April 2015 Networking Meeting –
Facilitator Agenda & Notes
Logistics: (complete for each of your meetings)
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

DateLocation Supplies –
Facilitator Notes & Fidelity Checklist
Prior to the Meeting:


Time
Be familiar with the activities, some are
optional so choose what fits.
Look at the background materials so you
are familiar with them.
Slide
Learner Outcomes:
Participants will . . .
•
•
•
Gain familiarity with key ideas from research
Learn and share resources
Apply content to improve district MTSS
implementation
Notes:
Fidelity
Checklist
Opening and introductions here.
Opportunity to discuss and review previous learning.
Connection to ISBE PD Requirements
1. Indicate the outcome(s) of this professional development.
qIncreased the knowledge and skills of school and district leaders who guide
continuous professional development
qWill lead to improved learning for students
qAddressed the organization of adults into the learning communities whose
goals are aligned with those of their schools and districts
qDeepened participants’ content knowledge in one or more content
areas
qProvided participants with research-based instructional strategies to
assist students in meeting rigorous academic standards
qPrepared participants to appropriately use various types of classroom
assessments
qUsed learning strategies appropriate to the intended goals
qProvided participants with the knowledge and skills to collaborate
qPrepared participants to apply research to decision making
Connection to ISBE PD Requirements
2. Identify those statements that directly apply to this professional
development.
q Activities were of a type that engaged participants over a sustained
period of time allowing for analysis, discovery, and application as they
relate to student learning, social or emotional achievement, or well
being.
q This professional development aligned to my performance as an
educator
q The outcomes for the activities related to student growth or district
improvement.
q The activities offered for this event aligned to State-approved
standards.
q Professional Development Standards
q Illinois Content Area Standards
q Professional Educator Standards
q Illinois Professional Leader Standards
q This activity was higher education coursework.
Allow participants to read this slide. Let them know that this
content is tied to the standards referred to on the ISBE
Evaluation they will be filling out at the end of the session.
Those that are highlighted in green are areas we feel will be
outcomes of this session.
Allow participants to read this slide. Let them know that this
content is tied to the standards referred to on the ISBE
Evaluation they will be filling out at the end of the session.
Those that are highlighted in green are areas we feel will be
outcomes of this session.
Illinois RTI Network – Delivery Date
April 2015 - Page 1
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If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Outcomes
Review the target outcomes for today.
Topics: Reading Comprehension and Writing
___Completed
1. Gain familiarity with key ideas from
If not, rationale:
research
2. Learn and share resources
3. Apply content to improve district MTSS
implementation
Illinois RTI Network, 2015
Turn toward and allow participants to review the agenda for
the day. Any additional ‘housekeeping’ information may be
given here as well.
___Completed
If not, rationale:
I-RtI Network
ESSENTIAL DIMENSIONS
Illinois RTI Network, 2015
Reading and Writing—
Card and Stack Shuffle
1. Do this activity before giving out Handout #1.
2. Divide into groups no larger than 4 people.
3. Have each group select a sentence starter:
1. Students with strong reading comprehension skills
are able to…
2. Students with strong writing skills are able to…
4. For the sentence starter, have individuals write
each sub-skill needed on a separate sticky
note.
Activity from p. 193-194 of The Adaptive School (2013)
Examples:
Students with strong reading comprehension skills are able
to…read the words fluently, define words in the passage,
pay attention to meaning while they read…
Students with strong writing skills are able to…share ideas
related to a topic, write words fluently, put ideas into a
logical order…
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If not, rationale:
___Completed
Reading and Writing—
Card and Stack Shuffle
If not, rationale:
5. Have individuals share their s cky notes with
their group and categorize each group of
responses.
6. A er groups are finished categorizing, provide
Handout # 1 and have groups compare their
responses to the essen al elements listed.
7. Discuss what they added or missed and share
with the group.
Activity from p. 193-194 of The Adaptive School (2013)
Reading: Essential Dimensions
•
•
•
•
Language/prior knowledge
Word recognition
Word study
Fluency
HANDOUT #1: READING: Essential Dimensions and Essential
Questions
Gravois and Gickling (2008)
Language/prior knowledge: The grammatical and broad range of
experience that gives meaning to the student
Word recognition: The ability to identify, pronounce, and know the
meaning of words that are linked together in print
Word study: The use of organized approaches for unlocking words
outside one’s own sight vocabulary
Fluency: The speed of reading and the use of phrasing and
expression during reading
From Gravois and Gickling (2008)
Illinois RTI Network – Delivery Date
April 2015 - Page 2
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If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Reading: Essential Dimensions
• Responding
• Comprehension
• Metacognition
HANDOUT #1: READING: Essential Dimensions and Essential
Questions
Gravois and Gickling (2008)
Background
Knowledge
Vocabulary
Meta-Cogni ve
Skills
Reading
Comprehension
Comprehension
Strategies
Mo va on
Language Skills
Oral Language &
Listening
Comprehension
Basic Reading
Skills: Decoding/
Phonics/Fluency
Adapted from J. Torgesen & M. Shinn slides
• Life Experience
• Content Knowledge
• Activation of Prior
Knowledge
• Knowledge about
Texts
Knowledge
• Motivation &
Engagement
• Active Reading
Strategies
• Monitoring Strategies
• Fix-Up Strategies
Language
Reading
Comprehension
Metacognition
• Oral Language Skills
• Knowledge of Language
Structures
• Vocabulary
• Cultural Influences
Responding: The ability to convey orally or in writing what
was heard or read
Comprehension: The ability to confirm, predict, reflect upon,
and retain the author’s message
Metacognition: The ability to monitor and to regulate one’s
learning
From Gravois and Gickling (2008)
FACILITATOR’S CHOICE: USE THIS SLIDE OR THE NEXT SLIDE
Reading comprehension is a highly complex set of skills, not
discrete. In order to comprehend, students need basic reading
skills of phonics and fluency. If they cannot decode the words on
the page, they cannot possibly comprehend the material.
In order to have reading comprehension, they also need oral
language communication skills. If they are not able to understand
and use language around them, then they can not comprehend
what they read. They also need an increasingly sophisticated
vocabulary in order to comprehend.
Background knowledge also can make or break students
comprehension of material.
Their meta-cognitive skills in terms of how they think about what
they are reading and use strategies self-monitoring is a factor in
reading comprehension.
And then of course, what many traditionally think of as “reading
comprehension”, students finesse with the use of comprehension
strategies such as making inferences and connections impact
comprehension.
But, another factor is the students’ motivation for doing all of the
above.
The longer that a student takes to do this (point to Basic Reading),
then the further behind they lag in these (point to Language,
Vocabulary, & Background Knowledge), and the less able they are
to use these (point to meta-cognitive & comprehension strategies)
and the less motivated they are likely to be.
The big idea, reading comprehension is not a discrete skill. So
when we talk about trying to assess or understand reading
comprehension, it is important to understand the factors that
influence reading comprehension.
USE THIS SLIDE OR THE PREVIOUS SLIDE
SEE NOTES ABOVE
Fluency*
General Reading Skills
• Prosody
• Automaticity/Rate
• Accuracy
• Decoding
• Phonemic Awareness
Adapted from Torgesen, J. Co-Director, Florida Center for Reading Research; www.fcrr.org
Illinois RTI Network – Delivery Date
April 2015 - Page 3
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If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Listening vs. Reading Comprehension
• Listening comprehension processes aid
reading comprehension
• Reading is different from listening:
– Burden of monitoring understanding is entirely
on the reader
– In reading, you can’t ask the author to
paraphrase
Willingham (2006/07)
Test your knowledge
Which students demonstrated better
comprehension of a 5th grade passage about
baseball?
– Strong readers with low knowledge about
baseball?
OR
– Weak readers with high knowledge about
baseball?
Study described in Willingham (2006)
Quotes from Willingham article:
The contention that listening comprehension contributes to
reading comprehension is supported by data…Children’s
reading comprehension and listening comprehension are
also correlated, but not as strongly because they vary in
their decoding ability…Listening comprehension processes
greatly aid reading comprehension, but most speaking and
reading situations differ in an important way. Speakers
monitor their listeners’ comprehension. For example, when
a friend tells you a story, she does not just plow through
from beginning to end. Periodically she asks a question, the
purpose of which is to ensure that you understand what she
is saying…listeners typically monitor their own
comprehension, even if they are not prompted by the
speaker. Although this ability becomes more sophisticated
as children grow, even kindergartners show that they know
when they do or do not understand.
Reading is different [from listening] in two ways. First, the
burden of monitoring comprehension is entirely on the
reader. The author cannot monitor your comprehension the
way a speaker does when you are listening…The second
important difference between reading and conversational
speech lies in what can be done when you’re confused. In
reading, you are stuck with the one description that the
author wrote. You cannot (as you would with listening) as
for a different phrasing or easily find out the definition of a
word.
___Completed
Reading comprehension depends so much on what the students
bring to the task (e.g., background knowledge, culture).
Considering the influence of culture on language, an example is
the Moken tribe, considered one of the most untouched by human
civilization (well-known story about how they survived the tsunami
in Thailand by paying attention to cues in nature), has no words for
“want,” “take,” or “mine.”
From How Knowledge Helps: It Speeds and Strengthens Reading
Comprehension, Learning—and Thinking
Daniel Willingham
American Educator
Summer 2006
Poor readers with a high knowledge of baseball displayed better
comprehension (on a passage that described a half inning of a
baseball game) than good readers with low knowledge of baseball.
___Completed
Illinois RTI Network – Delivery Date
April 2015 - Page 4
If not, rationale:
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Test your knowledge
Which factors are more relevant for reading
comprehension?
– Prior knowledge? OR aptitude?
– Prior knowledge OR instruction matched to
learning style?
Willingham (2006)
Ha e (2009)
80% accuracy rate—adequate for
comprehension?
The present experiment suggests that ***-produced
changes in motivation, which are reflected in behavioral
change, can be accompanied by changes in ***. On all
three ***checks (the measure of *** intensity of motivation
and the measures of ***regarding the pressures toward
***commitment), the High ***subjects tended to show more
change as a function of their greater commitment to
deprivation. The greater the prospect of failure, the more
the subjects felt they were ***into committing themselves
and the less resulting motivation they tended to have.
Motivational Effects of Dissonance (Brehm & Cohen, 1962, p. 151)
From How Knowledge Helps: It Speeds and Strengthens Reading
Comprehension, Learning—and Thinking
Daniel Willingham
American Educator
Summer 2006
Prior knowledge is so important to memory that it can actually
make up for or replace what we normally think of as aptitude…all
students will learn more if they have greater background
knowledge.
Knowledge does much more than just help students hone their
thinking skills: it actually makes learning easier. Knowledge is not
only cumulative; it grows exponentially. Those with a rich base of
factual knowledge find it easier to learn more—the rich get richer.
In addition, factual knowledge enhances cognitive processes like
problem solving and reasoning.
The more you know, the easier it will be for you to learn new
things.
Comprehension demands background knowledge…comprehension
depends on making correct inferences.
If you know more, you’re a better reader…the person with a rich
general knowledge rarely has to interrupt reading in order to
consciously search for connections.
There is no evidence that matching instruction to learning styles
improves academic achievement. (see Hattie, 2009 and other
resources)
___Completed
Try to read and understand this passage with the missing words
(simulating words a reader missed and/or does not understand).
Even though accuracy is 91%, comprehension would be severely
hindered.
The present experiment suggests that dissonance-produced
changes in motivation, which are reflected in behavioral change,
can be accompanied by changes in cognition. On all three
cognitive checks (the measure of cognized intensity of motivation
and the measures of cognitions regarding the pressures toward
discrepant commitment), the High Dissonance subjects tended to
show more change as a function of their greater commitment to
deprivation. The greater the prospect of failure, the more the
subjects felt they were coerced into committing themselves and the
less resulting motivation they tended to have.
90 words
Missed 8 words
91% accuracy
Even 91% accuracy and comprehension is severely compromised.
Often miss words that are important for meaning. Difficulty with
understanding a few key vocabulary terms can influence
comprehension in a substantial way.
___Completed
Illinois RTI Network – Delivery Date
April 2015 - Page 5
If not, rationale:
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Writing: Essential Dimensions
•
•
•
•
Prior knowledge/language
Reading/oral responding
Type
Written expression
HANDOUT #1: WRITING: Essential Dimensions and Essential
Questions
Gravois and Nelson (2014)
Writing: Essential Dimensions
•
•
•
•
Use/mechanics
Structure
Penmanship
Revising/editing
HANDOUT #1: WRITING: Essential Dimensions and Essential
Questions
Gravois and Nelson (2014)
Prior knowledge/language: Background experiences and content
knowledge of concepts and topics that give meaning to a written
product
Reading/oral responding: The ability to convey an oral
understanding of what has been heard or read as a precursor to
conveying written understanding
Type: The ability to produce the type of writing required by a task,
such as persuasive, creative, technical
Written expression: The ability to use descriptive and figurative
language in a way that gives voice to the written product
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Use/mechanics: The ability to convey appropriate grammar, usage,
spelling, punctuation, and other language conventions in writing
Structure: The ability to produce a writing that addresses the topic
in a logical and cohesive way
Penmanship: The ability to form legible letters to increase the
readability of a writing product
Revising/editing: The ability to improve the content quality of a
writing product by addressing the usage and mechnics (editing) or
by addressing the content (revising)
From Gravois and Nelson (2014)
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This is an opportunity for participants to reflect on what they have
heard. This may occur in the entire group or have this discussion in
smaller groups or pairs to facilitate involvement.
You may keep the current groupings OR use the stand and make
eye contact method or count off or use another method to mix up
the groups or form pairs temporarily for this activity.
___Completed
You can have a discussion or use the optional activity on the next
slide
___Completed
If not, rationale:
If not, rationale:
If not, rationale:
I-RtI Network
INTERVENTIONS AND ALIGNMENT
Illinois RTI Network, 2015
Effective Interventions for Reading
Comprehension—Handout #2
•
•
Independently review the table with
interventions in the Willingham article
Discuss at a table or with partners and share
with the whole group:
–
–
–
Which strategies are used in your school/district?
What would you like to learn more about?
How can this information be useful in your role?
Illinois RTI Network – Delivery Date
April 2015 - Page 6
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
Optional Activity—Handout #2
•
•
Fold the table (from Handout #2) in half
Work in pairs and next to each strategy write:
–
–
–
•
“K” for I know—can share examples of how it is used in the
classroom
“TK” for I think I know—some familiarity with the strategy
“WK” for I want to know—this is a strategy I would like to learn
more about
Have pairs take turns describing strategies and
afterwards, have them unfold the papers and
check their understanding
Reading Comprehension Strategies
• Evidence weak before 3rd grade (or
before students are fluent readers)
• Six sessions no more or less effective
than 50 sessions
• Benefits students who are fluent readers
and who haven’t already figured out a
similar strategy on their own
• Longer term solution—build rich
vocabulary and broad background
knowledge
Willingham (2006/07)
Routine for Teaching Vocabulary
•
•
•
•
Introduce the word.
Provide a student-friendly explanation.
Illustrate the word with examples.
Check students’ understanding.
“word, meaning, examples, check”
Archer and Hughes (2011)
Helping Students Be Mentally Engaged
• Design reading assignments that
require students to actively process
reading material.
• Assess background knowledge.
• Fill in the gaps (or the abyss) of
missing background knowledge.
Willingham (2003)
Optional Activity from Adaptive Schools book pp. 238-239:
Know, Think You Know, Want to Know
Adaptation:
Fold the table in half vertically so that participants can’t see the
description of the strategies. Have participants work in pairs.
For each strategy listed in the table, have people categorize the
strategy as one they “know,” “think they know,” or “want to
know.” By saying they “know” a strategy that means they can
share examples of how it is used in the classroom. They can
categorize by putting a “K” next to the ones they know, a “TK” next
to the ones they think they know, and a “WK” next to ones they
want to know. Then participants can take turns and describe each
strategy. After describing strategies and examples, participants can
unfold the document and check their knowledge.
Explicit vocabulary instruction helps comprehension. This is
not a student strategy (so it won’t be found in the table in
Willingham’s document) but an effective teaching strategy—
teaching students the background knowledge needed for
effective comprehension.
Discuss the benefits of instructional routines with your
participants.
Instructional routines help in the clarity of a lesson, students
can focus on the most important part—the new word being
learned, instead of changes in the presentation, can help
teachers avoid talking too much when they use an
instructional routine
___Completed
From Students Remember What They Think About
Daniel Willingham
American Educator
Summer 2003
How can we ensure that students are mentally engaged?
Always try to anticipate what students will be thinking about
when they are doing the assignment…example—The purpose of
the assignment was to have students think of the book as a whole,
and to consider how the separate events related to one another.
This purpose got lost in the execution. My nephew spent a lot
more time thinking about how to draw a good castle than he did
about the plot of the book.
Use discovery learning carefully. Students will remember
___Completed
Illinois RTI Network – Delivery Date
April 2015 - Page 7
If not, rationale:
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
incorrect “discoveries” just as well as correct ones.
Design reading assignments that require students to actively
process the text. Techniques such as writing outlines, selfexamination during learning, review questions, and previews can
encourage or require students to integrate the material and to
thereby process (i.e., think about) the meaning.
Design lessons so that students can’t avoid thinking about the
lesson’s goal.
Design tests that lead students to think about and integrate the
most important material. Like lessons, study guides for texts
should be developed that force students to think about the goals
of the lessons being assessed…suppose…that the students know
that the examination will consist of five questions from the 30question list that they have been given, with an essay to be written
on each of the five questions. Students will very likely restrict their
studying to the 30-question list, but that might be just fine with
the teacher if he or she feels that any student who can answer
those 30 questions has mastered the material.
Effective Interventions for Writing—
Handout #3
•
•
Independently review Handout #3
Discuss at a table or with partners and share
with the whole group:
–
–
Optional: Have participants think about the grade levels they work
most with and make a table with interventions/instructional
strategies that are aligned and not aligned with CCSS for the grade
level(s) they work with.
In what ways are CCSS aligned and not aligned to
research regarding evidence-based practices for
writing instruction?
How can this information be useful in your role?
Alignment to CCSS—Handouts #4 and #5
EQuIP Rubric
(Educators Evalua ng Quality
Instruc onal Products)
Optional: Provide participants with time to review and discuss how
the EQuIP Rubrics can be used to align instruction to CCSS.
Handout - Participants should have a copy of the K-2 and 3-12
rubric.
I
Illinois State Board of Educa on
Content Area Specialists
Content contained is licensed under a
Crea ve Commons A ribu on-ShareAlike
3.0 Unported License
The primary purpose of the rubric is to provide specific
guidance for identifying high quality instructional materials
aligned to the Common Core State Standards. It is to be
used for multi-day lessons or units.
This rubric can offer assistance for teachers and
administrators in Illinois as they transition to full
implementation of the CCSS.
States and other educational organizations may use the
rubric as an evaluation tool to determine quality of
lessons/units they want to provide for teachers.
Illinois RTI Network – Delivery Date
April 2015 - Page 8
April 2015 Networking Meeting –
Facilitator Agenda & Notes
The EQuIP Rubric—Handouts #4 & #5
Design
Mul -Day Lessons
Units
The EQuIP rubric can be used to align multi-day lessons or units
that include instructional activities and assessments aligned to
CCSS, extending over a few class periods or days.
Units that include integrated and focused lessons aligned to CCSS
extending over a longer period of time.
Content contained is licensed under a
Crea ve Commons A ribu on-ShareAlike
3.0 Unported License
5-7
min
1
min
1
min
___Completed
PARCC Resources
If not, rationale:
• www.parcconline.org/top-12-resourceseducators
• “Blueprints and Evidence Statement
Tables”
___Completed
Resources
If not, rationale:
• National Center on Intensive
Intervention
• Institute of Education Sciences (IES)
practice guides and intervention
reports
• Handout #6—I-RtI Network Checklist
for Selecting Tier 3 Interventions
• Center on Instruction
Handout #6—I-RtI Network Checklist for
Selecting Tier 3 Interventions
Have participants review the checklist and discuss how it might be
used in their role, how interventions are currently selected, and
who they might share the checklist with.
___Completed
Reminder that standards establish an outcome desired
but don’t tell us how to get there. We still need to use
research to inform practices.
Quotes and notes from Moats’ article:
Standards document is agnostic with regards to best
practices based on research.
Some discrepancies between CCSS and reading research:
1) Proficiency in rhyme production required by CCSS but not
a prerequisite for learning to segment phonemes in
spoken words and map them to graphemes.
2) First graders required to read as much informational text
as narrative—may not make sense for students learning
___Completed
If not, rationale:
Illinois RTI Network, 2015
2-3
min
Resources
• Reconciling the Common Core State
Standards with Reading Research by
Louisa Moats (pdf found online)
• The IRIS Center for Training
Enhancements (2006). Improving writing
performance: A strategy for writing
persuasive essays. From http://
iris.peabody.vanderbilt.edu/module/pow
Illinois RTI Network – Delivery Date
April 2015 - Page 9
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
3)
4)
5)
6)
3-5
min
Resources in Background Materials Folder
• Summary of When Kids Can’t Read
What Teachers Can Do
• Toolkit for Evaluating Alignment of
Instructional and Assessment
Materials to Common Core State
Standards
• Intervention Central—Elements of
Effective Writing Instruction
1
min
to decode. (In another article—question the assumption
that text complexity is equally valuable at all levels. It may
be more valuable later after students have gained a
certain level of reading proficiency.)
Fluency is not achieved end of 2nd grade but rather
continues through Grade 3 and levels off around Grade 5.
Implication that students will learn to read better if they
are handed more complex and difficult texts.
Reading disabilities—too many cases for special
education to handle and the regular classroom instruction
is as critical to changing growth trajectories as remedial
instruction.
Early efforts to implement CCSS offer holistic, themebased lessons that presume most students will pick up
reading and writing fundamentals through incidental
exposure.
IRIS Center from Vanderbilt has excellent training
modules including this one.
You may share these resources with participants if they are
interested. They are available online.
___Completed
This is an opportunity for participants to reflect on what they have
heard. This may occur in the entire group or have this discussion in
smaller groups or pairs to facilitate involvement.
You may keep the current groupings OR use the stand and make
eye contact method or count off or use another method to mix up
the groups or form pairs temporarily for this activity.
___Completed
If not, rationale:
If not, rationale:
2-3
min
I-RtI Network
ASSESSMENT
Illinois RTI Network, 2015
5-7
min
___Completed
Assessment is challenging because…
•
–
–
•
If not, rationale:
Independently select one starter and respond
with as many ideas as you can (in writing) for 1
minute:
Assessment of reading comprehension is
challenging because…
Assessment of writing is challenging because…
Discuss responses as a group, share Handout
#7 and talk about how it can be used.
Illinois RTI Network – Delivery Date
April 2015 - Page 10
April 2015 Networking Meeting –
Facilitator Agenda & Notes
1
min
•
•
–
–
1520
min
1
min
1
min
1
min
If not, rationale:
Rubrics are an option for assessing complex
domains such as reading comprehension and
writing
Ways to improve the reliability of rubrics
–
–
–
1
min
___Completed
Sample Reading Comprehension Rubric
from Ben Ditkowsky—Handout #8
Provide adequate training for scoring
Include examples of different levels of performance
Have different raters score independently and
discuss differences
Limit the number of different raters
Other ideas?
Partner and/or Whole Group Discussion
• What are your current assessment
practices addressing reading
comprehension and written
expression?
• What is the role of Curriculum-Based
Measurement?
• What is the role of other measures?
• When and how are diagnostic
assessments completed?
You might want to have a discussion about CBM Maze. There was a
misunderstanding that Maze measured comprehension and maybe
that it was better than ORF as a measure of comprehension. Both
Maze and ORF are measures of overall reading achievement, but
ORF is better. The only advantage of maze is that it can be
administered at the group level but there are many limitations.
___Completed
If not, rationale:
___Completed
Assessment Tools and Resources
If not, rationale:
• Curriculum-Based Measurement
(e.g., Aimsweb, DIBELS)—The
Relation of Aimsweb, CBM, and
CCSS paper
• Can’t Do, Won’t Do Assessment
(http://www.joewitt.org/Downloads/
VanDerHeydenBP.pdf)
• National Center on Intensive
Intervention—Tool Charts
Assessment Tools and Resources cont.
• www.measuredeffects.com
Advanced Progress Monitoring
presentation with sample reading
comprehension rubric (Handout #6)
• Assessing Reading—Multiple
Measures, CORE
Assessment Tools and Resources cont.
• A Simple Way to Assess the Writing
Skills of Students with Learning
Disabilities by Stephen Isaacson—
found on Reading Rockets website
• The ABCs of Curriculum-Based
Evaluation by John L. Hosp, Michelle
K. Hosp, Kenneth W. Howell, and
Randy Allison
Ben Ditkowsky’s site, measured effects, has many tools including a
presentation he delivered to the RtI network about progress
monitoring. In the presentation he shared a draft of a rubric that
could be used to evaluate reading comprehension.
CORE’s book, Assessing Reading—Multiple Measures, has several
tools to provide specific information about a student’s reading
skills.
___Completed
Isaacson provides a very practical and informed approach to assess
writing for any students who are struggling. The article is included
in background materials folder.
The ABCs of Curriculum-Based Evaluation has information about
how to evaluate a student’s skill strengths and deficits in specific
domains to create a targeted and effective intervention plan.
___Completed
This is an opportunity for participants to reflect on what they have
heard. This may occur in the entire group or have this discussion in
smaller groups or pairs to facilitate involvement.
You may keep the current groupings OR use the stand and make
eye contact method or count off or use another method to mix up
the groups or form pairs temporarily for this activity.
___Completed
Illinois RTI Network – Delivery Date
April 2015 - Page 11
If not, rationale:
If not, rationale:
If not, rationale:
April 2015 Networking Meeting –
Facilitator Agenda & Notes
1
min
Closing
Activities
___Completed
If not, rationale:
• Netw
ork
• ISBE
Eva
Evalu
ation
luation
Illinois RTI Network, 2015
Illinois RTI Network – Delivery Date
April 2015 - Page 12