systems review: schoolwide reading support cohort 5: elementary schools winter, 2009

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Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

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Page 1: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Systems Review: Schoolwide Reading Support

Cohort 5: Elementary SchoolsWinter, 2009

Page 2: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Schoolwide Reading: Where have we been?

Day 1:

– DIBELS administration and scoring

Day 2:

– DIBELS Foundations and Report interpretation

– Maximizing classroom instruction

Day 3:

– Core program analysis

– Schoolwide reading program evaluation (PET)

Page 3: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Reading systems review

Components on our checklist:

1.DIBELS data system

2.Maximizing classroom instruction

3.Core program analysis – targeted skill review

4.Planning and evaluation tool (PET-R)

Page 4: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

DIBELS Data system

• MiBLSi assignment from Day 2:

– Assess first grade students (or a single grade) using DIBELS measures

• Be ready to assess all students by Spring 2009

– Assessment team (training, integrity checks)

– Logistics (schedule, materials, data entry)

– Using the data

Page 5: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

DIBELS Data Collection

Goal: To collect valid and reliable benchmark data as efficiently and economically as possible, with minimal disruption

How is this working for you?

DIBELS Training Institute, Essential Workshop: Logistics, 2006.

Page 6: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Are you efficient? MeasureMeasure Approximate time Approximate time

per studentper student

Initial Sound Fluency (ISF) 3 minutes

Letter Naming Fluency (LNF) 1.5 minutes

Phoneme Segmentation Fluency (PSF)

1.5 minutes

Nonsense Word Fluency (NWF) 2 minutes

Oral Reading Fluency (ORF)3 passages

4 minutes

DIBELS Training Institute, Essential Workshop: Logistics, 2006.

Page 7: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Are you minimally disruptive?

• Data collection methods

– Teacher

– Assessment teams

• Schedule posted in advance

• One person coordinating flow of students and managing assessment team needs

Page 8: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Are you collecting reliable data?

• Has your DIBELS assessment team (or classroom teachers) been trained?

• Are you running fidelity checks as a team before you take the students?

Page 9: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

DIBELS Assessment Team Fidelity check

• DIBELS data needs to be accurate!

• Check:– Standardized directions

– Timing (e.g. 1 minute)

– Prompting rules

– Scoring rules

– Correct student score entered

• Validate with classroom teacher

Page 10: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

DIBELS Fidelity Check Tool

Before every benchmark assessment, run an integrity check with your staff or assessment team

• Briefly review scoring rules and prompts

• Have someone be the student and run through scripts

• Have blank materials available to score

• Discuss your scoring together

• Periodically, have checks on scorers

Page 11: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Review the status of your DIBELS Review the status of your DIBELS assessment team.assessment team.

1.1. Are you efficient?Are you efficient?

2.2. Are you minimally disruptive?Are you minimally disruptive?

3.3. Are you collecting reliable data Are you collecting reliable data and how do you know? and how do you know?

Team TimeTeam Time

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 12: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

DIBELS Data entry

• Who is entering DIBELS data into website?

• Does someone verify the accuracy of those entries?

Page 13: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Sharing DIBELS data with staff

• On Day 2, we trained MiBLSi leadership teams on the Foundations (research) behind the DIBELS measures

• How has that information been delivered to the whole staff?

Page 14: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Sharing DIBELS data with staff

• Does your staff have ownership of the data?

• People doing the teaching need to be involved in collecting the DIBELS measures, at some level

– Part of assessment team

– Collecting progress monitoring data

Page 15: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Sharing DIBELS data with staff

• Which DIBELS reports are given to your staff?

– Building level (Histograms, Box Plots)

– Grade level (Histograms, Class list reports)

– Individual student (Class list report)

• How is your staff acting on the data?

Page 16: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

1.1. What is the status of your What is the status of your building’s DIBELS data entry building’s DIBELS data entry (one person for data entry, one (one person for data entry, one person for oversight)?person for oversight)?

2.2. What is the status of sharing What is the status of sharing your DIBELS data with your your DIBELS data with your staff?staff?

Team TimeTeam Time

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 17: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Reading systems review

Components on our checklist:

1. DIBELS data system

2. Maximizing classroom instruction

3. Core program analysis – targeted skill review

4. Planning and evaluation tool (PET-R)

Page 18: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Maximizing classroom instruction

Review of training content from Day 2:

• Characteristics of diverse learners

• Time (allocated, actual, engaged, opportunities to respond and receive feedback)

• Systematic and explicit instruction

Page 19: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Maximizing classroom instruction

• Is your staff maximizing classroom instruction by using the following techniques?

– Modeling

– Using explicit language

– Providing multiple opportunities to respond and practice

– Cumulative review

Page 20: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Ideas for professional development on maximizing classroom instruction

• Specialist models lesson in classroom

• Model and practice skills during grade level meetings

• Peer to peer practice and observation

• Principal walk-through

Page 21: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Time

• Do you have a protected 90 minute block?

• Has your staff had an opportunity to identify the level or amount of student opportunities to respond (active engagement) within that block?

Page 22: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Considering what we know about Considering what we know about maximizing classroom instruction maximizing classroom instruction (e.g. explicit instruction, protected (e.g. explicit instruction, protected time and active engagement):time and active engagement):

•Have you shared this information Have you shared this information with the rest of your staff?with the rest of your staff?

•What are your next steps?What are your next steps?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Team TimeTeam Time

Page 23: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Reading systems review

Components on our checklist:

1. DIBELS data system

2. Maximizing classroom instruction

3. Core program analysis – targeted skill review

4. Planning and evaluation tool (PET-R)

Page 24: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Core program analysis

Two basic questions:

• Are we teaching the right things at the right time?

• Are we teaching the right things well such that all students are learning?

How do we answer those questions?

Page 25: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Looking at the data• Always start with your data.

– What does it say about your core instruction?

• in terms of percent of students in the low risk and established categories (80% or above)

• in terms of sustaining appropriate growth? (95%)

– If you are meeting the above criteria and other data substantiates your findings, there is very little need to do a comprehensive analysis of your core.

– If not, . . .reexamine your core!

Page 26: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Use standards such as curriculum maps

Page 27: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Review core programTargeted skill review steps included:

• Identify instructional priorities based on curriculum maps

• Look for them within the core program

• Evaluate instructional delivery (is it explicit?)

• Evaluate sequence of skills (is it systematic?)

• Identify instructional enhancements

Page 28: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

In Day 3, we asked you to practice In Day 3, we asked you to practice conducting a targeted skill review with conducting a targeted skill review with first grade. Then you were to discuss first grade. Then you were to discuss the findings with the first grade staff the findings with the first grade staff before engaging other grade levels in the before engaging other grade levels in the process. process.

Was this activity completed? What are Was this activity completed? What are your next steps?your next steps?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Team TimeTeam Time

Page 29: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Reading systems review

Components on our checklist:

1. DIBELS data system

2. Maximizing classroom instruction

3. Core program analysis – targeted skill review

4. Planning and evaluation tool (PET-R)

Page 30: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Planning & Evaluation Tool(Simmons & Kame’enui, 2003)

• The Planning and Evaluation Tool-Revised (PET-R) is designed to help schools “take stock” of their strengths and areas of improvement in developing a schoolwide beginning reading plan.

• The items and criteria in the PET-R represent the “ideal” conditions and total to 100 points.

• Score reflects how you are currently doing as a school in your instructional practices. This tool is designed to assist in your planning and implementation.

Page 31: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Overview of the PET-REvaluation Sections reflect critical components of a Schoolwide Model:I. Goals, Objectives, Priorities

II. Assessment

III. Instructional Program and Materials

IV. Instructional Time

V. Differentiated Instruction/Grouping/Scheduling

VI. Administration/Organization/Communication

VII. Professional Development

Page 32: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

In Day 3, your assignment was to have In Day 3, your assignment was to have the entire staff complete the portion of the the entire staff complete the portion of the PET-R that your team identified as a PET-R that your team identified as a priority for action. priority for action.

1.1.Was this completed? Was this completed?

2.2.What are your next steps?What are your next steps?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Team TimeTeam Time

Page 33: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Reading systems review

Components on our checklist:

1. DIBELS data system

2. Maximizing classroom instruction

3. Core program analysis – targeted skill review

4. Planning and evaluation tool (PET-R)

Page 34: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

International CafeInternational Cafe• Take a few minutes to review your Take a few minutes to review your

Follow-up activity sheet from today Follow-up activity sheet from today

• Write on a blank sheet of paper, Write on a blank sheet of paper,

– Identify accomplishments that you Identify accomplishments that you want to celebrate with your staffwant to celebrate with your staff

– Identify two critical next steps for your Identify two critical next steps for your school that should be your immediate school that should be your immediate prioritypriority

• Gallery walkGallery walk

Team TimeTeam Time

Page 35: Systems Review: Schoolwide Reading Support Cohort 5: Elementary Schools Winter, 2009

Assignment

• Have DIBELS data assessments completed and entered before your next Data Review day.