Determining Instructional Level and Conducting Ongoing Progress Monitoring (PDF Download)
This document is the Florida Center for Reading Research’s ongoing progress monitoring guide. FCRR provides guidance for determining instructional reading levels and monitoring progress using DIBELS data. The guide includes Steps and Decision Rules flowcharts for grades 1 – 3. |
Establishing a Data-based Decision-making System (PowerPoint Show Download)
This online training module is provided on Florida’s Positive Behavior Support (PBS) Project’s website. It is one of 13 modules designed to be completed by a school’s PBS team. Content includes a rationale for and benefits of data-based decision-making systems as well as information about the type of data to collect and when to enter and analyze it. |
Response to Intervention/Data Based Problem Solving
This is a video/audio presentation by Edward Daly and Todd Glover of the University of Nebraska-Lincoln. The authors provide a rationale and brief overview of RtI as well as considerations for implementation. Daly and Glover include graphs to illustrate the practical use of data in each step of the problem solving process. To view the presentation slide by slide, click here. |
Using Assessment to Inform Instruction
This page appears on the Florida Center for Reading Research’s website. FCRR provides links to presentations and documents that focus on using data to guide instruction. Topics include developing school-based reading assessment plans and using Progress Monitoring Reporting Network reports. |
Using Student Outcome Data to Help Guide Professional Development and Teacher Support: Issues for Reading First and K-12 Reading Plans (PDF Download)
In this brief, authors Joseph Torgesen, Jane Granger Meadows, and Patricia Howard discuss how objective student performance data can guide, focus, and set priorities for the professional development of teachers. The authors list key issues to using data for these purposes and discuss DIBELS specifically. They provide strategies to be used concurrently with professional development in order to improve reading outcomes. |
