June 15, 16, 17, 2021 1 PM- 2:30
PM: Dr. Jan Hasbrouk: Making Sense of Fluency Data: What Does ORF Really Measure?
These days the curriculum-based measure of Oral Reading Fluency (ORF) is widely used in schools across the world. Most schools are using one of the several commercial versions of ORF measures available today, including DIBELS 8th Edition from the U of Oregon, or Acadience, or easyCBM, or AIMSweb, or FAST Bridge, or iStation, etc. But what do these assessments actually measure? Why are we relying so much on a 60 second measure of oral fluency on unpracticed text? Is this really fair? And shouldn't we really be assessing our students' comprehension? This session, presented by an expert in reading fluency and curriculum-based measurement, will answer all these questions so that educators will be empowered to collect the right amount data, using the right assessment tools, and at the end of the day, be able to accurately and efficiently use the data to make the best decisions about our students' instruction.
Participants in the full course will:
- Learn about the origins of the oral reading fluency (ORF) assessment as a curriculum-based measure.
- Understand how the ORF assessment should be used for professional decision-making.
- Understanding the common “myths" or “confusions" regarding ORF assessments.
- Learn about related curriculum-based measures for progress monitoring and assessing younger children.
Intended audience: K-12 Administrators, Teachers K-5, Interventionists Gr 6-12, Reading Specialists, Instructional Coaches, School Psychologists, Intervention Specialists.
Educators as Physicians: Using Data from Reading Assessments for Professional Decision-Making
In this age of mounting educational accountability K-12 educators everywhere are being asked to administer ever-increasing numbers of assessments to their students. Teachers screen students to determine who may need additional assistance in learning to read, administer diagnostic assessments to students to determine their skills strengths and weaknesses for planning instruction, and monitor students' progress to determine if their skills are showing improvement. All this testing can take a lot of time and requires a lot of paperwork. It certainly has an impact on the amount of time teachers have available for planning and instruction. Many educators—and parents-- are becoming frustrated with this situation and wonder if all this testing is really helping our students.
This course takes a close look at WHY these assessments are being used, HOW to select and administer the most time-efficient and valuable assessments, and—most important of all--how to USE the data to make key instructional decisions that can truly help us provide the best possible reading instruction to all students. In the same way that we expect our physicians to make their decisions about our health and wellness by using the best information available, educators must use assessment tools to inform and guide our professional decisions regarding students' academic “health and wellness". But because it is instruction—not testing—that is most important task of schools, we must select and use reading assessments as efficiently and effectively as possible.
(Short description) Response to Intervention (RTI) and MTSS processes require professional educators to make numerous decisions about their students' academic needs. Data must be collected and carefully analyzed to help guide essential decisions. Participants will learn research-based strategies for helping teams of educators collect and use assessment data efficiently and effectively.
Participants in the full course will:
- Understand the purpose for collecting data effectively and efficiently within an RTI/MTSS framework.
- Understand the purpose and basic strategies involved in benchmark/ screening, diagnostic, and progress monitoring reading assessments.
- Know how to accurately collect, interpret, and use data using oral reading fluency assessments and informal reading inventories.
- Know how to create progress monitoring graphs using curriculum-based measurement procedures.
- Interpret data and make decisions about students' instructional needs and to evaluate students' progress.
Intended Audience: K-12 Administrators, Teachers K-5, Interventionists Gr 6-12, Reading Specialists, Instructional Coaches, School Psychologists, Intervention Specialists.
Dr. Jan Hasbrouk: Meeting the Needs of Vulnerable Readers in Gr. 6-12, Summer 2021 Dates TBD
Too many students in our classrooms struggle with learning to read, including those with learning disabilities and dyslexia. Research has shown that close to 95% of all students can be taught to read at or close to grade level. Educators are increasingly wondering: How can we meet the needs of every student in today's classrooms? This workshop describes the characteristics of students who become our struggling readers and presents research-supported and classroom-proven approaches to successfully address these students' needs. The essential foundation skills of phonemic awareness, phonics, fluency, vocabulary, and comprehension will be presented within a real-world model to help teachers, principals, and specialists collaborate to provide effective reading instruction for ALL students.
(Short description) With the adoption of the Common Core State Standards for reading, the bar for student success has been significantly raised. This session will discuss how educators can use the knowledge from research to design and deliver effective reading instruction to meet the needs of vulnerable readers in real-world classrooms in grades 6-12.
Participants in the full course will:
- Know the current research on the potential reading achievement of students.
- Identify the research-based components of effective instruction.
- Understand the effect of powerful instruction on the brain.
- Know the five key components of reading (phonemic and phonological awareness; phonics and decoding; fluency; vocabulary; comprehension.
- Identify specific strategies for effective instruction for each of the five key components, plus passage reading and study skills.
- Learn a framework for planning effective instruction: content, activities, materials, delivery.
Intended audience: Gr 6-12 Administrators, Teachers, Reading Specialists, Instructional Coaches, School Psychologists, Intervention Specialists.
L4GA PL Sessions by Dr. Danielle Thompson, Summer Dates TBD
Phonics Part 1: Building a Structured Lesson
If there is one formula, it is the phonics lesson. Every ELA block has one but not all are created equal. In this talk you'll learn about the core components that are non-negotiables and highly effective practices.
Phonics Part 2: Dictation and Phoneme - Grapheme Mapping
When it comes to highly effective practices, dictation and phoneme grapheme mapping top the list for daily practices. In this talk you'll learn how to implement these practices into your daily ELA block and phonics routines.
Phonics Part 3: The Sound Spelling Wall
Nearly all core curricula come with sound-spelling cards, but rarely is there a routine that maximizes their usage in teacher's daily instructional routines. In this talk you'll learn about sound-spelling cards and how you can use them to help build rehearsal and retrieval practices for phoneme-grapheme mapping in your classrooms.
Phonics Part 4: The Importance of Text Selection in an Early Reader's Life!
Every school has a lot of text, but not all text is created equal when it comes to teaching the beginning reader. In this talk you'll learn the differences in texts and when to use which ones and why.
Daily Literacy Routines and Powerful Teaching
Once students learn content, they must store it, retrieve it efficiently, and master it. This is where daily literacy routines and your powerful teaching come in. In this talk we'll discuss what it takes to create folders addressing daily routines and how to support large and small group instruction with powerful teaching.
PreK: Daily Literacy Routines
If you had 30 minutes to dedicate to literacy, what do you do? In this talk we'll address this and begin building the foundational knowledge for the literacy non-negotiables in PreK classrooms, especially the kindergarten readiness skills.