might be enough information from the screening data to link the child to the right intervention. But with a few students you may need more information because we want to really make sure the intervention is going to meet their needs. If we are going to spend precious resources on this level of support (time, people, materials) then we want to make sure we are on the right path to supporting the child.”
77If the student is not fluent or accurate, assess decoding Does the student make consistent errors?Has the student mastered basic phonics?Has the student mastered phonemic awareness?Trainer Talk:“The next decision we will come to in the flow-chart has to do with what to do if the child is not an accurate and fluent reader. We will need to assess the student’s decoding ability. So the kinds of questions you will want to ask yourself include: is the student making consistent errors? Has the student mastered basic phonics skills? Is the student able to hear the sounds in words (the individual phonemes)? So has the student mastered phonemic awareness?”
78Diagnostic ToolsCORE – Assessing Reading: Multiple Measures (www.corelearn.org)Phonemic AwarenessDecoding /Word AttackSpellingFluencyVocabularyComprehensionTrainer Talk:“Sometimes you might not be able to identify a pattern of errors just by looking at the DIBELS or AIMSweb assessment booklets. If that is the case and you do in fact need more information on the student then here are some additional tools you might want to use. Here are some products listed below. For the Reading Great Reading Company, you can request to receive a set of complimentary surveys. There are other tools you can use as well. The CORE Assessing Reading Multiple Measures is another tool that has diagnostic assessments for phonics, vocabulary, etc. Again, you should not be conducting diagnostic assessments for ALL kids who are functioning below grade level (having targeted and intensive needs). It should only be for those kids where more information is needed to develop your hypothesis for the instructional/intervention plan that needs to be developed.”
79CORE Diagnostic Plan Grades 2-3 Work on grade levelcurriculumIf at grade levelCore Reading MazeIF LOWOral Reading FluencyWork on Vocabulary andComprehension StrategiesIf at grade levelIF LOWCORE Graded HighFrequency Word Surveyand /orVocabulary SurveyIf at grade levelWork on Spelling, fluency,vocabulary andcomprehension strategiesAdapted from CORE Assessing Reading Multiple Measures, 2nd Edition
80CORE Diagnostic Plan Grades 2-3 Cont. If LowWork on spelling, sightword recognition,fluency, vocabularycomprehension strategiesCore Phonics SurveyIf at grade levelIF LOWCORE Phoneme Deletion or Phoneme Segmentation TestWork on phonics,spelling, sight word recognition,fluency, vocabularycomprehension strategiesIf at grade levelIF LOWIf at grade levelPhonemic Awarenessphonics, spelling, sight wordrecognition,fluency, vocabularycomprehension strategiesConsider referral forFormal assessmentAdapted from CORE Assessing Reading Multiple Measures, 2nd Edition
81CORE Diagnostic Plan Grades 4 - 6 Norm ReferencedComprehension TestCORE Maze Comprehension TestWork on grade levelcurriculumIf at grade levelIF LOWInterventionPlacement TestOral Reading FluencyVocabulary ScreeningGraded Word ListsIf at grade levelWork onComprehensionStrategiesIF LOWIf at grade levelWork on Spelling, fluency,vocabulary andcomprehension strategiesCOREPhonics SurveyAdapted from CORE Assessing Reading Multiple Measures, 2nd Edition
82CORE Diagnostic Plan Grades 4 – 6 Cont. If LowWork on phonicsSpelling, fluency,vocabulary andcomprehension strategiesIf at grade levelCORE Phoneme Segmentation TestIF LOWConsider referral forformal assessmentWork on phonemicawarenessphonics, spelling, sightword recognition,fluency, vocabularycomprehension strategiesIf at grade levelAdapted from CORE Assessing Reading Multiple Measures, 2nd Edition
83Discuss Potential Uses Team TimeReview the Flowcharts, the CORE Phonics Screener, Phonological Awareness, and Vocabulary ScreeningDiscuss Potential Uses.Trainer Notes:Provide teams with 15 minutes for this team time. This team time will go from 1:10 p.m. to 1:25 p.m.
844.0 Intervene: Planning and Implementing Instructional Support Trainer Notes:This module should begin at 1:35 p.m. and run from 2:40 p.m. with an embedded 15 minute break from 2:10 p.m. to 2:25 p.m.Trainer Talk: “Let’s move into how to intervene with the student who has intensive reading needs.”4.0 Intervene: Planning and Implementing Instructional SupportDistrict Cohort 1-Elementary SchoolsWinter , 2013
85Jessica Fourth Grade Student Case Study ExampleTrainer Notes:As you are walking teams through the Case Study Example, be sure to have a copy of the “Decision Framework for Planning Instructional Supports” posted to refer the teams to each step in the process. Either use an document camera or refer back to the slide.Trainer Talk:“We are going to walk through a case study example that demonstrates the Decision Framework for Planning Instructional Supports. This case study example is in your participant workbook.”JessicaFourth Grade Student
86Background Information Fourth GradeGood attendance recordMath is a relative strength (not an area of concern)School records indicate Reading has historically been an area of difficultyDIBELS Next Fall Benchmark Scores:ORF: 56Accuracy 72%Retell: 32Daze: 15Teacher confirms Benchmark dataIntervention in Third Grade was Read Naturally 3x/weekTrainer Notes:This is an animated slide.Boxes will appear to highlight the parts of the Outcomes Driven Model represented by the information. The first box looks at the DIBELS Next Fall Benchmark scores which identifies the need for support. The second box highlights the validating of the data, in this case the teacher confirms that the benchmark data reflects what she sees in the classroom.Using the DIBELS Next Grouping Sheets, this data indicates that Jessica should be receiving intervention support in “ accurate and fluent word reading and decoding skills in connected text.”
87Applying the Decision Framework Benchmark Data & Teacher Confirmation indicate Jessica’s performance is below benchmark.Accurate? – No (72% accuracy)Survey Level Assessment – 3rd Grade median was 78 correct words per minute (cwm) with 87% accuracy & 2nd Grade median was 89 cwm; goal will be set at 100 cwm in Third Grade materials by Winter of Fourth Grade with at least 95% accuracyAssess Decoding Skills – Examined Error Pattern on DIBELS ORF passages & administered the “Advanced Decoding Skills Survey”
88Assessment Data Examining Screening Data : High Accuracy with Sight WordsHigh Accuracy with CVC and CVCe wordsFrequent Errors with Multi-syllabic wordsFrequent Errors with Prefixes and Suffixes“Advanced Decoding Skills Survey” Data:Single Syllable Words (8/8 correct)Long Vowel Words (4/4 correct)Vowel Combinations (2/5 correct)Vowel + r (0/3 correct)Multi-Syllabic Words (2/13 correct)
90Matching Intervention to Need When given a fourth grade reading passage from DIBELS Next, Jessica reads 56 correct words per minute with 72% accuracy.The end of year benchmark goal for DIBELS Next for fourth grade is at least 115 correct words per minute with 95% accuracy.
91Matching Intervention to Need Additional assessment indicates that Jessica demonstrates difficulty with decoding multisyllabic words, and various vowel patterns, including r-controlled vowels in connected text.In addition to instruction targeting these skills in her teacher-led small group within the 4th grade reading block, Jessica will participate in a REWARDS (Intermediate Level) intervention group daily for 30 minutes with six other students in a group lead by a paraprofessional.Trainer Notes:Make sure that you emphasize that this is NOT taking her out of the 4th grade reading block but is intensifying that block.If you are sitting there thinking, hmm This doesn’t quite match what we talked about earlier today. We purposely didn’t make it match exactly. We want them to discuss this.May want to have participants “X” out the wording and put in the correct wording to take away.
92What is Tier III or Intensive Instructional Support? Tier 3 support is . . .Driven by individual student needsSmaller group size, more opportunities for students to receive feedbackAdditional time (in addition to the core)Progress monitoring at least weeklyTier 3 support is not . . .Just what the building has to offerGroups with multiple needsA place to “dump” kidsDuring core instruction“Watered” or slowed down instructionTrainer Notes:May want to touch is Tier 3 special education or not? Or can it be both? Students in Tier 3 can receive Special Ed support, students not in Tier 3 can receive special ed supports.
93Considerations for selecting resources for intensive supports . . . Do the resources:Address the needs of the studentsHave evidence of effectivenessAllow for sufficient timeHave enough intensity, e.g. provide systematic, explicit instruction with ample practice opportunities and cumulative reviewTrainer Notes:This slide is set up for a cloze reading activity. If you choose to use this activity, you will need to set the group up by letting them know that you are going to read the slide out loud. When you come to a word in red, you will stop and the group will read the word together. You will continue in this fashion for the whole slide (and other slides throughout the day). If you do not want to use the cloze activity, please change the color of the font back to black.Here are some considerations when considering supports for students with Intensive reading needs.Taken from Anita Archer’s “BIG IDEAS in Intensive Reading programs” paperResearch- validated or research-based programs with proven effectiveness in accelerating student gains.Extended instructional time to accelerate gains.Systematic, explicit instruction with ample practice opportunities and cumulative review.Programs that emphasize the components of reading needed by the students including: oral language, phonemic awareness, decoding, fluency, vocabulary, background knowledge, comprehension and writing.
95Team TimeIndividually review the “Ways to Intensify Interventions” chart and handout. As a team, review Jessica’s intervention plan and the chart to identify at least two things that could be altered to intensify her intervention if she were not making sufficient progress. Be prepared to share out with the whole group.Trainer Notes:This team time should begin at 1:55 p.m. and will end at 2:10 p.m. followed by a 15 minute break from 2:10 p.m. to 2:25 p.m.Provide 10 minutes to discuss as a Team and 5 minutes to debrief as a groupPossible things participants may come up with:You could arrange her instruction with a classroom teacher rather than a paraprofessionalAdd on to the intervention with some extra skill practice for her or extra practice within the classroomPreteaching components: Take some of the multisyllabic words in the core and preteach those to Jessica to give her extra practiceMake sure you are progress monitoring every week to ensure that what they have set up is workingHave her intervention occur in addition to the 90 minute block instead of witihinCount positive opportunities to respondAdjust length of time for the REWARDS lesson so you could get through a lesson in one session (e.g. extend to 45 minutes)Really look at the coordination of the instruction between the REWARDS teacher and the general education teacher to maximize the strategy she is learning there.
96Possible Interventions for Students Scoring in the Intensive Level Read Well (K-2)Publisher: Sopris WestReading Mastery (K-6)Publisher: SRA/McGraw HillCorrective Reading (3/4 – 12)Publisher: SRA/McGraw HillLanguage! (3-12)Publisher: Sopris WestTrainer Talk:“Here are some possible interventions. Make sure we make a note that the interventions need to be generalized to reading connected text. Also make sure you give the placement test for these programs and start kids at the right place!!”
97Implement Instructional Support Once you identified what, how do you increase teacher expertise? TrainingCoachingModelingEnsuring Fidelity of Intervention(s)Opportunities to network with other teachers and share experienceTrainer Talk:“As a leadership team, you will need to think about what resources are offered for intensive intervention and problem-solve around the training, coaching, and fidelity of the use of the interventions. Have the right people received training in the programs or is there an assumption that because the program is scripted (i.e. Reading Mastery, Corrective Reading) that training is not needed? Is there a way for the people implementing the interventions to receive coaching and feedback regarding the implementation of the intervention and how are we checking for fidelity of implementation with the program? “
98Trainer Talk:“Recall the Implementation Plan worksheet that we’ve been prompting you to utilize this year. When you determine appropriate intervention supports you must be sure that all of the areas on this Implementation Plan are addressed.”
99Team TimeOther than materials, how are you intensifying intervention supports (time, group size, opportunities to respond, etc.)? How are you increasing teacher expertise with intervention resources? How are you ensuring that interventions are being implemented as designed (fidelity of interventions)?Trainer Notes:Provide teams with 15 minutes for this team time. This team time should begin at 2:30 and end at 2:45 p.m.
1005.0 Evaluate Instructional Support Trainer Notes:This module should begin at 2:45 p.m. and end at 3:30 p.m.5.0 Evaluate Instructional SupportDistrict Cohort 1-Elementary SchoolsWinter , 2013
101Evaluating Instructional Supports Evaluation of instructional supports should occur at many levels.DistrictwideSchoolwideGrade LevelIntervention GroupIndividual StudentTrainer Note:This is an animated slide.Trainer Talk:“When we talk about evaluating instructional supports it is important to keep in mind that it can and should be occurring at multiple levels. During the Winter Data Review activities this morning, we asked you to review your data from a schoolwide and grade level perspective (ADVANCE SLIDE). When we are talking about providing intensive support for struggling readers, our focus needs to include the performance of individual students along with how effective an intervention group is for the students in the group.”
102Evaluating Instructional Supports Multiple Sources of Data Reviewed:Individual Student Mastery Assessments within Intensive ProgramIntervention Implementation Fidelity Data (observation checklists)Trainer Talk:“In order to sufficiently evaluate instructional supports, we will need to look at multiple sources of data. These include progress monitoring data from individual student’s, intervention implementation fidelity data, and information from the Tier 2/3 Intervention Tracking Tool.”
103Review: How did we do? Updated Action Plan Identify Students with Intensive Reading NeedsMatch Intervention to Student NeedsResources to Support Students with Intensive NeedsProgress MonitoringTrainer Notes:This is meant to be just be a quick review of how we did in meeting the intended outcomes for the day. Use a fist to five strategy if you’d like.
104Team Time ACTION PLANNING Winter Data Analysis: Celebrations and ChallengesWinter Grade Level MeetingsSurvey Level AssessmentsDiagnostic Assessments:Multiple MeasuresIES Principals GuideBe prepared to share out NEXT STEPSTrainer Notes:This team time should begin at 1:55 p.m. and will end at 2:10 p.m. followed by a 15 minute break from 2:10 p.m. to 2:25 p.m.Provide 10 minutes to discuss as a Team and 5 minutes to debrief as a groupPossible things participants may come up with:You could arrange her instruction with a classroom teacher rather than a paraprofessionalAdd on to the intervention with some extra skill practice for her or extra practice within the classroomPreteaching components: Take some of the multisyllabic words in the core and preteach those to Jessica to give her extra practiceMake sure you are progress monitoring every week to ensure that what they have set up is workingHave her intervention occur in addition to the 90 minute block instead of witihinCount positive opportunities to respondAdjust length of time for the REWARDS lesson so you could get through a lesson in one session (e.g. extend to 45 minutes)Really look at the coordination of the instruction between the REWARDS teacher and the general education teacher to maximize the strategy she is learning there.
105The work you are doing is so important The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels!Trainer Notes:Be sure to pass out the evaluation for today. Remember that the day must run through 3:30 p.m. as outlined by the SB-CEU requirements.