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In this session:Data will be used to determine each student's Instructional Profile. A Framework will provide guidance on the type of instruction that may best match each student's literacy needs. Teams will work out the specifics of an Instructional Plan for each group and change them as the d
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1. Using Data to Plan Interventions: Determining Student Needs and Making Instructional Recommendations Kathryn Howe Boise, Idaho April 13, 2010
2.
In this session:
Data will be used to determine each students Instructional Profile.
A Framework will provide guidance on the type of instruction that may best match each students literacy needs.
Teams will work out the specifics of an Instructional Plan for each group and change them as the data indicates.
To bring all students to proficiency by third grade. We need to match instruction to their identified needs.
By instructional profile we mean a snapshot of the students skills as well as instructional needs.
A flexible grouping framework can help provide guidance on the type of instructional that may best match a students literacy needs based upon assessment data that has gathered on the student. This framework will be displayed on the next slide.
Groups need to flexible or willing to change based on student data. We make decisions not on just one piece information but a convergence of data.
Data collected on all students can help create an instructional profile for each student. To bring all students to proficiency by third grade. We need to match instruction to their identified needs.
By instructional profile we mean a snapshot of the students skills as well as instructional needs.
A flexible grouping framework can help provide guidance on the type of instructional that may best match a students literacy needs based upon assessment data that has gathered on the student. This framework will be displayed on the next slide.
Groups need to flexible or willing to change based on student data. We make decisions not on just one piece information but a convergence of data.
Data collected on all students can help create an instructional profile for each student.
3. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
4. (Presenter: Point out all four broad categories of student level of performance). If the four groups previously discussed - advanced, grade level, some risk, and high risk - are applied to a typical bell curve it would look like this.
In addition, between those four categories are borderline students. Those are the students who may score at grade level on a screening measure but may not always pass in-program assessments. Or, they may be students who score just above high risk on one measure but teacher observations and progress monitoring data demonstrate that they are definitely struggling. Borderline students may need to be included in the lower level instructional group they border to receive more intensive instruction.
Reviewer Comments: Expand speaker notes and connect to previous slide. (Presenter: Point out all four broad categories of student level of performance). If the four groups previously discussed - advanced, grade level, some risk, and high risk - are applied to a typical bell curve it would look like this.
In addition, between those four categories are borderline students. Those are the students who may score at grade level on a screening measure but may not always pass in-program assessments. Or, they may be students who score just above high risk on one measure but teacher observations and progress monitoring data demonstrate that they are definitely struggling. Borderline students may need to be included in the lower level instructional group they border to receive more intensive instruction.
Reviewer Comments: Expand speaker notes and connect to previous slide.
5. Phonics Screeners
Phonics screeners help target areas in which the student needs explicit phonics instruction.
In-program and informal specific skill tests
Help determine if students are learning what is being taught
A phonics screener is one type of diagnostic assessment. It helps pinpoint areas in which the student needs explicit phonics instruction.
Some Comprehensive Learning Systems have their own phonics screeners. In addition, other formal and informal commercial phonics screeners are also available.
Keep in mind that diagnostic information can also be attained by an analysis of errors with other assessment information already obtained through screening.
An example of a phonics screener is located in Section 3 of this module.
A phonics screener is one type of diagnostic assessment. It helps pinpoint areas in which the student needs explicit phonics instruction.
Some Comprehensive Learning Systems have their own phonics screeners. In addition, other formal and informal commercial phonics screeners are also available.
Keep in mind that diagnostic information can also be attained by an analysis of errors with other assessment information already obtained through screening.
An example of a phonics screener is located in Section 3 of this module.
6. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
10. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
11. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
12. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
13. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
14. Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
Presenter: Ask participants to get out Handout 4 Student Profile Framework. An example script for this slide follows:
What you see in front of you (and in Handout 4) is a framework for determining a childs instructional profile. We will come back to this graphic a number of times as we work our way through the framework.
Look at the top of the chart. Notice that the current school year screening data and previous year outcome data will initially help identify four broad categories in which all students will fall. (Advanced, Grade Level, Some Risk, and High Risk). As we administer additional assessments to selected students, we will be able to identify differences within these broad categories which allow teachers to more closely match instruction to instructional needs of all students.
First, however, lets define each one of the four broad categories depicted at the top of the chart.
Presenter: Ask participants to get out Handout 1, page 2. Go over highlights of the definitions of each of the four broad performance categories. Cover up bottom section of chart (below four broad categories - custom animation is set to do this). Remind participants that other portions of the slide will soon be discussed.
