Using Assessment to Drive Instruction

These resources increase understanding of the principles for analyzing and using student data to guide instruction.

District Level Use: These resources can be used by district level personnel to provide professional development to coaches and reading specialists by increasing their knowledge about the importance of using assessment results to drive instruction.

School Level Use: These resources can be used by the reading coach to implement a series of informational sessions for teachers to increase their knowledge about using assessment results to drive instruction. Training can be designed by coaches using the presentations, articles, and other resources. The training topics can be determined by student assessment data, classroom walkthrough data, and grade level needs.

Related Resources:

PowerPoints/PDFs:

Using Assessment to Inform Instruction, Jan. 2004
PDF Version / Downloadable PowerPoint w/o Animation
. Handout
PDF Version

Dr. Marcia Grek, Dr. Pat Howard, Mr. Karl Hook (2003). Using Assessment to Inform Instruction: A Presentation for the 2003 Reading First Teacher Academies.
PDF Version

Coaching to Use DIBELS Data to Inform Instruction. Presented at Florida Reading Coaches Training, Orlando, FL, August, 2004
PDF Version / Downloadable PowerPoint
. Handout
PDF Version
. DIBELS Risk Levels Chart
PDF Version

Using DIBELS Data to Inform Instruction. Just Read, Florida! Leadership Conference. June 2004 Orlando, Florida.
PDF Version / Downloadable PowerPoint w/o Animation
. Handout
PDF Version

Publications by FCRR Faculty and Staff

Torgesen, J.K., (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22(Spring/Summer), 32-39.(2,457KB)

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About Mission Center Research Presentations and Publications Curriculum and Instruction Assessment Programs Progress Monitoring and Reporting Network Training/Technical Assistance Projects Professional Development -High Quality Professional Development -Student Center Activities -Using Assessment to Drive Instruction -Determining Instructional Level and Conducting Ongoing Progress Monitoring (OPM) -Reading First Statewide Reports Interventions for Struggling Readers PIRT Doctoral Training Resources/Partners/Links FCRR Media/Podcasts Employment Opportunities A Florida State University Center	Using Assessment to Drive Instruction These resources increase understanding of the principles for analyzing and using student data to guide instruction. District Level Use: These resources can be used by district level personnel to provide professional development to coaches and reading specialists by increasing their knowledge about the importance of using assessment results to drive instruction. School Level Use: These resources can be used by the reading coach to implement a series of informational sessions for teachers to increase their knowledge about using assessment results to drive instruction. Training can be designed by coaches using the presentations, articles, and other resources. The training topics can be determined by student assessment data, classroom walkthrough data, and grade level needs. Related Resources: PowerPoints/PDFs: Using Assessment to Inform Instruction, Jan. 2004 PDF Version / Downloadable PowerPoint w/o Animation . Handout PDF Version Dr. Marcia Grek, Dr. Pat Howard, Mr. Karl Hook (2003). Using Assessment to Inform Instruction: A Presentation for the 2003 Reading First Teacher Academies. PDF Version Coaching to Use DIBELS Data to Inform Instruction. Presented at Florida Reading Coaches Training, Orlando, FL, August, 2004 PDF Version / Downloadable PowerPoint . Handout PDF Version . DIBELS Risk Levels Chart PDF Version Using DIBELS Data to Inform Instruction. Just Read, Florida! Leadership Conference. June 2004 Orlando, Florida. PDF Version / Downloadable PowerPoint w/o Animation . Handout PDF Version Publications by FCRR Faculty and Staff Torgesen, J.K., (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22(Spring/Summer), 32-39.(2,457KB)