Coaching to Use DIBELS Data
to Inform Instruction
Marcia L. Grek, Ph.D.
The Florida Center for Reading Research
http://www.fcrr.org
850.644.9352
Reading Coaches Conference
Orlando, Florida
August, 2004
Background Knowledge
•
Reading First in Florida
–
–
–
–
–
•
Responsibilities of school level personnel
Model for student success
Florida’s formula to leave no child behind
DIBELS measures
Progress Monitoring and Reporting Network
(PMRN)
Two important resources
– http://www.fcrr.org/assessment/index.htm
– http://www.fcrr.org/pmrn/
Responsibilities of the Principal
•
•
•
To evaluate effectiveness of building
level strategies for organization and
management
To identify where extra resources and
support are needed in specific grade
levels and classrooms
To evaluate the effectiveness of new or
continued curriculum (including
supplementary/interventions and
instructional strategies)
Teacher Responsibilities
• Uninterrupted 90 minute (minimum) block
of reading instruction
• Implement high quality initial instruction
• Implement differentiated instruction
• Implement immediate intensive intervention
Responsibilities of the Coach
From Florida’s Reading First Grant:
•
…Coaches can assist principals in developing grade
level instructional teams at each school to monitor
individual and classroom level progress in reading and
to make data based decisions about instruction…
Reading Coaches need in-depth knowledge about
•
Data Analysis
•
Individual Problem Solving
•
Classroom Organization
Model for Student Success
Continuous
Assessment
Instruction
Data-Based
Instructiona
l Planning
5 + 3 + ii + iii = NCLB
5
Five skills on which early reading instruction
should focus
3
Three types of assessment to guide instruction
Screening
Progress monitoring
Diagnosis
ii
High quality initial instruction is critical
iii
Immediate intensive interventions for children
lagging behind in the growth of critical reading
skills
GRADE
Kindergarten
DIBELS MEASURE
Initial Sounds, Phoneme
Segmentation
Letter Naming, Nonsense Words
First
Third
Phonemic Awareness
Phonics
Phoneme Segmentation
Phonemic Awareness
Letter Naming, Nonsense Words
Phonics
Oral Reading
Second
READING COMPONENT
ASSESSED
Reading Fluency
Nonsense Words
Phonics
Oral Reading
Reading Fluency
Oral Reading
Reading Fluency
What is the PMRN?
(Progress Monitoring and Reporting Network)
A Web-based data management system that provides:
- a convenient place for entering and organizing the results of
student assessments,
- a secure, centralized, easily accessible location for the
storage of student information,
- a tool for timely and helpful reports so that educators can
effectively analyze data, plan instruction, and communicate
student progress.
Objectives for Today
Participants will:
• understand how to use the following
reports generated by the Progress
Monitoring and Reporting Network
(PMRN) to make instructional decisions
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School Status Report
School Grade Summary Report
School Progress Report
Class Status Report
Class Progress Tracking Report
Risk Level Key
PMRN Sign In
Page 1
Page 1
Page 2
Page 3
Median
Page 3
Page 4
Class Status Report
The Class Status Reports from the
Progress Monitoring & Reporting
Network (PMRN) will help answer
three important questions:
1. Who needs extra support?
2. How should groups be
formed?
3. Which skills need to be
emphasized?
Class Status Report
page 5
•
Kindergarten Class
•
Assessment Period 4
1. Complete the activity
on page 6 of your
colorful handout by
using the report found
on page 5. Work
individually or with a
partner.
Who Needs
Extra Support?
High Risk:
7
Moderate Risk:
3
Low Risk:
9
page 5
How will small
groups be formed?
•
Group 1:
Students 1, 3, 5, 7, 8
•
Group 2:
Students 2, 4, 6, 9, 10
(12, possibly)
•
Group 3:
Students 11-19
page 5
Which skills need to
be emphasized?
•
Group 1:
PA & Phonics
•
Group 2:
PA & Phonics
•
Group 3:
Phonics & Fluency
page 5
Classroom Organization for
this Kindergarten Class
• Uninterrupted 90 minute
block
• No other personnel to
assist during Learning
Center time
• Scott Foresman with Links
to Reading First for ii
Classroom Organization for this
Kindergarten Class: Teacher Led-Center
• 40 minutes will be devoted to whole class ii using Scott
Foresman core curriculum
• 50 minutes will be devoted to small group instruction:
M
T
W
TH
F
25
25
25
25
25
G2MR
15
10
15
10
15
G3LR
10
15
10
15
10
G1HR
minutes
Classroom Organization for this
Kindergarten Class: Teacher-Led Center
Small group instruction for 50 minutes:
– Group 1: Implement SF ERI --25 min. daily
– Group 2: Implement SF Links to RF (phonemic
awareness and phonics activities will provide students
extra practice with the content that was taught during
ii)--10-15 min. daily
– Group 3: Use the decodable books from SF to practice
the decoding process and fluency--10-15 min. daily
Reading First Classroom
Organization: Learning Centers
• Teacher-Led Center
- Small group instruction
• Student Centers
- Academically engaged
- Accountability
- Group, Pair, Cooperative,
Individual
Flexible Groups at the Teacher-Led Center
• Keep high risk group sizes small (5-7 as a maximum).
• For students not making adequate progress in a group of
5-7, it is critical to reduce the group size to 3-5.
• Monitor high risk student progress more frequently in
order to make instructional changes, small group
changes, and to accelerate learning.
• It is important to work with each small group differently
based on instructional need.
• Consider attitudes, behaviors, and work ethics when
forming and modifying groups.
With a partner analyze the Progress Report and
answer the questions on page 7 of your
handout.
Page 7
1. When should have more intensive instruction
been implemented for:
Student 3?
After Assessment 3
Student 8?
After Assessment 1
Student 16?
After Assessment 1
Page 7
2. What do you notice about Student 3?
•
The student has not progressed in Oral Reading Fluency,
but the target has increased. So, by Assessment 4, he was
at high risk. Ongoing Progress Monitoring (OPM) at this
point may be an option to collect more data.
Page 7
3. After Assessment 3, which students should the
teacher have targeted for extra instruction in Oral
Reading Fluency?
• Students 3, 4, 8, 10, 14, and 16
Page 7
Summary of Recommended Uses
of Student Data
Use Progress Reports to:
– Monitor progress
– Determine which students need more intensive
instruction
– To form flexible reading groups
– Offer instructional strategies to the teacher
– Determine types of professional development
from which specific teachers could benefit
– To write and monitor Academic Improvement
Plans (AIPs)
Summary of Recommended Uses
of Student Data
– To conduct parent conferences
Important Considerations
• Is the core reading program implemented with
fidelity?
• Is there a need for more professional development
for a particular area of reading?
• Is there a need for more intensive coaching?
• Are materials allocated to maximize learning?
• Is personnel use maximized to focus on reading
instruction?
• Is the instructional day scheduled such that reading
is THE priority?
Questions?
Please use the blue
question/comment
cards found on your
table.
For additional information, please contact:
Marcia L. Grek, Ph.D.
Florida Center for Reading Research
227 North Bronough Street, Suite 7250
Tallahassee, FL 32301
(850) 644-9352 (V)
(850) 644-9085 (F)
mgrek@fcrr.org
http://www.fcrr.org/reports.htm