personalized instruction: what’s dibels got to do with it? · presentation for dibels literacy...
TRANSCRIPT
Personalized Instruction: What’s DIBELS Got to Do With It? Presentation for DIBELS Literacy Summit 2013
Your Presenter: Dori Klar, M.Ed. Senior Education Consultant on assignment to DCPS Wireless Generation, part of Amplify Education, Inc.
At the end of this session, participants will be able to:
• Use DIBELS data to drive instructional decision making.
• Flexibly group students for differentiated learning.
• Understand ways that technology can personalize instruction.
• Evaluate trends, identify needs, determine instructional effectiveness for groups and schools.
Objectives
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How can DIBELS data drive instructional decision making?
How can frequent monitoring towards a goal enhance differentiation?
Guiding Questions
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DIBELS Supports Differentiated Instruction
“Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.”
-Carol Ann Tomlinson
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Why Isn’t Gathering Data Alone Enough?
What?
So What?
Now What?
The data
How is the data relevant to my
teaching? Now that I understand the data, how do I use it to personalize and differentiate?
Progress Monitoring Probe Details
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NWF PM Form 1 6 CLS 0 WWR NWF PM Form 2 7 CLS 0 WWR NWF PM Form 3 18 CLS 3 WWR
DIBELS shows us what to teach, to whom, and when. To reach all learners, we must use the data we have to create better outcomes for our students.
Frequent monitoring indicates how the options we’ve chosen for differentiating instruction are working.
Guiding Principles
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How can teachers group students for differentiated learning?
In what ways can technology personalize instruction?
Guiding Questions
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Use data to flexibly group to ease differentiation.
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image of teacher with small group of students
Grade 3 students can have a wide range of reading abilities. Form small groups using DIBELS data.
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Cortez Nunez Olayanju Calderon Padilla Cordon Lebron
Mansaray
Dickerson Daniels
Gotay Dordor Ferrazzano
Flori
Darosa
Rosales Sao
Echevarria Velasquez Robinson Garcia
Garcia
Disla De Los Santos
Professional Services District
Now What? Tool: Small Group Advisor
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Professional Services District Professional Services District
Students are now placed in groups according to Accuracy (horizontally) and Fluency (vertically). Students’ skills are closely aligned. Lesson planning is streamlined.
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Click on the Activities icon to get instructional activities tailored to the students’ needs.
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M C J D V P S L
A R
How can schools evaluate trends, identify needs, and determine instructional effectiveness for groups and schools?
Guiding Questions
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Let’s look teacher by teacher in Kindergarten
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Professional Services District Oakview School 3 Teachers
Oakview School
Ms. Apple
Ms. Brady
Ms. Carrera
Start with Composite Scores
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Shackleford
Sessman
Foster
Ford
Ordonez
Fernandez
Ascencio
Mendez
Castro
Lopez
Mejia
Laroche
Jackson
Fernandes
Ramos
Calicio
Bautista Ms. Apple’s Kindergarten, BOY
Sort by measure to find areas where additional instruction and support is required.
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Cosme
Sierra
Ramos
Price
Ordonez
Fernandez
Ascencio
Mendez
Castro
Hernandez
Mejia
Laroche
Jackson
Fernandes
Ford
Calicio
Bautista
Benefits of grouping by individual skill
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Grouping by skill allows teacher to
address that these students are challenged
by first sound isolation.
Ordonez
Fernandez
Mendez
Mejia
Fernandes
Bautista
Review Individual Probes to form small groups
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Group Score criteria Instructional focus
Intensive 0 FSF Intensive phonemic awareness
Strategic A 1 < FSF > 9 mostly 1 point answers
Strategic phonemic awareness to isolate first phoneme away from subsequent groups of sounds.
Strategic B 1 < FSF > 9 mostly 2 point answers
Strategic phonemic awareness to isolate first phoneme faster and more frequently
Core FSF > 10 Phonemic awareness to segment all sounds (in preparation for PSF)
Probe Details for FSF
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This student was placed in the Core Group
Student K F
Teacher A
This student was placed in the Intensive Group
Student JH
Teacher A
Student KQ
This student was placed in the Strategic Group A
Teacher A
This student was placed in the Strategic Group B
Student J M L
Teacher A
Small groups meet in rotations for skills-based work
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Intensive Goal: identify phonemes in
spoken words (6 students)
Strategic A Goal: isolate first phoneme
(5 students)
Strategic B Goal: identify first phoneme
with speed (4 students)
Core Goal: segment all
phonemes (6 students)
Phonemic Awareness
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Kindergarteners gained in every classroom
Oakview School
Professional Services District Oakview School 3 Teachers
Ms. Apple
Ms. Brady
Ms. Carrera
Students in each status level showed gains
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Professional Services District Oakview School 3 Teachers
Oakview School
Apple, June
Brady, August
Carrera, April
Oakview Elementary
Ms. Apple Ms. Brady
Ms. Carrera
Wrapping up: What’s DIBELS got to do with it?
To differentiate instruction for many students with little time, use DIBELS data to:
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• Frequently evaluate progress
• Set goals
• Make instructional decisions
• Flexibly group
• Select appropriate learning activities
c
Questions?
Contact me! Dori Klar [email protected] Call us: 800-823-1969, option 1 Visit us: www.wirelessgeneration.com Email us: [email protected]