Differentiated Instruction Based on Data

1. Differentiated Instruction Based on Data Teresa Anderson Reading Intervention Specialist 252-521-1637

2. Principals are the key Research shows a positive influence on school growth when, “Principals provide leadership in using assessments for screening, progress monitoring, diagnosis and outcomes” (Laura Hassler, 2004; Miranda Free, 2004) By understanding the data provided, principals will be able to guide their staff in establishing the foundational skills in reading for every student.

3. “If low achieving students can be brought up to grade level within the first threeyears of school, their reading tends not to revert but to stay at grade level thenceforth.” Adams, 1990, p. 27-28

4. Low and Middle Readers Grades 1 - 6

5. What Skills in Early Grades Predict Reading Abilities in Later Grades? • Prevention of reading difficulties in Kindergarten through second grade is far more cost effective than remediation in later grades. • Use assessments that monitor the Five Big Ideas of reading: PA, Phonics, Fluency, Comprehension, Vocabulary • Kindergarten measure of PA was a major factor that predicted the presence of a reading disability in second grade. (Impacted word reading in second grade.) Identifying students at risk for reading problems in the early primary grades is critical because more than 75% of students who are not identified until Grade 3 never catch up with their peers.

6. Students’ individual needs using assessment data Done properly, formative assessment can generate dramatic improvements in teaching and learning; but what happens afterward-how teachers use the information- is the rest of the story. -Dr. Thomas Guskey • “Research shows that teachers do a lot of assessment • but almost NO changes ininstruction” • (Paige Pullen, 2004)

7. Objectives By the end of this session, you will be able to: Group Students Analyze Student Data Monitor Instruction

8. Monitoring and adjusting groups are parts of a continuous process that occurs throughout the year Assess Learning: Assessing students using multiple assessments Understanding Assessment Results: Analyze assessment data Identify Strengths and Needs: Analyze data to identify the strengths and needs of individual students Plan and Implement: Tailor Instruction to meet students’ needs using curriculum materials Monitor and Adjust: Continually monitor student progress and adjust instruction

9. Expectations Meaningful Share Ask Questions Interact Concerns and Solutions

10. Learning Curve 10% of what they hear Interact 20% ofwhat they read 30% what they see 50% of what they see and hear Ask questions 70% of what they say and write 90% of what they do Concerns and solutions

11. FIVE BIG IDEAS OF READING FOUNDATIONAL SKILLS National Reading Panel • PHONOLOGICAL AWARENESS • ALPHABETIC PRINCIPLE (Phonics) • FLUENCY • VOCABULARY • COMPREHENSION Letter Naming Fluency is not a component of the Big Ideas, but it is a reliable indicator of risk

12. Assessment of the 5 Big Ideas Comprehension Phonemic Awareness Alphabetic Principal Vocabulary Accuracy And Fluency ISF PSF NWF ORF ORF RTF WUF

13. Points to Remember • Significant weakness in any area is a strong predictor that, without targeted instruction a student will not be, a competent reader by Grade 3. • Strengths in all five areas at the expected time is a significant indicator that a student will be a proficient reader by Grade 3. • Assessment tools that focus on the 5 Big Ideas help draw a picture of how well student needs are being addressed.

14. Comments and Concerns we heard from teachers Have you heard any of these concerns? • We don’t have time to administer these • assessments. • Who’s going to do all this? • We’re already trying to do too much. • I have assessments that I already do in my class. • Who’s going to pay for all this? • All this testing isn’t good for young children. • These assessments are not authentic. • They know the information, why are they timed. • What am I supposed to do with these results? • DIBELS is not working.

15. Assessment Tools are not Interventions Assessment Tools Monitor the Impact of the Interventions

16. Why do we need assessment tools for Reading When a hunter is lost in the woods, When a hikers are trying to find their way on a new trail, When a driver is looking for an address in an unfamiliar city, When a pilot is having difficulty finding the airport, When a skipper is trying to find the port in the fog, We have a technology to assist them in reaching their goal: Global Positioning System or GPS tells us, • Where we are • Where we want to be • What course to follow • Our progress toward the goal.

17. District Level

18. Individual School

20. DISTRICT LEVEL Target Areas Research shows that significant weakness in any area is a strong predictor the student will not be a competent reader by Grade 3

21. Data by classroom Which classrooms have a high number of students at risk? What support is needed?

22. Student level data Student Level Data: Teachers know their students needs Share data with parents

23. Strengths in all five areas at the expected time is a significant indicator that a student will be a proficient reader by Grade 3.

24. The Golden Rule The best designed assessment with the most reliable and valid measures administered by the best trained examiner won’t change a child’s readingtrajectory . . . unless someone in the child’s life does something different. • Effective School Interventions: Strategies for Enhancing Academic Achievement and Social Competence

25. Issues: • Scheduling • Materials • Meeting • Group • Staff • Monitoring

26. Scheduling

27. 1. Scheduling

31. Materials

32. Materials

33. Group size and Staff

34. Group meeting to review dataVIDEO NOW WHAT/Computer Reports

35. Session Overview

36. Current Grouping Methods In Groups Discuss Share: 1.How do you currently group students in your school? 2. What improvements have you identified? 3.Share positive and negative experiences with grouping methods?

37. Process for Grouping • Use data “AND” teacher input for grouping decisions. • Instructional needs based on key skills. • Homogenous groups • Monitor and move

38. The goal is to determine what weaknesses or deficits the students have and to teach the skills they need in order to make the quickest progress possible.

39. Red Yellow Green

40. Student met Benchmark goal, which has passed RISK CATEGORIES Established Emerging Student is just below Benchmark goal, which has passed Deficit Student is well below Benchmark goal, which has passed Low Risk Student is at low risk of not meeting Benchmark goal Some Risk Student is at some risk of not meeting Benchmark goal High Risk Student is at high risk of not meeting Benchmark goal Students in yellow or red should receive additional intervention because there is a high probability they will not reach the next critical literacy milestone.

41. 1 2 3 4 5 6 7 8 9 10 11 12 13 14

42. BIG IDEA: Phonological Awareness ISF and PSF Key skill 1

43. How to Form Instructional Groups Key Skill 2 BIG IDEA: Alphabetic Principal (Phonics) NWF • Locate and Analyze Class Summary

44. Group students based on key skills. Starting with ISF students grouped according to their rank level.

45. Target Skill 1: ISF Red Yellow Green Alan-27 Justin-28 Adam-31 David-32 Ryan-59 Aaron-4 Chuck-4 Dan-10 Brian-19 Eric-19

46. PhonologicalAwareness Target Skill 2: PSF REDYELLOWGreen Aaron-0 Chuck-4 Brian-9 Dan-10 Eric-16 Alan-17 David-20 Justin-20 Adam-26 Ryan-35

47. ISF PSF Key 2

48. ISF Key 2 PSF

49. Key Skills Grades 2 and 3 students assessed on ORF, ORF measures two components of literacy development: Fluency and Accuracy.

50. Now It’s Your Turn: 1.Using the class summary sheet group the students based on the Key Skills: Key Skill 1: PSF Key Skill 2: NWF 2.Check Your Answer 3. Assign Students to Small Groups