1 Session 1 November 2011 As you arrive, please read and complete the survey titled, “A History of...

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Session 1 November 2011

As you arrive, please read and complete the survey titled, “A History of Literacy In FUSD.” This can be found in your binder.

K-3 Literacy InstituteSession 1

November 2011

Objectives/Outcomes3

1. Build a sense of community and commitment for the students of Fresno Unified.

2. Determine areas of support for K-3 Literacy.3. Explain how data from DIBELS and BAS can be

used to plan instruction for ALL students.


Agenda4

1. Outcomes and Agenda2. Survey3. Experience Line-Up4. Grounding – Context building5. Assessment Categorization6. DIBELS Data Analysis7. Next Steps8. Closure


Experience Line-Up5

When prompted, form a line from the most number of years in FUSD to the least.

Connect with those that surround you in groups of 3 or 4.

Answer the following questions: What brought you to Fresno Unified? What are the reasons why you choose to stay in

Fresno Unified? What kind of people do you think work for Fresno

Unified?


Our On-going Work6


PreK-12 Literacy Work7

Your participation and support will inform our on-going work!


Literacy Institutes8

To provide collegial opportunities for professionals to study their craft.

To provide a cohesive K-12 approach to literacy development.

To serve as a forum for on-going Implementation of standards and curriculum.


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Foundations

All Students Up One Band Every Year!Session 1 November 2011

The Knowledge Bases for Professional Teachers(2008, Saphier, J. Haley-Speca, M.A. & Gower, R. The Skillful Teacher. Pg. 7)

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Student Learning/Student Achievement

General Pedagogical Knowledge

Behaviors of Individuals in

Effective Organizations

Content-Specific

Pedagogical Knowledge

Parent Involvement

Children and Their

Differences

Academic Disciplines

and Student Standards

Reading Strategies

Differentiation


Tier 3: Intensive InterventionsIntense, durable, assessment-based

support for individual students

Tier 2: Targeted Group Interventions

Rapid response and focused support for students identified as at-risk

Tier 1: Universal Support

Preventative, proactive support for all students,

by all staff, in all settings

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Using Assessment Tools12


What’s the purpose?

Work in teams of 3-4 to complete the task below:•Write the different assessments that you administer in your class on post-its. (one per post-it).•Sort the assessments by the purpose for the assessment.

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Annually

Daily-Weekly

1-4 Times per Month

Quarterly - Trimester or end

of Unit

Adapted from: Using Data to

Improve Learning for All. Love, N. ,

2008


What’s the purpose?

Work in teams of 3-4 to complete the task below:•Re-Sort the assessments to align with the Data Pyramid.

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Summative District/State Assessments

Benchmark Common Assessments

Common Formative Assessments

Formative Classroom Assessments for Learning

BAS

Fluency

GLAS

KAIG

Common AssessmentsSS

Q

CST

ELDAWriting sample

DIBELS

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Assessments in Fresno Unified

Essential Features of DIBELS(Dynamic Indicators of Basic Early Literacy Skills)

Preventing Reading Difficulties Through Early Identification Dynamic – Responsive to Changes in Student

Performance.Identifies students who need additional support.Evaluates student responses to intervention.

Indicators – Focused on an Essential SkillEnables assessment to be efficient.

Basic Early Literacy Skills – Relevant to Instructional Planning.Links essential literacy skills to prevent reading failure.

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Relation of DIBELS to Purposes of Assessment

Purpose of Assessment Utility

Screening Yes

Progress Monitoring Yes

Diagnostic Possibly with expert teachers

Outcome Selected measures

The Utility of DIBELS

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The Two Sides of DIBELS:

1. DIBELS Benchmark Assessments All students are assessed using the benchmark

assessments Perfect for Tier 1 UNIVERSAL SCREENING Purposes

2. DIBELS Progress Monitoring Assessments Students designated as at-risk can be placed in some

form of intervention and progress monitored to determine if the intervention is working

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DIBELS

What can DIBELS/BAS data tell us about future instruction?.....

How is all of this data meaningful for us?

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Considerations

Review DIBELS and BAS data. What early literacy skills

…do your students know?…do they have gaps in?…what instructional strategies do you have in your repertoire to teach those skills?

What trends do you see?

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What do we want students to know?How will we know?

How will we respond when they didn’t learn?

How will we respond when they already know

it?

Next Steps


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Sign-Up for Literacy Institute sessions. Return the “History of Literacy in Fresno Unified.” Complete the evaluation form. Complete the reflection.

1 Session 1 November 2011 As you arrive, please read and complete the survey titled, “A History of...

Documents

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