instruction goalsassessment for each student for all students institute on beginning reading day 4:...

Instruction

GoalsAssessment

For Each

Student

For All Students

Institute on Beginning Institute on Beginning ReadingReading

Day 4: Instruction: Time, Scheduling & Day 4: Instruction: Time, Scheduling & Grouping / Reading Action PlansGrouping / Reading Action Plans

Kame'enui, Simmons, Coyne, & Harn © 2003 2

Content DevelopmentContent Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.

Professor, College of Education Professor, College of Education

University of Oregon University of Oregon

Michael D. Coyne, Ph. D Beth Harn, Ph. D

University of Connecticut University of Oregon

Prepared by:

Patrick Kennedy-Paine Katie Tate

University of Oregon University of Oregon


AcknowledgmentsAcknowledgments

Oregon Department of Education

U.S. Department of Education, Office of

Special Education Programs

Bethel School District, Eugene, Oregon

Dr. Drew Braun, Dr. Carl Cole, Lori Smith, Rhonda

Wolter, Administrators, Staff, and Students

Dr. Sharon Vaughn, University of Texas at

Austin, Texas Center for Reading and Language

Arts


PermissionsPermissions

Some video clips are used with the

permission of Reading Rockets, a project

of Greater Washington Educational

Telecommunications Association (WETA).

More information is available at:

http://www.ReadingRockets.org/


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.


The objectives of today’s session are to: 1. Identify ways to optimize and coordinate instructional time,

scheduling, and grouping schoolwide

2. Use classroom reports to identify students needing additional

support

3. Evaluate current reading practices using the Planning and

Evaluation Tool (PET-R): Instructional Time, Differentiated

Instruction/Grouping/Scheduling, Administration/Organization/

Communication, and Professional Development

4. Develop Reading Action Plans

5. Share School Reports

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


A Schoolwide Beginning Reading A Schoolwide Beginning Reading ModelModel

For Each Student

Instruction

GoalsAssessment

For All Students


IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice

Schoolwide:

Each & All

Prevention Oriented

Scientifically

Based

Results Focused


The objectives of today’s session are to:

1. Identify ways to optimize and coordinate instructional

time, scheduling, and grouping schoolwide

2. Use classroom reports to identify students needing

additional support









1. Knowledge: What do we know and what guidance can

we gain from scientifically based reading research?

2. Goals: What outcomes do we want for our students in

our state, district, and schools?

3. Progress Monitoring Assessment: How are we doing?

What is our current level of performance as a school?

As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to

reach our goals and outcomes?

5. Core Instruction: What are the critical components that

need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do

and what instructional adjustments need to be made?

Focus of this sessio

n.

Guiding QuestionsGuiding Questions


For Each

Student

Instruction

GoalsAssessment

For All Students

What Are the Critical Components What Are the Critical Components That Need to Be in Place? That Need to Be in Place?


Adequate, Prioritized, and Protected Time for Reading Instruction and Practice

Instruction: TimeInstruction: Time

Schoolwide plan established to allocate sufficient

reading time and coordinate resources

Reading time prioritized and protected from

interruption

Additional time allocated for students not making

adequate progress (supplemental & intervention

programs)


Three Types of Instructional TimeThree Types of Instructional Time

Allocated

Actual

Academic Learning Time --Time children

are engaged in tasks in which they can

be highly successful



Schoolwide plan established to allocate sufficient reading time and coordinate resources

Reading time prioritized and protected from interruption Provides a clear and consistent message that reading

improvement is important and a schoolwide priority

Maximizes the likelihood that students will receive

uninterrupted (and therefore engaged) reading time

Ensures that all students get sufficient time scheduled for

reading instruction

Ensures that time for reading instruction is consistent for

students across classrooms

Increases the ability to use and coordinate resources and staff



Additional time allocated for students not

making adequate progress who require

supplemental & intervention programs It is easier to coordinate and allocate time

for supplemental and intervention

programs in the context of a consistent

schoolwide schedule of reading instruction


Sample Time Allocations - Sample Time Allocations - Grade 2Grade 2

Program Time Allocation

Core Program90 minutes, five days per week for all students

Supplemental

Fluency program

15 minutes, three days per week for all students

Intervention Phonics program 1

30 minutes, three days per week for students needing some extra support

Intervention Phonics program 2

30 minutes, five days per week for students needing intensive support


Instruction, Grouping, and Scheduling That Optimizes Learning

Instruction: GroupingInstruction: Grouping

Differentiated instruction aligned with

student needs

Creative and flexible grouping used to

maximize performance


Differentiated Instruction Aligned Differentiated Instruction Aligned With Student NeedsWith Student Needs

Examples Students are grouped based on skill level

(assessment results) Specified intervention and supplemental

programs are implemented depending on student needs and profiles

Groups are reorganized based on changes in student skill as assessed by regular progress monitoring data with the DIBELS


Grouping Options

Students:Within class, across class, across grade

Size:Whole class, small group (e.g. 3-8), one-on-one

Organization:Teacher led, peer tutoring, cooperative learning

Location:In classroom, outside of classroom

Creative and Flexible Grouping Creative and Flexible Grouping Used to Maximize PerformanceUsed to Maximize Performance


Instruction: GroupingInstruction: Grouping

How do we use assessment results to group students effectively?

To effectively differentiate instruction, schools need to: use assessment results to determine student

needs and profiles

Group students based on instructional needs


A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals.

DIBELS: Class ListDIBELS: Class List

Phoneme Segmentation Fluency

Letter Naming Fluency

Nonsense Word Fluency

Student Score %ile Status Score %ile Status Score %ile StatusInstructional

Recommendation

Sam 22 10 Emerging 3 1At

risk 5 5 At risk Intensive

Jill 19 9 Emerging 14 8At

risk 13 20Some risk

Strategic

Susan 47 58 Established 5 2At

risk 14 20Some risk

Strategic

Ken 67 95 Established 31 38Some risk 19 26

Some risk

Strategic

Kim 40 36 Established 46 75Low risk 27 49 Low risk Benchmark

Jose 41 39 Established 44 70Low risk 58 90 Low risk Benchmark

Fall of First Grade


Each student in the class

DIBELS: Class List Fall of First DIBELS: Class List Fall of First GradeGrade





Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




Measures administered at benchmark period (Fall of

Grade 1)






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




Raw score for each measure






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




Percentile compared to school/district






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




Status on each skill (established, emerging,

deficit)






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




Overall Instructional Recommendation Across Measures

(Benchmark, Strategic, or Intensive Support)






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




DIBELS: Class ListDIBELS: Class List

Instructional Recommendations Are Based on Performance Across All Measures

Benchmark: Established skill performance across all administered measures

Strategic: One or more skill areas are not within the expected performance range

Intensive: One or many skill areas are within the significantly at-risk range for later reading difficulty


Alphabetic Understanding (NWF)

Phonemic Awareness (PSF)

Breakout Activity: ExampleBreakout Activity: Example

InstructionalRecommend.

What are the critical big ideas for this time period?(Fall of Grade 1)





Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




What are the established goals for these measures?

NWF – 50 by the middle of Gr. 1

PSF – 35 by the end of Kindergarten






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




What type of instruction does this student need to meet the winter goal of 50 on NWF?

Continue current instructional approach






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic





Intensify current instruction significantly and monitor development






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic





Intensify current instruction strategically and monitor progress






Recommendation




risk 13 20Some risk

Strategic


risk 14 20Some risk

Strategic


Some risk

Strategic




In school teams, complete the breakout activity on reading and interpreting DIBELS class reports

Breakout ActivityBreakout Activity


Putting it All TogetherPutting it All Together

Video of Dr. Louisa

Moats discussing the

importance of teacher

preparation,

professional

development, and

supportive schools.

QuickTime™ and aYUV420 codec decompressorare needed to see this picture.





support



Instruction/Grouping/Scheduling, Administration/

Organization/Communication, and Professional

Development





Complete Elements IV - VII of the Planning & Evaluation Tool

Review each item Determine whether you will have individuals complete

items independently or as a group (e.g, Grade level teams: All K teachers complete 1 PET, all Grade 1 teachers complete a separate PET).

Report the score for each item and document the information sources available to substantiate the score reported.

Allow approximately 15-30 minutes to complete each element.

Day 4: PET TimeDay 4: PET Time


0 1 2

Not in place Partially in place Fully in place

EVALUATION CRITERIA DOCUMENTATION OF EVI DENCE

IV. Instructional Time - A sufficient amount of time is allocated for instruction and the time allocated is

used effectively.

1. A schoolwide plan is established to allocate sufficient reading time and coordinate resources to ensure optimal use of the time.

2. Reading time is prioritized and protected from interruption (x 2).

3. Instructional time and practice are allocated to skills most hig hly correlated with reading success (i.e., big ideas).

4. Students in grades K -3 receive a minimum of 30 minutes of small -group teacher-directed reading instruction daily (x 2).

5. Additional instructional time is allocated to students who fail to make adequate reading progress.

/14 Total Points %

Percent of Implementation :

7 = 50% 11 = 80% 14 = 100%

0 1 2Not in place Partially in place Fully in place

EVALUATION CRITERIA DOCUMENTATION OF EVIDENCE

V. Differentiated Instruction/Grouping/Scheduling - Instruction optimizes learning for all students

by tailoring instruction to meet current levels of knowledge and prerequisite skills and organizing

instruction to enhance student learning.

1. Student performance is used todetermine the level of instructional materialsand to select research-based instructionalprograms.

2. Instruction is provided in flexiblehomogeneous groups to maximize studentperformance and opportunities to respond.

3. For children who require additionaland substantial instructional support, tutoring(1-1) or small group instruction (< 6) is used tosupport teacher directed large group or wholeclass instruction.

4. Group size, instructional time, andinstructional programs are determined by andadjusted according to learner performance(i.e., students with greatest needs are ingroups that allow more frequent monitoringand opportunities to respond and receivefeedback).

5. Cross-class and cross-gradegrouping is used when appropriate tomaximize learning opportunities.

/10 Total Points %

Percent of Implementation:5 = 50% 8 = 80% 10 = 100%



0 1 2



VI. Administration/Organization/Communication - Strong instructional leadership maintains a focus

on high-quality instruction, organizes and allocates r esources to support reading, and establishes

mechanisms to communicate reading progress and practices.

1. Administrators or the leadership team are knowledgeable of state standards, priority reading skills and strategies, assessment measures and practic es, and instructional programs and materials.

2. Administrators or the leadership team work with staff to create a coherent plan for reading instruction and institute practices to attain school reading goals.

3. Administrators or the leadership team maximize and protect instructional time and organize resources and personnel to support reading instruction, practice, and assessment.

4. Grade-level teams are established and supported to analyze reading performance and plan instruction.

5. Concurrent instruction (e.g., Title, special education) is coordinated with and complementary to general education reading instruction.

6. A communication plan for reporting and sharing student performance with teachers, parents, and school, district, an d state administrators is in place.

/12 Total Points %

Percent of Implementation : 6 = 50% 10 = 80% 12 = 100%

0 1 2



VII. Professional Development - Adequate and ongoing professional development is available to

support reading achievement.

1. Teachers and instructio nal staff have thorough understanding and working knowledge of grade -level instructional/reading priorities and effective practices.

2. Ongoing staff development is established to support teachers and instructional staff in the assessment and instruct ion of reading priorities.

3. Time is systematically allocated for educators to analyze, plan, and refine instruction.

4. Staff development efforts are explicitly linked to practices and programs that have been shown to be effective through docum ented research.

/8 Total Points %

Percent of Implementation :

4 = 50% 6.5 = 80% 8 = 100%



Reflections & Reports After completing Elements IV - VII, reflect on

your current reading practices with respect to these elements.

Which items are fully in place? Which items have room for improvement? What observations and insights have you gleaned while completed the PET?

The information from the PET will be used to formulate a school-specific Reading Action Plan (RAP).



Individual Summary ScoreIndividual Summary Score

1. After your team evaluates current practices on all 7 elements, proceed to page 11 in the PET.

2. Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided.

3. Sum your total school score and percentage.

4. Retain a copy of this document for planning.





support









Reading Action PlansReading Action Plans

1. Locate the Reading Action Plan (RAP) at the end of the PET.

2. With your team, review the scores on the PET Individual Summary to identify three areas in which you want to focus for the coming school year.

3. Example goals include:Establish and implement a schoolwide assessment system.Refine and prioritize reading goals & objectives for grades K-3.Select, adopt, and implement a core reading program.

4. Once refined, document the goal (what), who will be responsible, and when the goal will be accomplished.

5. Retain a copy of this document for planning and make a copy to submit.





support









School ReportsSchool Reports

1. Use the information from your Reading Action Plan to

prepare a 2-minute oral report on your school’s goals

for the academic year.

2. Select one or more representatives to deliver your

report.

3. Your oral report should include the following:Name of school and name of presenters

Brief context of school (e.g, location, ,mascot, student demographics, particular challenges)

Specific goals, who will be responsible, and when they are to be accomplished.

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