What information was needed? What additional information do we need to know?

2. ORF was the only area required to be Progressed monitored With this information where would you have provided intervention? What information was needed? What additional information do we need to know?

3. Target Instruction (Example) Using the student data provide intervention in the sub-skills not mastered.

12. Your Turn! -In teams analyze your student probe report. -Identify reading skills not mastered. - What target skills would you begin addressing? What Questions Do You Have?

13. Why is it important for teachersto understand assessment data? “Research has borne out that the key factor in students’ reading achievement is the quality of teaching... Teachers are central to the process of education, assessing student’s progress, selecting and using a variety of approaches and materials, and organizing for instruction.” Braunger & Lewis, 1999

14. Resources • What resources do you currently use for intervention at your school? • How do teachers select the activities? • What problems have you encountered? • Do you use freereading.net • Do you use FCRR.org • Do you use Interventioncentral.com • Reading Foundation suggestions

16. Why is progress monitoring so important?

17. Progress Monitoring is essential to reading instruction. Master critical markers of reading development at each grade level. Critical Markers K- Letter recognition/phonemic awareness 1st- Alphabetic principle 2nd-Fluency and comprehension

18. To monitor progress efficiently • Assess ALL students at the beginning, middle and end of the year in the critical areas for their grade level. • Identify kids that need additional instruction to master critical foundational skills. • Develop a plan for grouping, provide solid instruction and monitor in deficit areas.

20. Children respond differently, even to instruction that is research based and usually effective. • Children respond differently, even to instruction that is research based and usually effective.

21. Progress Monitoring History

22. If we are to get all children at grade level, we must get each child at grade level – and keep them there. • If we are to get all children at grade level, we must get each child at grade level -- and keep them there.

23. We need to identify early when children begin to get off track and make necessary modifications to instruction. • We need to identify early when children begin to get off track and make necessary modifications to instruction.

24. Invest in training “Effective teachers are the only absolutely essential element for an effective school.” Allington & Cunningham, 1996

25. Now more than ever, the ability to read well is essential for academic and economic success. The primary grades are crucial in a child’s education, and teachers are in a position to ensure that each student becomes a life-long reader.

26. “The single greatest effect on student performance is not race, it’s not poverty, it’s the effectiveness of the individual classroom teacher.” William Sanders, “Research” Education Week. May 13,1998

28. How did this impact EOG scores? Strengths in all five areas at the expected time is a significant indicator that a student will be a proficient reader by Grade 3.

30. “We need to use assessments to show the change brought about by our efforts” (Phyllis Hunter, 2004)

31. Don’t Get Stuck For school support and workshops contact Teresa Anderson 252-521-1637 Don’t get stuck Video • For school support contact Teresa Anderson at 252-521-1637 Don’t get stuck video Call Teresa Anderson 252-521-1637

32. Powerpoint • Datadriveninstructionsi2012.wikispaces.com