http://miblsi.cenmi.org Building Strong Reading Instructional Plans Tawny Smith

http://miblsi.cenmi.org Building Strong Reading Instructional Plans Tawny Smith

http://miblsi.cenmi.org Building Strong Reading Instructional Plans Tawny Smith Tennille Whitmore (Kelly Tuomikoski) November 15, 2016 Acknowledgements The content for this training day was developed based on the work of many researchers and professionals in the field. A special thank-you and acknowledgement to Stephanie Stollar, Professional Development

Specialist/Research Associate with Dynamic Measurement Group (developer of DIBELS), for reviewing content for this training. (DIBELS, DIBELS Next, and DIBELSnet are registered trademarks of Dynamic Measurement Group, Inc.) 2 Group Expectations To make this day the best possible, we need your assistance and participation Be Responsible Attend to the Come back together signal Active participationPlease ask questions Identify a partner for structured discussion

Be Respectful Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Share air time Please refrain from email and Internet browsing Be Safe Take care of your own needs 3 Purpose This workshop will focus on what happens

within the MIBLSI Reading Systems process and will highlight one part of the system that focuses on using DIBELS data to develop grade level instructional plans. 4 MiBLSi Reading Trainings DIBELS Next Data Interpretation (1 Day) Tier 1 Elementary Reading Systems (1 Day) Tier 1 Elementary Grade Level Problem Solving 2 Days combined for Reading & Behavior

Data Review F/W/S combined for Reading & Behavior Tier 2/3 Managing Reading Interventions (2 Days) (Optional) Tier 1 Elementary Strengthening Reading Implementation 2 Days for Kindergarten/1st grade & 2 Days for 2nd/ 3rd grade 5

Agenda 1. Why of Instructional Plans 2. How do we begin the process 3. What of Instructional Plans 6 Why Why should we develop grade level instructional plans? 7 Critical Components of MTSS

Universal Screening Progress Monitoring Data Based Decision Making and Problem Solving Evidence Based Core Curriculum and Continuum of Interventions Focus on Fidelity of Implementation MiBLSi Critical Features of MTSS Practice Profile, 2014 8 Make data part of an ongoing cycle of instructional improvement Establish a clear vision for schoolwide data use

Provide supports that foster a data-driven culture within the school 2.0 How Where do we start? 10 So HOW do we get started? 11 Data

12 13 Reading-TFI The Reading Tiered Fidelity Inventory (R-TFI) measures the extent to which a schoolwide reading system is developed and implemented as intended 14 Activity

Lets collect some DATA! Using your responder, score your school on where they are at with each Grade Level item from the R-TFI. 15 R-TFI: Grade Level Teams Grade Level Teams . . . Are established to support Tier 1 (1.4) Use an effective team meeting process (1.5) Have instructional plans (1.9) Have a process for using data for decision-making (1.24)

Monitor implementation of the grade level instructional plans (1.26) 16 R-TFI: Grade Level Teams Grade Level Teams . . . Are established to support Tier 1 (1.4) Use an effective team meeting process (1.5) Have instructional plans (1.9) Have a process for using data for decision-making (1.24) Monitor implementation of the grade level instructional plans (1.26) 17

R-TFI: Grade Level Teams Grade Level Teams . . . Are established to support Tier 1 (1.4) Use an effective team meeting process (1.5) Have instructional plans (1.9) Have a process for using data for decision-making (1.24) Monitor implementation of the grade level instructional plans (1.26) 18 Sample Grade Level Instructional Plan Grade Level Instructional Plan

School Year: Grade Level: Date of Plan: Date(s) of Revisions: Team Members: Purpose: To coordinate supports within each class and across all classes for the grade level. Directions: Use your universal screening data as a starting point for developing a grade level instructional plan. (See Guidance for Analyzing DIBELS Benchmark Data and Guidance for Analyzing Grade Level Behavior Data.) Use additional data as needed to inform your plan. Begin with setting common grade level goals. Then complete the tables on pages 2-6 to outline the reading and behavior supports that will be provided. Revisit this plan every 4-6 weeks as a grade level team.

Grade Level Goals for Reading and Behavior (See Guidance for Setting Grade Level Goals) 1. 2. 3. 4. 19 Activity Review sample Grade Level

Instructional Plan Template Discuss if you already have something similar at your school 20 R-TFI: Grade Level Teams Grade Level Teams . . . Are established to support Tier 1 (1.4) Use an effective team meeting process (1.5) Have instructional plans (1.9) Have a process for using data for decision-making (1.24) Monitor implementation of the grade

level instructional plans (1.26) 21 R-TFI: Grade Level Teams Grade Level Teams . . . Are established to support Tier 1 (1.4) Use an effective team meeting process (1.5) Have instructional plans (1.9) Have a process for using data for decision-making (1.24) Monitor implementation of the grade level instructional plans (1.26) 22

Sample Grade Level Instructional Plan Well walk you through it step by step, and youll be dancing in no time! 23 What What should we do in grade level meetings? 24 Simple Model of Reading (Two domains that lead to reading comprehension)

Decoding Decoding Skills X Language Academic Language Skills = Reading Comprehension

Simple Model of Reading Decoding X Language = Reading Comprehension Academic Language Skills

Inferential Language Skills Ability to discuss topics beyond the immediate context Academic Vocabulary Narrative Language Skills Ability to clearly

relate a series of events Ability to comprehend and use words in formal writing Simple Model of Reading Decoding X Print Concepts

Language Decoding Skills Understand the organization and basic features of print Phonologica l Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Phonics and

Word Recognition = Reading Comprehension Fluency (accuracy, rate, expression) Read with sufficient accuracy and fluency to support

comprehension Know and apply gradelevel phonics and word analysis skills in decoding words The Path to Reading 28 Changing Emphasis of Big Ideas K 1st 2nd

3rd 4th 5th Phonemic Awareness Blending& Seg Spelling Dictation

Phonics Sounds/ Basic Phonics Advanced Phonics & Multisyllabic Multi-Syllabic & Word Study Fluency Sounds &

Words Words & Connected Text Connected Text Vocabulary Listening Listening & Reading

Reading Comprehension Listening Listening & Reading Reading 29 The What of Grade Level Problem Solving

Benchmark meetings Progress Monitoring meetings Behavior Meetings (stand-alone or embedded) 30 Benchmark Meeting Essentials Grade Level Team Meeting template Grade Level Instructional Plan template DIBELS Reports Guidance documents from Toolkit

31 32 Meet the First Grade Team at Sunnyville Elementary School The Team Rodgers and Raji (Teachers) Nelson (Para-Professional) Matthews (Instructional Coach) McCarthy (Principal) Core Reading Program

Reading Street Reading Block 9:00-9:30 Whole Group 9:35-10:55 Small Groups Model of Delivery Whole group instruction with class, small group instruction based on flexible, skill-based grouping across classes Context for Meeting

First meeting of the year, after Fall Benchmark window 33 Activity I Do, You Review Find the Guidance for Analyzing DIBELS Benchmark Data in your handouts Find the First Grade DIBELS reports for Sunnyville Elementary Follow along 34

Guidance for Analyzing DIBELS Benchmark Data (Modified from DIBELS Next Data Interpretation Workshop Manual, Dynamic Measurement Group, May 2012) Benchmark Period Fall Outcomes Driven Model Steps DIBELS reports ! ! !

! School Overview Report Classroom or Grade Level Report Student Benchmark Assessment History Initial Grouping Suggestions by Class or Grade Level Evaluate and Modify Support ! ! Review Outcomes

! ! ! ! Effectiveness of Instructional Support Levels Student Effectiveness of Instructional Support Levels School Overview Report Classroom or Grade Level Report Student Benchmark Assessment History Initial Grouping Suggestions by Class or Grade Level

Identify Need Validate Need Plan and Implement Support Winter/Spring Identify Need Validate Need Plan and Implement Support Identify Need for Support (Start here in fall) Identify Need for Support (Start here in fall)

Are there students who may need more support? (School Overview Report by Grade Level) Approximately how many students may need additional instructional support? On which basic early literacy skill(s) might students need support? What are the implications for curriculum and instruction? (For example, if more than 20% of students may need additional support to achieve goals, how could core instruction be more effective and better matched to the needs of students in that grade level?) Which students may need support? (Classroom or Grade Level Report) Circle, highlight or record the names of students who are below or well below the benchmark goal

for the DIBELS Composite Score. For students who are at or above benchmark on the Composite score, circle, highlight or record the names of students who are below or well below the benchmark goal on one or more of the DIBELS Next measures given at this time of year. Circle, highlight or record the names of any other students you are concerned about (e.g., children just above the cutoff, children who performed inconsistently in class)? Validate Need for Support Are we confident in the accuracy of our data overall? (Classroom or Grade Level Report) If team members have concerns with the accuracy of the overall data (i.e., inadequate training of assessors, inconsistencies in the pattern of data), these concerns should be reported immediately to the principal and/or School Leadership Team to identify appropriate next steps. Document necessary actions on your Team Meeting Minutes.

DIBELS.net is a registered trademark of Dynamic Measurement Group Lets pause here for a brief review of the Instructional Grouping Suggestions Report 41 What is Instructional Grouping and Why Do It? What do we mean by instructional grouping? Students are grouped according to specific needs for support in a specific subject, e.g., reading.

Students may also receive whole group instruction and be grouped heterogeneously for most of the school day. Instructional groupings are dynamic and flexible. 42 What is Instructional Grouping and Why Do It? Why group students for instruction? Instruction that groups students according to skills allows students to receive instruction focused on their needs and can progress at their own pace.

Grouping according to skills in content areas results in improved achievement. 43 Grouping Issues Students with the same status do not necessarily have the same instructional needs. Students with similar scores do not necessarily have the same instructional needs. You know more than the computer about your students. Some thinking is required. If you use a supplemental program that

has a placement test, use the placement test for instructional grouping. 44 How Will Students Be Grouped? Based on similar instructional needs using: Scores on critical skills/measures Error analysis Additional assessment, (e.g., diagnostic assessment, placement tests, DIBELS Deep) Knowledge and additional relevant

information (e.g., behavioral needs, attendance) 45 Grouping Worksheets Initial suggestions for instructional groups Teacher revises groupings based on other information about students skill levels, resources, etc. Four groups formed initially based on: Performance on two key indicators Scores above versus below/well below benchmark Groups may be subdivided if too large

46 Grouping Worksheets Initial grouping based on performance on two key indicators. BOY MOY EOY Kindergarten FSF Composite

PSF NWF CLS PSF NWF CLS First Grade PSF NWF CLS NWF WWR DORF Words Correct

NWF WWR DORF Words Correct Second Grade NWF WWR DORF Words Correct DORF Words Correct DORF Accuracy DORF Words

Correct DORF Accuracy Third Grade DORF Words Correct DORF Accuracy DORF Words Correct DORF Accuracy DORF Words Correct

DORF Accuracy 47 Four Initial Groups Group 1. Group 2. Above benchmark goal on both key indicators Above benchmark goal on first key indicator; below/well below on second

Group 3. Group 4. Below/well below benchmark goal on first key indicator; above on second Below/well below benchmark goal on both key indicators 48 DIBELS.net is a registered trademark of Dynamic Measurement Group

Activity I Do, You Review (continued) Independently complete the I Do, You Review (yellow packet) You will need the 1st grade: DIBELS reports Team Meeting Minutes Grade Level Instructional Plan 50 51 Meet the Fifth Grade Team at Sunnyville Elementary School

The Team Lawson and Perry (Fifth Grade Teachers) Jones and Nelson (Paraprofessionals) McCarthy (Principal) Core Reading Program Reading Street Reading Block 10:00-10:30 Whole Group (Start at 9:45 on Mondays)

10:35-11:35 Small groups Model of Delivery Whole group instruction by class Small group instruction by skill within class Context for Meeting Winter Benchmark Meeting 52 Activity

Find the Fifth Grade DIBELS reports for Sunnyville Elementary in your handouts (green packet) Follow along 53 Plan and Implement Support What are our grade level goals? (School Overview Report) Are they S.M.A.R.T. (Specific, Measurable, Achievable, Realistic and Time-bound)? See Guidance document in Toolkit Setting Grade Level Goals for different approaches to goal setting

What is our Grade Level Instructional Plan for achieving these goals? (Instructional Grouping Suggestions) Use the Grade Level Instructional Plan template or your own form to document your common grade level plan What additional data do you need to consider after studying the Instructional Grouping Suggestions reports in order to set your initial small groups for core reading instruction? o If you have a core program that includes placement tests or benchmark assessments, see Guidance document in Toolkit Using Core Program Assessments with DIBELS at Tier 1 Consider these variables when identifying ways to improve core reading instruction: o Protected block of time for instruction o Research-based scope and sequence and instructional strategies are well trained and implemented with fidelity o Majority of time spent in small, flexible, skill-based groups

o Resources come to classroom to support small groups o All students receive core instruction not removed from classroom for special education, speech, etc. o Tier 2 supports are in additional to, not instead of Tier 1 o Screening data are used to inform instruction and groups; progress monitoring data informs changing groups o Sufficient common planning time is available weekly Evaluate and Modify Support (Start here in winter and spring) Are the majority of students making adequate progress? (Effectiveness of Instructional Support Levels) How effective is our Core Support? o A Core Support System should meet the needs of at least 80% of all students in the grade level AND support 95-100% of students who scored at benchmark to achieve the

DIBELS.net is a registered trademark of Dynamic Measurement Group DIBELS.net is a registered trademark of Dynamic Measurement Group DIBELS.net is a registered trademark of Dynamic Measurement Group Activity We Do Work with a partner to complete the We Do activity (green packet) You will need the 5th grade: DIBELS Reports Team Meeting Minutes Grade Level Instructional Plan 58

59 Reflection & Wrap Up Starting from where your school is at in this process, how might you get started on developing a process for grade level work or strengthen what is currently taking place at the grade level. 60 61

End of Day Evaluation 62 2-Part Evaluation Retrospective Self Assessment Feedback on the Session . . . both using the responders 63 Rate your knowledge / skills / competence for the following items at the end of

this workshop. 64 Scale for the Retrospective Self Assessment Questions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 65

Rate your knowledge / skills / competence for the following items at the end of this workshop. 1. I can articulate the WHY of Instructional Plans 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 66

Rate your knowledge / skills / competence for the following items at the end of this workshop. 2. I can articulate the What of Instructional Plans 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 67

Rate your knowledge / skills / competence for the following items at the start of this workshop 68 Rate your knowledge / skills / competence for the following items at the start of this workshop 1. I can articulate the WHY of Instructional Plans 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it

to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 69 Rate your knowledge / skills / competence for the following items at the start of this workshop. 2. I can articulate the What of Instructional Plans 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it

to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. 70 Feedback on the Session 71 1. Todays learning was a valuable use of my time.

4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the day was valuable to participants and a good investment of the resources invested. 72 2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in todays session. 4: Strongly Agree 3: Agree

2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters gauge whether the training/session is likely to result in implementation / application of the information. 73 3. The content included clearly defined outcomes for the day. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know when the

session goals need to be made clearer in the content or provided more clearly by the presenter(s). 74 4. The content and activities are well aligned with the goals and priorities of my district. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters to know if there was a good match between the session content and district goals/ priorities/ needs. 75

5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenter(s) know whether the presenter(s) needs to use more strategies for active engagement and whether the content needs to facilitate this better. 76

6. The pacing and amount of material presented were appropriate for the time allocated. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know how to adjust pacing and amount of content provided in the future. 77 7. The materials for the day facilitated my learning.

4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the quality, number, and organization of materials and handouts was appropriate. 78 8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology). 4: Strongly Agree

3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi make future decisions about training/ conference space reservations, room design, available technology. 79 Please also take a moment to provide written feedback. Forms are provided on your tables. The most valuable part of this planning session was. . . This planning session could be improved if. . .

80 STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education (USED). STATEMENT OF FUNDING This document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project (MAP) for the Michigans Integrated Behavior and Learning Support Initiative (MiBLSi) awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, Michigan State Board of Education (SBE) or the U.S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when

proper credit is given. COMPLIANCE WITH TITLE IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities. Title IX states: No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid. The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the U.S. Department of Education (USED), is subject to the provisions of Title IX. The MDE does not discriminate based on gender in employment or in any educational program or activity that it operates.

State Board of Education John C. Austin, President Casandra E. Ulbrich , Vice President Nancy Danhof, Secretary Marianne Yared McGuire, Treasurer Richard Zeile, NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Ex-Officio Rick Snyder, Governor Michael P. Flanagan, Superintendent of Public Instruction For inquiries and complaints regarding Title IX, contact:

Ms. Norma Tims, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909. 81

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