Assessment/Progress Monitoring: Using Informal Reading Inventories (IRIs)

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SAILS
Using Findings from Effective Schools to Improve
Student Achievement
Presented by Jan Hasbrouck, Ph.D.

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Word of the Decade?
accountability!
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(No Transcript)
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Our school is ready to make some serious
improvements in our instructional program
So how do we get there?
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EFFECTIVE SCHOOLS RESEARCH
90 Academic Success
Highly Effective School
Few Challenges
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EFFECTIVE SCHOOLS RESEARCH
Highly Effective School
Many Challenges
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GOOD NEWS!
We have LOTS of effective schools research!!
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EFFECTIVE SCHOOLS RESEARCH
Making Schools Work Douglas Reeves
90/90/90 Schools

• Kathleen Cotton
• www.nwrel.org

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BAD NEWS
We have LOTS of effective schools research!!
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Set your SAILS for success!
S TANDARDS A SSESSMENTS I NSTRUCTION
INTERVENTION L EADERSHIP S YSTEM-WIDE COMMITMENT
Hasbrouck Denton (2005)
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STANDARDS

• Apply grade level expectations for what students
  should know and be able to do at key benchmarks
• Use standards to set high performance goals for
  ALL students

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ASSESSMENTS

• Assess to
• screen
• diagnose
• continuously evaluate
• measure the outcomes
• of students skills and performance

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ASSESSMENTS

• Benchmark/Screening
• Which students MAY need extra assistance?
• Diagnostic
• What are a students skills
  strengths needs?
• Progress Monitoring
• Is learning happening?
• Outcome

Did the student make progress toward standards?
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ASSESSMENTS

• Assess to
• screen
• diagnose
• continuously evaluate
• measure the outcomes

USE results to make all key instructional
decisions! Share data in frequent, public,
nonjudgmental, collaborative meetings
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INSTRUCTION INTERVENTION

• Plan and deliver lessons and interventions
  designed to meet the identified needs of ALL
  students, at all ability and skill levels
• Use validated, effective instructional materials
  strategies
• Effectively organize manage the
  classroom environment

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LEADERSHIP

• Provide VISION, GUIDANCE SUPPORT
  to insure that
• (a) effective instruction and interventions
  designed to meet standards are implemented for
  ALL students
• (b) instructional decisions are based on
  continuous assessment data
• (c) focused sustained professional development
  provided to support S-A-I

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SYSTEM-WIDE COMMITMENT

• Adopt a system-wide no excuses model that
  partners administrators, teachers, parents and
  staff to help ALL students achieve success
  Unless we
• Encourage and support collaboration across
  classrooms, special programs, and home

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ALL 5 Elements
of S-A-I-L-S must be incorporated into a schools
instructional system to ensure that ALL students
achieve success
SAILS must be launched into a
safe and positive school environment
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SAILS Needs Assessment
Indicator Low Need Some Need High Need
S tandards A ssessments I nstruction Intervention L eadership S ustained Commitment
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• Self Evaluation for
• STANDARDS
• Are all teachers, administrators specialists
  aware of state standards benchmarks?
• Are instructional materials aligned with
  standards?
• Are teachers using standards benchmarks for
  planning instruction interventions, evaluations
  setting IEP goals?

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• Self Evaluation for ASSESSMENTS
• Are teachers, administrators,
  specialists aware of different types
  and purposes of
  assessments?
• Do teachers specialists know when
  how to administer different types of
  assessments?
• Do teachers specialists have sufficient
  assessment materials?
• Do teachers specialists know how to use
  assessment results for making instructional
  decisions?

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• Self Evaluation for INSTRUCTION INTERVENTION
• Are teachers, administrators, and specialists
  aware of the multi-tiered instructional model
  RTI?
• Do teachers specialists know how to teach
  oral language, phonemic
  awareness, phonics/decoding, fluency, vocabulary,
  comprehension, writing spelling skills
  appropriately for grade instructional need?

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• Self Evaluation for INSTRUCTION
  INTERVENTION
• Do teachers specialists know how to
  use core supplementary
  materials?
• Do teachers know how to differentiate
  instruction to meet the differing needs of
  students (grouping providing Tier II instruction
  in the classroom increasing instructional
  intensity)?
• Does a reading schedule need to be developed?
• Does the district have a program roadmap for
  using instructional materials?

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• Self Evaluation for LEADERSHIP
• Are building district leaders AWARE of the
  key elements of effective schools?
• Are leaders creating and communicating a clear
  VISION of the results to be obtained from
  improved instructional outcomes?
• Are leaders providing the necessary GUIDANCE
  SUPPORT including focused and sustained
  professional development to teachers and
  specialists?

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• Self Evaluation for SUSTAINED SYSTEM-WIDE
  COMMITMENT
• Do all participants embrace a NO EXCUSES
  attitude?
• Are plans in place or being developed to
  SUSTAIN the successes achieved through S-A-I?
• Are teachers, specialists, coaches, etc. being
  given the TIME SUPPORT necessary for the
  increased COLLABORATION that improved
  instructional outcomes will require ?

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Our school is ready to make some serious
improvements in our instructional program
So how do we get there?
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Set your SAILS for success!
S TANDARDS A SSESSMENTS I NSTRUCTION
INTERVENTION L EADERSHIP S YSTEM-WIDE COMMITMENT
Hasbrouck Denton (2005)
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• Lets all work TOGETHER

to help every student
achieve success!
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REFERENCES Cotton, K. (1995). Schooling
Practices that Matter Most. NWREL.
www.nwrel.org Gibson, V., Hasbrouck, J.
Denton, C. (2007). Differentiating Instruction
Grouping for Success New York McGraw-Hill
Higher Education Hasbrouck, J. Denton, C.
(2005). The Reading Coach A How-to Manual for
Success Longmont, CO Sopris West
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• Reeves, D. Making Standards Work 3rd Ed.
  Denver Advanced Learning Press.
• Sprick, Randy colleagues
• Safe Civil Schools www.safeandcivilschools.com
• Interventions
• Teachers Encyclopedia of Behavior Management
  100 Problems/500 Plans

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Contact Information Jan Hasbrouck, Ph.D. JH
Consulting Seattle, WA www.jhasbrouck.com