Research has shown that using a school-wide assessment plan sustains instructional change that will increase student achievement.

What are you currently doing as a staff to make effective use of data? How does the information you gather about your students help you in determining next steps for instruction? Which students will need additional support in terms of an intervention? What type of support will teachers need to have time to review student data and make informed instructional decisions?

In this workshop series we will discuss how to use student and teacher data to inform instruction. We will present tools and discuss ways assessment data is used to enable teachers to make informed, daily decisions about their instructional practices to better meet individual student needs.

This topic workshop is presented over a period of four sessions in order to provide time for participants to implement and reflect upon the information and strategies presented between sessions.

• Developing a School-Wide Assessment Plan
• Types of student assessments: Screening, Diagnostic, Outcome Measures, Progress Monitoring
• Use of Classroom Based Assessments
• Effective Interventions
• Looking at Supplemental instruction
• Teacher Observation Data
• Concept of “Data Camp” or “Data Retreats”
• Questions for Reflection on Instruction

Principals, K-6 Classroom Teachers, Literacy Coaches, Reading Specialists, Title I Teachers, Special Education Teachers

Schools must commit to sending a team of 2-3 teacher leaders and a principal or literacy leader to participate in the workshop.

Each workshop topic will be presented in a series of four full-day sessions. Cost per workshop topic will be $4,500 for a team of three or four people per school. This cost includes support for implementation via phone conference once a month between sessions. In addition, follow-up site visits are available at an additional cost.

Additional Cost Per Person (beyond 4) is $800.00
Lunch not included.

August 20, 2009

November 5, 2009

February 4, 2010

April 8, 2010

9:00-2:00

Minnesota Center for Reading Research, University of MN, St. Paul Campus