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Demonstration of Accomplishment
Train-the-TrainerCompetency 5
Acknowledgements:ThesematerialswerepreparedbytheFloridaCenterforReadingResearchinpartnershipwiththeFloridaDepartmentofEducation,theJustReadFlorida!Office,andfacultyintheCollegeofEducationatFloridaStateUniversity.Theauthorswouldespeciallyliketothankthefollowingfacultyandstafffortheirsignificantcontributionstocreatingandreviewingmaterialsforthisintegratedreadingendorsementpathway:Mr.NathanArcher,Ms.AmyCarroll,Dr.JenniferGans,Dr. JenniferHamilton,Dr.LaurieLee,Dr.ArzuLeushuis,Ms.ShaylaLightfoot-Brown,Dr.NicolePattonTerry,Dr.KevinSmith,andDr.KellyWhalon.WeacknowledgetheauthorsoftheProfessionalLearningCommunitymaterialsthatsupporttheFoundationalSkillstoSupportReadingforUnderstandinginKindergartenThrough3rdGrade*.Withthoseauthors'permission,aswellasadditionalresourcesandmaterialsdevelopedbyinstructionalleadersinSeminoleCountyPublicSchools,thesameformatandfivestepprocessforimplementingthePLCsessionswereutilizedforcontentinCompetencies1and2.Permissiontoreprintorusethesematerialsisrequired.Inquiriesmaydirected [email protected].
*Kosanovich,M.&Foorman,B.(2016).Professionallearningcommunities facilitator’sguidefortheWhatWorksClearinghousepracticeguide:Foundationalskillstosupportreadingforunderstanding inkindergartenthrough3rdgrade(REL2016-227).Washington,DC:U.S.DepartmentofEducation,InstituteofEducationSciences,NationalCenter forEducationEvaluationandRegionalAssistance,RegionalEducationalLaboratorySoutheast.Retrievedfromhttp://ies.ed.gov/ncee/edlabs.
Purpose of this Module
This course is designed to meet the indicators for Competency 5 of the Florida Reading Endorsement that target implementation of Competencies 1 - 4. Participants will, through a culminating experience, demonstrate knowledge of the components of reading, as well as assessments and data analysis, to implement a comprehensive research-based reading plan of instruction for all students. Participants will engage in the systematic problem-solving process.
Debrief from Previous Train-the-Trainer SessionsReflect on the previous four competencies:
– Competency 1: Foundations of Reading Instruction
– Competency 2: Application of Evidence-based Instructional Practices
– Competency 3: Foundations of Assessment
– Competency 4: Foundations & Applications of Differentiated Instruction
[Link to Group Slides]
• What instructional strategies and activities did you learn about as a result of the previous TtT sessions?
• What were the results of any of the activities/strategies you implemented?
• What new learning did you take away from the implementation (if applied)?
• How might you modify the instructional activity to better fit the needs of the students?
Goals for Train-the-Trainer Course: Demonstration of Accomplishment (Competency 5)In this session, participants will become familiar with the materials located within the Competency 5 Module.
Participants will learn how to use the materials and emulate portions of the Data-Based Instructional Plan, housed within the Competency 5 Module. This emulation will include working with a series of fictitious classroom data sets from a fifth grade reading classroom.
4 Post-Assessment and Data Analysis•Participants will administer post-assessments to the group of
students with which they implemented lesson plans.
3Lesson Plan Implementation•Participants will create a minimum of 5-8 lessons for students who are
found to be performing below expectations.•Lesson plans should include appropriate grade level standards,
incorporate evidence-based instructional practices and activities that promote comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
•Participants will complete a series of teaching reflections on the implementation of research-based instructional practices. These reflections will address areas of strength and areas for improvement.
2 Pre-Assessment Data Collection•Participants will administer pre-assessments to the group of students
who require additional instructional help to create a detail teaching plan.
•The plan will include initial assessment of the whole class and ongoing progress monitoring for students performing below expectations.
1Class-Level Data Collection•Participants will collect class-level data to assess all 5 areas of
reading using tools appropriate for their classroom setting.•Using class-level data, participants will identify one small group
of students who require additional instruction/support.
Title Sessions Hours Apply/Follow-up Hours
Introductory Session Session 1: Introduction and MTSS Overview, RtI Overview 1 1
Data-Based Instruction Plan:Pre-Assessment Review & Administration*These sessions can be used for additional remediation or reteaching of content from Competency 3 before participants create their lessons. Otherwise, participants will begin in Session Three.
Session 2.1: Classroom Reading Benchmark Data ReviewSession 2.2: Classroom Language Proficiency Data ReviewSession 2.3: Universal Screening Measures Administration Overview (i.e., DIBELS 8th, easyCBM)
6 9
Data-Based Instruction Plan:Data Analysis Review and Plan Development
Session 3.1: Review of Pre-Assessment Data and Reading InstructionSession 3.2: Review of Progress MonitoringSession 3.3: Instructional Methods Timeline & Overview of Reading Instruction/Intervention
4 7
Data-Based Instruction Plan:Implementation of Plan
Session 4.1: Small Group Instruction & Progress Monitoring [Lessons One & Two; First Data Point Collection; Reflect]Session 4.2: Small Group Instruction & Progress Monitoring [Lessons Three & Four; Second Data Point Collection; Reflect]Session 4.3: Small Group Instruction & Progress Monitoring [Lessons Five & Six; Third Data Point Collection; Reflect; Lessons Seven & Eight]
6 13
Data-Based Instruction Plan: Post Assessment Review & Administration
Session 5.1: Post-Assessment Data Review and Administration with Universal Screening Measure & Reading DiagnosticSession 5.2: Presentation of Reading Competency Five Task (Optional)
2 5
22 38
Overview of Module Five
Culminating Project:Final Data-Based Instructional Plan
DIP Part A: Class Level Data Collection:• Benchmark Data Collection • WIDA Proficiency Report• Basic Background Information on students that will be progressed-monitored throughout the
semesterDIP Part B: Pre-Assessment Data:
– Ongoing Instruction and Assessment Plan for Below Expectation Students and/or Language Learners• Pre-Assessment Data gathered one small group of students; pre-assessment data should identify an
area(s) of reading weakness (i.e., DIBELS, AIMSWeb, easyCBM)• Pre-Assessment Data should also informal reading inventory information (i.e., Qualitative Reading
Inventory, Basic Reading Inventory) and student products• Synopsis of data collected (including errors, strengths, and weaknesses)
DIP Part C: Ongoing Assessment Plan for progress monitoring small group of students below grade level– Five-eight instructional plans for working with the two-three students and his/her area(s) of weakness in
reading; plans include the following:• Florida Standards• Lesson Objectives• Formative Assessments aligned with lesson objectives• ESOL Modifications and Accommodations for students with exceptionalities• Samples of instructional materials, resources, and assessments used for each lesson (including
modified materials for ELL and students with exceptionalities)– Plan should include progress monitoring tool (i.e., DIBELS, AIMSWeb, easyCBM)– Lesson Plans of reflective notes (one per lesson implementation) about teacher instruction, student
performance, future changesDIP Part D: Report on Final Results Techniques for Data Analysis
– Post-Assessment Data gathered on two-three students; post-assessment data should identify potential areas of growth (Note: The same instrument that was used for the pre-assessment should be used for the post assessment).
– Synopsis of post-data collected (including errors, strengths, growth, and weaknesses)
Final DIP Part A, B, C, and D:Participants will submit the final product that includes:
Part A: Class Level Data Collection
Part B: Pre-Assessment Data
Part C: Ongoing Assessment Plan
Part D: Report on Final Results
Session One: Introductory Session – Overview of the Course
To complete the course,• Participants must design and implement a classroom level progress-monitoring plan to assess all 5
areas of reading using tools appropriate for their classroom setting (K-12).• The plan will include initial assessment of the whole class and ongoing progress monitoring for
students performing below expectations.• Participants will identify methods to support ELLs and students with identified disabilities in their
progress-monitoring plan. Using the generated data, participants will identify targeted students and design supplemental lessons to address a specific reading skill.
• Lessons will incorporate a plan for ongoing progress monitoring and data based instructional decisions.
• Participants will submit a final reflection on the implementation of their plan and identify any changes they would make to support all learners including ELLs and students identified as those with exceptionalities and/or disabilities.
Session Two: Pre-Assessment Administration & Data Analysis Review
Session Two is designed to walk participants through the process of administering multiple reading preassessments and analyzing classroom data. Student reading performance data will be collected through various diagnostic measures, including, but not limited to, universal screeners in reading, as well as informal reading inventories. Additionally, Session Two will offer an additional opportunity for participants to practice interpreting language proficiency data for multilingual learners in the reading classroom.
Sessions include:2.1: Classroom Reading Benchmark Data Review2.2: Classroom Language Proficiency Data Review2.3: Universal Screening Measures Administration Overview (e.g., DIBELS 8th, easy CBM)2.4: Reading Diagnostic Pre-Assessment Administration Overview (e.g., QRI-6)
When reviewing student data, it is generally suggested that the classroom teacher identify both the overall strengths and weaknesses of the class, as well targeting strengths and weaknesses of specific students or groups of students. By focusing on both outcomes, the teacher is able to determine which reading skills need to be addressed individually, and which skills need to be targeted with the entire class.Additionally, it is important that teachers review multiple data sources when looking at the reading needs of their students, so that they may have a more complete picture of what the student is able to know, understand, and do when it comes to particular reading skill or sets of skills. This process is known as triangulation:“Triangulation is the process of using multiple data sources to address a particular question or problem using evidence from each source to illuminate or temper evidence from the other sources” (Hamilton et al., 2009, p. 14).
Pre-Assessment Data May Include (but is not limited to)...
iReady Reports
Star Reading Data
easyCBM
Aimsweb
Accelerated Reader
Informal Reading Inventories
Others?
Let's Practice - Round OneRound One: Pre-Assessment Data
Analysis & ReviewIn small groups, participants will analyze sample classroom reading benchmark and language proficiency data. Small groups will make observations about student performance and areas of need.
Reading Data Resources Needed for Round One:Sample Data Review Observation SheetTeacher BiographyBeginning Year I-Ready Diagnostic ResultsMid Year I-Ready Diagnostic ResultsAR Summary Diagnostic ReportStar Screening Report – Beginning of the YearStar Screening Report – Middle of the Year
Language Data Resources Needed for Round One:Review and Analyze Sample WIDA Data Observation SheetACCESS Scores for J. PuertesACCESS Scores for N. Sanchez
Let's Practice - Round TwoRound Two: Practice with Reading Diagnostic and Universal Screener
Reading Diagnostic: QRI - 6 Universal Screener: DIBELS 8th EditionDuring this session, trainers can review and practice administering an informal reading inventory, also known as an IRI, to their peers. The individually administered IRI will provide further insight regarding each student’s abilities to identify words, read fluently, and comprehend texts at the independent, instructional, and frustration levels.
After reviewing the fictitious diagnostic testing data, trainers will target a small group of students who are performing at or below grade level proficiency within any of the five areas of reading. Upon identifying the target group, the educator will then implement a secondary round of diagnostic testing, using an alternate diagnostic screener (i.e., DIBELS 8th) and compare the reading results to the previously administered benchmark scores. This session will focus on assessing small groups of students using alternate diagnostic screeners and comparing data across diagnostic assessments.
Resources Needed for QRI-6 Practice:QRI-6 Introduction & Practice PowerPointExaminer Directions for Word List Practice in SessionQRI-6 Word List Practice Student DirectionsExaminer Directions for Leveled Three Diagnostic Passage PracticeStudent Directions for Leveled Diagnostic Reading PassageMiscue Analysis Worksheet
Resources Needed for DIBELS 8th Edition:DIBELS 8th Ed Administration & Scoring Guide (pg. 1 – 41)Modeling Oral Reading Fluency Test Administration & Scoring (pg. 75 – 79)Modeling ORF Teacher Resources – Middle of the Year; Fifth GradeModeling ORF Student Booklet – Middle of the Year; Fifth GradeMaking Sense of Terms Used in Early Reading Assessment
Session Three: Data-Based Instruction Plan: Data Analysis Review & Plan Development
Session Three is designed to assist participants in understanding how to synthesize all preassessment data analyses (including benchmark, additional screening, and language proficiency data) in a way that illuminates specifics areas of need for the students within the focus group. Using this information, participants will begin identifying instructional teaching methods and reading interventions that will target the learning gaps for this set of students.
Furthermore, participants will create a series of five - eight small group lessons designed to address the students’ gaps of learning, as well as providing additional accommodations as needed, in order to assist the focus group of students in making progress towards specific reading outcomes and learning gains. Instruction needs to include how the teacher plans to address higher order thinking, critical reading skills, academic language, and differentiated instruction based on the students’ testing results.
Finally, this session will provide a review for progress monitoring and help participants set progress monitoring goals for the small group of students they are working with for this project.
Sessions Include:3.1: Review of Pre-Assessment Data & Reading Instruction3.2: Review of Progress Monitoring3.3: Instructional Methods Timeline & Overview
Let's Practice - Round ThreeFocus Group Pre-Assessment Data: Instructional Methods Timeline
Pre-Assessment Data for Focus Group of StudentsLet's imagine that in your small groups, you gathered the following preassessment data for your focus group of students and decided to create at least five lessons centered around their areas of need. Within your small groups, identify five targeted reading lessons that you would suggest the classroom teacher to implement based on the data that you are reviewing. Notice that you do not have your multilingual learners' data in the focus group. How might your group go back and accommodate instruction for these two learners?Resources Needed for Round Three:Sample Pre-Assessment Data for Focus Group of StudentsInstructional Outline Worksheet for Focus Group Students*Note: There is a review Progress Monitoring Session if desired.
Session Four: Implementation PlanThe bulk of the work for the subsequent sessions will be completed in the participant’s classroom, where each participant will spend time creating small group lesson plans and implementing them with their focus group of students. Each educator will plan five - eight targeted lessons that will include accommodations (i.e., students on 504 and/or IEP plans, testing accommodations [timing, setting, response, and/or presentation], linguistic accommodations, etc.) for learners where appropriate. Additionally, after every second lesson is taught, the educator will review the students’ products and/or reading performances, as well as conduct a round of progress monitoring, where each student will individually be assessed using a curriculum-based measurement (CBM) tool that directly measures the intended skill(s) that the student is working on in during their small group lesson time. While participants may not obtain a complete picture of students’ progress towards grade level standards and individual goals in such an abbreviated amount of time, they will gain experience in the process of collecting systematic data as they progress monitor each student’s performance, which are critical components found within RTI and/or MTSS models.
Sessions Include:4.1: Small Group Instruction & Progress Monitoring4.2: Small Group Instruction & Progress Monitoring4.3: Small Group Instruction & Progress Monitoring
Session Five: Post Assessment Review & Administration
Participants will discuss post-test assessment results and determine the learning gains and skills mastered by each student in their small group. Educators will discuss the further instructional recommendations and subsequent instructional needs and potential additional interventions.
Let's Practice - Round FourAnalyzing Pre- and Post-Assessment Sample Data Results
Now, let's imagine that all lessons have been implemented, and you've had the opportunity to go back and post assess the students using each of the preassessment instruments you previously selected at the beginning of this competency. You've gathered the following data for your focus group of students. What observations can you make regarding the students' performances and what are your suggestions for next steps for the students in the focus group?Resources Needed for Round Four:Pre and Post Assessment Sample Data for Focus GroupAnalyzing Pre- and Post Assessment Sample Data Results
Culminating Project: Final Data-Based Instructional Plan Checklist
DIP Part A: Class Level Data Collection:• Benchmark Data Collection (See classroom and special education teacher)• WIDA Proficiency Report• Basic Background Information on students that will be progressed-monitored throughout the
semesterDIP Part B: Pre-Assessment Data:
– Ongoing Instruction and Assessment Plan for Below Expectation Students and/or English Language Learners• `Pre-Assessment Data gathered on two students; pre-assessment data should identify an area(s)
of reading weakness (i.e., DIBELS, AIMSWeb, easyCBM)• Pre-Assessment Data should also informal reading inventory information (i.e., Qualitative
Reading Inventory, Basic Reading Inventory) and student products• Synopsis of data collected (including errors, strengths, and weaknesses)
DIP Part C: Ongoing Assessment Plan for progress monitoring two students below grade level– Five-eight instructional plans for working with the two-three students and his/her area(s) of weakness in
reading; plans include the following:• Florida Standards• Lesson Objectives• Formative Assessments aligned with lesson objectives• ESOL Modifications and Accommodations for students with exceptionalities• Samples of instructional materials, resources, and assessments used for each lesson (including
modified materials for ELL and students with exceptionalities)– Plan should include progress monitoring tool (i.e., DIBELS, AIMSWeb, easyCBM)– Lesson Plans of reflective notes (one per lesson implementation) about teacher instruction, student
performance, future changesDIP Part D: Report on Final Results Techniques for Data Analysis
– Post-Assessment Data gathered on two-three students; post-assessment data should identify potential areas of growth (Note: The same instrument that was used for the pre-assessment should be used for the post assessment).
– Synopsis of post-data collected (including errors, strengths, growth, and weaknesses)
Final DIP Part A, B, C, and D:Participants will submit the final product that includes:
Part A: Class Level Data Collection
Part B: Pre-Assessment Data
Part C: Ongoing Assessment Plan
Part D: Report on Final Results
QUESTIONS?
