1 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 Institute Session 1 November 2011 K-3 Literacy

Objectives/Outcomes 3 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. Session 1 November 2011

Agenda 4 1. Outcomes and Agenda 2. Survey 3. Experience Line-Up 4. Grounding – Context building 5. Assessment Categorization 6. DIBELS Data Analysis 7. Next Steps 8. Closure Session 1 November 2011

Experience Line-Up 5  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? Session 1 November 2011

Our On-going Work 6 Session 1 November 2011

PreK-12 Literacy Work EL Task Force Frontloading Early Learning Task Force Preschool, T-K Tiered Levels of Support at 11 Emphasis Schools K-3 Literacy Institute at 11 Emphasis Schools PreK-12 Literacy Team K-3 Literacy Institutes to all Schools 4-12Literacy Institutes System-wide Literacy Support for ALL Students Your participation and support will inform our on-going work! Session 1 November 2011

Literacy Institutes 8  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. Session 1 November 2011 K-3 Literacy

9 Collaboration Strategies Lesson Planning Feedback 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) 10 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 Session 1 November 2011

Tier 3: Intensive Interventions Intense, 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 11 Session 1 November 2011

Using Assessment Tools 12 Session 1 November 2011

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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. 14 Session 1 November 2011

15 Summative District/State Assessments Benchmark Common Assessments Common Formative Assessments Formative Classroom Assessments for Learning 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 Session 1 November 2011

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. 16 Session 1 November 2011 Summative District/State Assessments Benchmark Common Assessments Common Formative Assessments Formative Classroom Assessments for Learning

BAS Fluency GLAS KAIG Common Assessments SSQ CST ELDA Writing sample DIBELS 17 Session 1 November 2011 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 Skill Enables assessment to be efficient. Basic Early Literacy Skills – Relevant to Instructional Planning. Links essential literacy skills to prevent reading failure. 18 Session 1 November 2011

Relation of DIBELS to Purposes of Assessment Purpose of AssessmentUtility ScreeningYes Progress MonitoringYes DiagnosticPossibly with expert teachers OutcomeSelected measures The Utility of DIBELS 19 Session 1 November 2011

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 20 Session 1 November 2011

DIBELS  What can DIBELS/BAS data tell us about future instruction?.....  How is all of this data meaningful for us? 21 Session 1 November 2011

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? 22 Session 1 November 2011 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 Session 1 November  Sign-Up for Literacy Institute sessions.  Return the “History of Literacy in Fresno Unified.”  Complete the evaluation form.  Complete the reflection.

K-3 Literacy