How can we help this student’s reading skills improve?

No Child Left Behind…All students must be at the Line!

DIBELS MClass 2008-2009

This is authentic data from a second grade learning support student.

Benchmark beginning of grade two

Mid year benchmark

End of year benchmark

Students aim line

Learning gaps must be closed in order to obtain mastery of literacy skills

Data obtained from DIBELS Mclass

Benchmark beginning of grade two

Mid year benchmark

End of year benchmark

Students aim line

Administrator

Student

Class

room

teac

her

Title I

teacher

Learning support teacher

D.I.B

.E.L.S

.

coordinator

leveled books manipulatives quiet area pencils stop watch assessment journal/writing prompts

1. Baseline testing

3. Coordinate and plan strategies

2. Group according to ability

4. Implement instruction

• Students will be tested every nine weeks

• Classroom teachers will test their students

• Substitutes will be assigned to cover their class

• Palm pilots will be supplied for testing and monitoring assistance

Regroup students according to the Regroup students according to the data collecteddata collected

Adjust strategy instruction Adjust strategy instruction Appeal to different learning stylesAppeal to different learning styles Critique the presentation of materialCritique the presentation of material Collaboration with colleaguesCollaboration with colleagues

We Know We Can, We Know We CanWe Know We Can, We Know We Can

Evidence stream: Show the team (students, Evidence stream: Show the team (students, parents, administrators, and teachers) time and parents, administrators, and teachers) time and time again that change is happeningtime again that change is happening

Keep your promisesKeep your promises

Renegotiate as necessary – if it’s not working, fix Renegotiate as necessary – if it’s not working, fix itit

Be supportive and open to criticismBe supportive and open to criticism

Share resourcesShare resources

Peer Modeling – old and newPeer Modeling – old and new

MentoringMentoring

Set the stage by meeting with parents and teachers:

•Share and clarify the vision with students, parents, colleagues, and administration•Remove barriers that may cause apprehension by interpreting data•Report gains collected from student data for oral reading fluency and comprehension

-Trainings are provided to all educators to enhance their ability for implementing differentiated instruction in their classroom.

-Reading gaps are closed accomplishing mastery of oral reading fluency and comprehension

- Students are proficient, passionate readers

Program Outcomes