Marcia L. Grek, Ph.D. The Florida Center for Reading Research Reading Coaches Conference Orlando, Florida August, 2004 Coaching to Use DIBELS Data to Inform Instruction

Reading First in Florida –Responsibilities of school level personnel –Model for student success –Florida’s formula to leave no child behind –DIBELS measures –Progress Monitoring and Reporting Network (PMRN) Two important resources – – Background Knowledge

To evaluate effectiveness of building level strategies for organization and management To identify where extra resources and support are needed in specific grade levels and classrooms To evaluate the effectiveness of new or continued curriculum (including supplementary/interventions and instructional strategies) Responsibilities of the Principal

Uninterrupted 90 minute (minimum) block of reading instruction Implement high quality initial instruction Implement differentiated instruction Implement immediate intensive intervention Teacher Responsibilities

From Florida’s Reading First Grant: …Coaches can assist principals in developing grade level instructional teams at each school to monitor individual and classroom level progress in reading and to make data based decisions about instruction… Reading Coaches need in-depth knowledge about Data Analysis Individual Problem Solving Classroom Organization Responsibilities of the Coach

Model for Student Success Continuous Assessment Data-Based Instructiona l Planning Instruction

5Five skills on which early reading instruction should focus 3Three types of assessment to guide instruction Screening Progress monitoring Diagnosis iiHigh quality initial instruction is critical iiiImmediate intensive interventions for children lagging behind in the growth of critical reading skills ii + iii = NCLB

GRADEDIBELS MEASUREREADING COMPONENT ASSESSED Kindergarten Initial Sounds, Phoneme Segmentation Letter Naming, Nonsense Words Phonemic Awareness Phonics First Phoneme Segmentation Letter Naming, Nonsense Words Oral Reading Phonemic Awareness Phonics Reading Fluency SecondNonsense Words Oral Reading Phonics Reading Fluency ThirdOral ReadingReading Fluency

A Web-based data management system that provides: -a convenient place for entering and organizing the results of student assessments, -a secure, centralized, easily accessible location for the storage of student information, -a tool for timely and helpful reports so that educators can effectively analyze data, plan instruction, and communicate student progress. What is the PMRN? (Progress Monitoring and Reporting Network)

Participants will: understand how to use the following reports generated by the Progress Monitoring and Reporting Network (PMRN) to make instructional decisions –School Status Report –School Grade Summary Report –School Progress Report –Class Status Report –Class Progress Tracking Report Objectives for Today

Risk Level Key

PMRN Sign In Page 1

Page 2

Median Page 3

Page 4

The Class Status Reports from the Progress Monitoring & Reporting Network (PMRN) will help answer three important questions: 1. Who needs extra support? 2. How should groups be formed? 3. Which skills need to be emphasized? Class Status Report

page 5 Kindergarten Class Assessment Period 4 1.Complete the activity on page 6 of your colorful handout by using the report found on page 5. Work individually or with a partner.

Who Needs Extra Support? High Risk:7 Moderate Risk:3 Low Risk:9 page 5

How will small groups be formed? Group 1: Students 1, 3, 5, 7, 8 Group 2: Students 2, 4, 6, 9, 10 (12, possibly) Group 3: Students page 5

Which skills need to be emphasized? Group 1: PA & Phonics Group 2: PA & Phonics Group 3: Phonics & Fluency page 5

Uninterrupted 90 minute block No other personnel to assist during Learning Center time Scott Foresman with Links to Reading First for ii Classroom Organization for this Kindergarten Class

40 minutes will be devoted to whole class ii using Scott Foresman core curriculum 50 minutes will be devoted to small group instruction: Classroom Organization for this Kindergarten Class: Teacher Led-Center MTWTHF G1HR 25 minutes 25 G2MR G3LR

Small group instruction for 50 minutes: –Group 1: Implement SF ERI --25 min. daily –Group 2: Implement SF Links to RF (phonemic awareness and phonics activities will provide students extra practice with the content that was taught during ii) min. daily –Group 3: Use the decodable books from SF to practice the decoding process and fluency min. daily Classroom Organization for this Kindergarten Class: Teacher-Led Center

Reading First Classroom Organization: Learning Centers Teacher-Led Center -Small group instruction Student Centers - Academically engaged - Accountability - Group, Pair, Cooperative, Individual

Keep high risk group sizes small (5-7 as a maximum). For students not making adequate progress in a group of 5-7, it is critical to reduce the group size to 3-5. Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. It is important to work with each small group differently based on instructional need. Consider attitudes, behaviors, and work ethics when forming and modifying groups. Flexible Groups at the Teacher-Led Center

With a partner analyze the Progress Report and answer the questions on page 7 of your handout. Page 7

1.When should have more intensive instruction been implemented for: Student 3?After Assessment 3 Student 8?After Assessment 1 Student 16?After Assessment 1 Page 7

The student has not progressed in Oral Reading Fluency, but the target has increased. So, by Assessment 4, he was at high risk. Ongoing Progress Monitoring (OPM) at this point may be an option to collect more data. 2. What do you notice about Student 3? Page 7

Students 3, 4, 8, 10, 14, and After Assessment 3, which students should the teacher have targeted for extra instruction in Oral Reading Fluency? Page 7

Use Progress Reports to: –Monitor progress –Determine which students need more intensive instruction –To form flexible reading groups –Offer instructional strategies to the teacher –Determine types of professional development from which specific teachers could benefit –To write and monitor Academic Improvement Plans (AIPs) Summary of Recommended Uses of Student Data

–To conduct parent conferences SAMPLE

Is the core reading program implemented with fidelity? Is there a need for more professional development for a particular area of reading? Is there a need for more intensive coaching? Are materials allocated to maximize learning? Is personnel use maximized to focus on reading instruction? Is the instructional day scheduled such that reading is THE priority? Important Considerations

Please use the blue question/comment cards found on your table. Questions?

For additional information, please contact: Marcia L. Grek, Ph.D. Florida Center for Reading Research 227 North Bronough Street, Suite 7250 Tallahassee, FL (850) (V) (850) (F)