Presentation is loading. Please wait.

Presentation is loading. Please wait.

Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny Axon District Cohort 1-Elementary Schools February.

Similar presentations


Presentation on theme: "Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny Axon District Cohort 1-Elementary Schools February."— Presentation transcript:

1 Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny Axon District Cohort 1-Elementary Schools February 7, 2013

2 Acknowledgements Roland Good and Ed Kame’enui, University of Oregon Ruth Kaminski Dynamic Measurement Group Sharon Vaughn and Deb Simmons University of Texas at Austin Joseph Torgesen Director Emeritus, Florida Center for Reading Research Wendy Robinson and Sharon Kurns Heartland AEA 11, Johnston, IA Louisa Moats Anita Archer MiBLSi Staff and State Trainers: Cathy ClaesSoraya CoccimiglioPam Jones Claire MacArthurTerri MetcalfMelissa Nantais 2

3 To make this day the best possible, we need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations –Share “air time” –Please refrain from email and Internet browsing Be Safe –Take care of your own needs Setting Group Expectations 3

4 Who will do what? Facilitation of today’s work ✔ Facilitator ✔ Recorder ✔ Timekeeper for Team Time discussions 4

5 Outcomes 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 needed An overview of resources to support intensive readers, including digging deeper A plan for progress monitoring students who need intensive reading support A plan for sharing the process around intensive reading support and integrating that within your schoolwide model 5

6 Agenda Winter Data Review Characteristics of Intensive Supports for Struggling Readers Problem-Solving Process for Reading: Digging Deeper Intervene: Planning and Implementing Instructional Supports Evaluating Instructional Supports 6

7 Connecting to Our Last Meeting Fall Data Review and Strategic Reading Grade Level Meetings Progress Monitoring for Strategic /Tier 2 Interventions 7

8 Grade Level Team Meetings: Expectations Agenda – roles and responsibilities Norms – agreements and commitments Goals/Objectives – be SMART Data – use for decision-making Action Plan – written, reviewed, and revisited 8

9 9 Grade Level Benchmark Meetings (3/Year) D ifferent purposes at different points in the year Fall Benchmark  Quickly understanding current student needs and strengths  Assisting all teachers with understanding baseline student skills and instructional emphasis that may be needed  Differentiating instruction as well as grouping students by instructional need Focus Questions  Given baseline patterns, what are the implications for my instruction?

10 10 Winter Benchmark  Reviewing progress at multiple levels: grade-level, classroom-level and small groups of students  Fall to winter  Differentiating as well as grouping students by instructional need Focus Questions  Are we making enough growth from fall benchmark to winter benchmark?  If not, what is our plan to make instructional changes? Grade-level meetings D ifferent purposes at different points in the year

11 Resources for Planning Winter Grade Level Benchmark Meetings Winter Problem Solving –Guiding questions – Grade Level and Classroom DIBELS or AIMSweb Reports –Diagnostic Assessments 11

12 1. 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.Using the expectations and guiding questions reflect on the effectiveness of your fall benchmark meetings. Identify strengths and challenges.Identify strengths and challenges. 2. Discuss your plans for Winter Benchmark Grade Level Meetings Team Time 12

13 Progress Monitoring Tier 2/Strategic Interventions In the fall we covered progress monitoring using DIBELS or AIMSweb

14 Think about your students with strategic needs in the area of reading. Are they being progress monitored frequently?Are they being progress monitored frequently? How is intervention being adjusted based upon the results?How is intervention being adjusted based upon the results? What refinement in progress monitoring is needed next?What refinement in progress monitoring is needed next? Team Time 14

15 1.0 Winter Data Review District Cohort 1-Elementary Schools Winter, 2013 15

16 Data Reviews Schoolwide 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 goals 16

17 Materials Needed for Data Review Reports – For each grade level and measure –DIBELS.net: Status Report by Measure Effectiveness of Instructional Support –AIMSweb: Maze and R-CBM Tier Transition Report 2012-2013 Tools – Tables to Record Summary of Effectiveness Table Summary of Effectiveness Cheat Sheet 17

18 Goal 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 benchmarks 18

19 Evaluation 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? 19

20 20 Summary of Effectiveness AIMSweb

21 21 Effectiveness of Instructional Levels By School

22 22 Understanding Summary of Effectiveness Intended Purpose: –To examine the effectiveness of the core reading program and instructional supports at the three instructional levels. –To examine how effective the reading curriculum is at getting students to the next primary target goal © University of Oregon Center on Teaching and Learning

23 23 Summary of Effectiveness How effective is our Core Instruction? Benchmark How effective is our Supplemental Support? Strategic How effective is our Intensive Intervention Support? Intensive

24 24 Instruction and Intervention Effectiveness Criteria Meets the Needs of..And Supports… Core At least 80% of ALL students Supports 95-100% of these students to make adequate progress Strategic 15% of students who need more than just Core Supports 80% of these students to achieve benchmark Intensive 5% of students who need intensive intervention Supports 80% of these students to progress to strategic or benchmark

25 25 Tier Transition Report Percent of students at various levels of risk in fall, winter, and spring Number and percent Movement between tiers from fall to winter, or winter to spring. Who went where?

26 26 AIMSweb: 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.

27 27 What % of students who were at Low Risk in the fall remained at benchmark in January? Low Risk Some Risk At Risk 8

28 28 What % of Some Risk students made adequate progress? Low Risk Some Risk At Risk 9

29 29 What % of At Risk students made adequate progress? Low Risk Some Risk At Risk 9

30 30 Effectiveness of Instructional Levels By School

31 Effectiveness of Instructional Levels Effectiveness of Core Support Effectiveness of Strategic Support 31 Effectiveness of Intensive Support

32 1.Record the Data If not already completed, transfer your Winter Data to your Pink Assessment Binder.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.If not already completed, complete the Summary of Effectiveness Table for the First Semester for each grade level. 2. 2. Analyze the Data Examine 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.Examine 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. Team Time 32

33 2.0 Characteristics of Intensive Supports for Struggling Readers District Cohort 1-Elementary Schools Winter, 2013

34 A Student with Intensive Reading Needs… is a student who is currently not on track for reading at grade level based on multiple measures is a student who needs intensive, focused instruction right away is a student who needs significant amounts of practice and corrective feedback 34

35 A 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. Effective Teaching Strategies that Accommodate Diverse Learners, 3 rd ed., (Kame’enui, Carnine, & Coyne, 200 6) 35

36 One 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 instruction 36

37 What 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; and be motivated and engaged enough to use their knowledge and thinking ability to understand and learn from text.” 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. 37

38 Students 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. Dr. Anita Archer, The big picture: Designing secondary literacy programs. (Emphasis added.) 38

39 More instructional time More powerful instruction involves: Smaller instructional groups Clearer and more detailed explanations More systematic instructional sequences More extensive opportunities for guided practice More opportunities for error correction and feedback More precisely targeted at right level Resources Teacher Expertise (Torgesen, 2008) 39

40 Big Ideas Behind Successful Intensive Support Collect good data Know each student’s learning needs Schedule proportional increases in direct instructional time Teacher quality x time = student growth “Annual Growth for All Students, Catch-Up Growth for Those Who are Behind.” L. Fielding, N. Kerr, & P. Rosier New Foundation Press, Kennewick, WA (2007) 40

41 Intervention Comparison of Models Scheduling Staffing Organizing –Pull-out –Walk to Intervention 41

42 Jigsaw 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,…”) 42

43 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? Team Time

44 3.0 Problem-Solving Process for Reading: Digging Deeper http://miblsi.cenmi.org District Cohort 1-Elementary Schools Winter, 2013

45 4 Types of Assessments Kansas Multi-Tier System of Support Framework 45

46 46

47 Identify Need for Support Schoolwide Screening Data –Who is “intensive” on screening data? Other student performance data –Do you have other data that validates need for intensive instruction? Classroom and/or district assessments –Is student behavior a concern? Other teacher/parent concerns 47

48 Validate 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? 48

49 49

50 If yes, consider language, vocabulary, and/or comprehension. 50

51 51

52 Comprehension considerations… –Is it language? –Is it vocabulary? –Is listening comprehension intact? –Is it background knowledge? Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2 nd Ed, Longmont, CO: Sopris West. 52

53 If no, consider accuracy. 53

54 54

55 Examine Initial Screening Data Consider the Instructional Grouping Worksheets –Is 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 ? Moats, L.C. (2010) Assessment for Prevention and Early Intervention, LETRS Module 8, 2 nd Ed, Longmont, CO: Sopris West. 55

56 If yes, provide fluency intervention and/or practice. If no, complete Survey Level Assessment (SLA), if appropriate. 56

57 57

58 What 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. 58

59 Directions for Survey Level Assessment DIBELS Next AIMSweb R-CBM 59

60 Survey Level Assessment Steps 1.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. 60 DIBELSAIMSweb Use progress monitoring materials, 3 in a row Use 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 year Use Norms for that time of year benchmark for the grade level of the passages. Does the student’s performance fall above the 25 th percentile with at least 90% accuracy?

61 Survey Level Assessment If score does not meet the criteria, drop down one level and give 3 additional probes. Calculate and graph the median. C ontinue 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 intervention This is intended to be used as a GUIDELINE for making decisions about progress monitoring. As with all assessment, thinking is still required. 61

62 62

63 63

64 AIMSweb 50%ile

65 Survey Level Assessment Goal Setting Determine student’s current level of performance based on Survey Level Assessment results (e.g. XX cwpm on 2 nd gr. materials) Determine outcome goal (e.g. XX cwpm on 3 nd 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! 65

66 Example Ian 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 data –4 th : 33 cwpm / 70% accuracy –3 rd : 40 cwpm / 78% accuracy –2 nd : 45 cwpm / 89% accuracy –1 st : 48 cwpm / 98% accuracy 66

67 33 40 45 48 70% 78% 89% 98% ✔ ✔ ✔✔✔ ✔ ✔ ✔✔✔ 67

68 Example, cont’d Ian’s performance on 3 rd grade ORF did not meet the criteria. He did not meet the criteria for 2 nd grade and exceeded it on 1 st 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 4 th grade and Ian’s progress will be monitored in 2 nd grade level materials. 68

69 Example Beth is a 5th grade student functioning in the intensive range on AIMSweb Fall Benchmark assessment. Survey level assessment data –5th - 23 cwpm –4th - 37 cwpm –3rd - 42 cwpm –2nd - 48 cwpm 69

70 70

71 Example, cont’d Beth 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. 71

72 Determine the grade level appropriate for goal setting and progress monitoring for these students: –Sarah earned these median cwpm scores in fall of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 27 cwpm/ 70% accuracy, 2 nd – 31 cwpm/72% accuracy, 1 st – 33 cwpm/80% accuracy –Noah earned these median cwpm scores in winter of 3 rd grade. PSF and NWF benchmarks have been met. –3 rd – 36 cwpm/ 70% accuracy, 2 nd – 49 cwpm/ 91% accuracy, 1 st – 52 cwpm / 97% accuracy Partner Practice 72

73 Determine the grade level appropriate for goal setting and progress monitoring for these students: 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 - 424th - 17, 3rd - 22, 2nd - 23, 1st - 42 –Dave earned these median cwpm scores in fall of 5th grade. PSF and NWF benchmarks have been met. 5th - 23, 4th - 26, 3rd - 21, 2nd - 455th - 23, 4th - 26, 3rd - 21, 2nd - 45 Extra Partner Practice 73

74 Develop 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. Team Time

75 75

76 Do we need to dig deeper with all students? Not all students! Teacher validation needed Multiple measures needed Why do we dig deeper? –Need to REALLY make SURE the intervention is going to meet their needs 76

77 If 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? 77

78 Diagnostic Tools CORE – Assessing Reading: Multiple Measures (www.corelearn.org)www.corelearn.org Phonemic Awareness Decoding /Word Attack Spelling Fluency Vocabulary Comprehension 78

79 CORE Diagnostic Plan Grades 2-3 CORE Graded High Frequency Word Survey and /or Vocabulary Survey Oral Reading Fluency Work on Vocabulary and Comprehension Strategies Work on grade level curriculum Work on Spelling, fluency, vocabulary and comprehension strategies Core Reading Maze If at grade level IF LOW Adapted from CORE Assessing Reading Multiple Measures, 2 nd Edition 79

80 Work on phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies Work on spelling, sight word recognition, fluency, vocabulary comprehension strategies Phonemic Awareness phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies Core Phonics Survey If at grade level IF LOW CORE Phoneme Deletion or Phoneme Segmentation Test If Low Consider referral for Formal assessment CORE Diagnostic Plan Grades 2-3 Cont. Adapted from CORE Assessing Reading Multiple Measures, 2 nd Edition 80

81 CORE Diagnostic Plan Grades 4 - 6 Intervention Placement Test Oral Reading Fluency Vocabulary Screening Graded Word Lists Work on Comprehension Strategies Work on grade level curriculum Work on Spelling, fluency, vocabulary and comprehension strategies Norm Referenced Comprehension Test CORE Maze Comprehension Test If at grade level IF LOW Adapted from CORE Assessing Reading Multiple Measures, 2 nd Edition CORE Phonics Survey 81

82 CORE Diagnostic Plan Grades 4 – 6 Cont. Consider referral for formal assessment Work on phonics Spelling, fluency, vocabulary and comprehension strategies If at grade level IF LOW Adapted from CORE Assessing Reading Multiple Measures, 2 nd Edition If Low CORE Phoneme Segmentation Test Work on phonemic awareness phonics, spelling, sight word recognition, fluency, vocabulary comprehension strategies 82

83 Review the Flowcharts, the CORE Phonics Screener, Phonological Awareness, and Vocabulary Screening Review the Flowcharts, the CORE Phonics Screener, Phonological Awareness, and Vocabulary Screening Discuss Potential Uses. Team Time 83

84 4.0 Intervene: Planning and Implementing Instructional Support http://miblsi.cenmi.org District Cohort 1-Elementary Schools Winter, 2013

85 Case Study Example Jessica Fourth Grade Student

86 Background Information Fourth Grade Good attendance record Math is a relative strength (not an area of concern) School records indicate Reading has historically been an area of difficulty DIBELS Next Fall Benchmark Scores: –ORF: 56 Accuracy 72% –Retell: 32 –Daze: 15 Teacher confirms Benchmark data Intervention in Third Grade was Read Naturally 3x/week 86

87 Applying the Decision Framework Benchmark Data & Teacher Confirmation indicate Jessica’s performance is below benchmark. Accurate? – No (72% accuracy) Survey Level Assessment – 3 rd Grade median was 78 correct words per minute (cwm) with 87% accuracy & 2 nd 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% accuracy Assess Decoding Skills – Examined Error Pattern on DIBELS ORF passages & administered the “Advanced Decoding Skills Survey” 87

88 Assessment Data Examining Screening Data : –High Accuracy with Sight Words –High Accuracy with CVC and CVCe words –Frequent Errors with Multi-syllabic words –Frequent 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) 88

89 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ vack said foe fard gof lurm kimpult grewckle slafnid derper panvantist worker sevenal refresh fanatics demonstat e lotten ✓ ✓ ✓ ✓ ✓✓ ✓ ✓ ✓ ✓ ✓ ✓✓ ✓ ✓ ✓✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ 11 Difficulty with r-controlled vowels Difficulty with multi-syllabic words 16 Jessica Smith Mr. Fox 4th 89

90 Matching 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. 90

91 Matching 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 4 th 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. 91

92 What is Tier III or Intensive Instructional Support? Tier 3 support is... Driven by individual student needs Smaller group size, more opportunities for students to receive feedback Additional time (in addition to the core) Progress monitoring at least weekly Tier 3 support is not... Just what the building has to offer Groups with multiple needs A place to “dump” kids During core instruction “Watered” or slowed down instruction 92

93 Considerations for selecting resources for intensive supports... Do the resources: Address the needs of the students Have evidence of effectiveness Allow for sufficient time Have enough intensity, e.g. provide systematic, explicit instruction with ample practice opportunities and cumulative review 93

94 Ways to Intensify Interventions 94

95 Individually 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. Team Time 95

96 Possible Interventions for Students Scoring in the Intensive Level Read Well (K-2) Publisher: Sopris West Reading Mastery (K-6) Publisher: SRA/McGraw Hill Corrective Reading (3/4 – 12) Publisher: SRA/McGraw Hill Language! (3-12) Publisher: Sopris West 96

97 Implement Instructional Support Once you identified what, how do you increase teacher expertise? Training Coaching Modeling Ensuring Fidelity of Intervention(s) Opportunities to network with other teachers and share experience 97

98 98

99 Other 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)? Team Time 99

100 5.0 Evaluate Instructional Support http://miblsi.cenmi.org District Cohort 1-Elementary Schools Winter, 2013

101 Evaluating Instructional Supports Evaluation of instructional supports should occur at many levels. –Districtwide –Schoolwide –Grade Level –Intervention Group –Individual Student 101

102 Evaluating Instructional Supports Multiple Sources of Data Reviewed: –Individual Student Mastery Assessments within Intensive Program –Intervention Implementation Fidelity Data (observation checklists) 102

103 Review: How did we do? Updated Action Plan Identify Students with Intensive Reading Needs Match Intervention to Student Needs Resources to Support Students with Intensive Needs Progress Monitoring 103

104 ACTION PLANNING Winter Data Analysis:Winter Data Analysis: – Celebrations and Challenges Winter Grade Level MeetingsWinter Grade Level Meetings Survey Level AssessmentsSurvey Level Assessments Diagnostic Assessments:Diagnostic Assessments: – Multiple Measures IES Principals GuideIES Principals Guide Be prepared to share out NEXT STEPS Be prepared to share out NEXT STEPS Team Time 104

105 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! 105


Download ppt "Intensive Support for Struggling Readers Through Data-Based Decision Making Maureen Staskowski and Ginny Axon District Cohort 1-Elementary Schools February."

Similar presentations


Ads by Google