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Reaching ALL Readers

Reaching ALL Readers. Overview of the Day. Explore A Tool for Targeting Instructional Needs Using Assessment Data and Progress Monitoring Tools Text Written Comprehension - Practice, Establish inter-rater reliability Develop next steps for your school. Learning Outcomes of Morning.

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Reaching ALL Readers

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  1. Reaching ALL Readers

  2. Overview of the Day • Explore A Tool for Targeting Instructional Needs Using Assessment Data and Progress Monitoring Tools • Text Written Comprehension - Practice, Establish inter-rater reliability • Develop next steps for your school

  3. Learning Outcomes of Morning • Understanding the compelling why of providing teachers with a tool to guide their thinking around supporting targeted students • To be able to demonstrate proficiency using A Tool for Targeting Instructional Needs Using Assessment Dataand understand how it aligns to progress monitoring and instructional decisions. • Explore the various progress monitoring tools available in WCPSS

  4. Code of Cooperation We will stay… • Positive • Present • Productive

  5. My Name, Position, School My relationship to this topic: Share what you know about the level of teacher knowledge and comfort level of using assessment data to target specific needs of students at your school. What do I want to take away from today?

  6. “Low reading skills in 3rd grade are a stronger predictor of dropping out of school than having spent at least one year in poverty.” –Donald Hernandez If an elementary age student is more than 2 years behind there’s less than 10% chance they’ll catch up.

  7. 5,118 Number of 1st graders who were not proficient on the EOY TRC last spring?

  8. Number of 2nd graders who were not proficient on the EOY TRC last spring? 4,730

  9. 28 students on TRC 193 based on DIBELS Measures Out of 5,118 first graders who were not proficient on the TRC, how many students were progress monitored last year?

  10. Out of 5,118 second graders who were not proficient on the TRC, how many students were progress monitored last year? 8 students on TRC 128 students on DIBELS Measures

  11. Effective teachers are the only absolutely essential element for an effective school.

  12. Have you ever worked really hard on the wrong thing?

  13. Principal, Sarah Simmons

  14. Why is this important for mCLASS Leaders?

  15. Unpack the tool with a partner: • What types of assessments do you notice under the different headers? • What similarities and differences do you notice about the assessments?

  16. Who is this tool for?

  17. Tricia Thomas, 4th Grade Teacher

  18. MY TURN (I do)

  19. Problem: Johnny is three TRC levels below the benchmark expectation. He has difficulties with fluency, accuracy, reading comprehension (DAZE) and written comprehension.

  20. Triangulation of Data WCPSS Digging Deeper Assessments • 14/14 on the PAST (mastery) • Revised Names Test shows the following skill errors: • Vowel teams Observational Data & Review of Records • Good attendance since Kinder • Native English speaker with adequate vocabulary • Kindergarten and 1st grade report card commentsindicate he knew all 54 letters and letter sounds • Word Recognition from Kinder mCLASS showed he passed a Level C List • We know he passed Print Concepts and Reading Behaviors due to his current TRC Level (J) • Johnny reads with appropriate intonation and expression during reading group

  21. What did this help me do? • Define the most foundational skill deficit(s) • Sometimes mCLASS makes mistakes • PSF phenomena • Gives me a good indicator of the most foundational reading skill area to intervene upon • Helps me figure out what progress monitoring probe or assessment tool to utilize for this particular skill deficit • I can utilize this to show mastery of reading skills as students show growth with their components of reading instruction • Group students with like-needs

  22. OUR TURN (We do)

  23. Student Scenario Gianna

  24. Problem: giana is 4 benchmarks behind on her TRC. She has difficulties with decoding and fluency.

  25. Green=Mastery of skill Yellow=Inconsistent skill Red=Skill Deficit Orange=Unknown data

  26. Incorporate Skill Analysis Charts

  27. YOUR TURN (You do)

  28. Supporting Documents

  29. Your Turn • Select the student whose data you brought from your mCLASSSummary Report • While in mCLASS click so you view that individual student’s scores across time • Make a hypothesis about which skill deficit is your student’s most foundational skill and put a beside that skill on your handout. • Gather your Digging Deeper Assessments • Grab your markers and work through determining your student’s skill deficits. • Use Skill Set Analysis Worksheets as needed: This can be especially helpful!

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