Preparing for Fall Data Analysis

• • • • • •

R E A D I N G A N D A S S E S S M E N T F R A M E W O R K I N S T R U C T I O N A L T I M E A N D S C H E D U L I N G R E A D I N G D A T A R E P O R T S U S I N G D A T A C A R D S B U I L D I N G I N S T R U C T I O N A L F O C U S G R O U P S L E A D I N G G R A D E L E V E L T E A M M E E T I N G S

Instructional Time

 PPS Reading Framework   Instructional Time Materials See Math and ELD

Math and ELD

Math ELD

 K-5: Number Corner … 15-20min/day Core Lesson………. 60min/day  ELD Levels 1-4:  minimum of 150 minutes per week  6-8: 60 minute block (does not include transition time)  ELD Levels 1-2:  300 minutes per week recommended

Your School Schedule



Highlighter Protocol

 Using the Reading Framework and your school schedule  highlight the elements of the Instructional Time portion of the framework that your school already has in place  Find a partner that you haven’t worked with before –   Share what your school already has in place – 1 minute each Share how your school is meeting the needs of Tier 1 (Benchmark), Tier II (Strategic) and Tier III (Intensive). Walk to Read? Other?

 Discuss with your partner –  What are or will be the challenges of making these instructional time expectations work?

A Comprehensive Approach to Assessment

Building Assessment Literacy #2 Turn and Talk

The Data Wise process

What Data Wise Is and Isn’t

It Is…

• A process

It Isn’t…

• A program • A way to structure

improvement

• Grounded in multiple forms

of data

• Collaborative • A way of “doing business”

school-wide

• An add-on • Just about using test data • A solo activity • Only about querying data,

using Excel, and making charts

10:23

Data Wise Improvement Process

10:21

Reading the Reports

Building Assessment Literacy #3  Accessing DIBELS and easyCBM Reports  DIBELS - https://dibels.uoregon.edu/data/  Histogram  Grade Level Report & Class List Report

Username: pps+pps username (ex. ppsdcogan)



Password: pps+pps employee ID (ex. pps015629)

easyCBM http://pps.or.easycbm.com/  Benchmark Score Report  Percentile Cut Scores for Tier I, II, III Username: pps username (ex. dcogan) Password: pps employee ID w/o zeroes (ex. 15629)

Nonsense Word Fluency – Correct Letter Sounds (NWF-CLS) Histogram Report

Likely to Need Intensive Support 32% (n=24)

Score range: 0-17 Well Below Benchmark

Likely to Need Strategic Support 20% (n=15)

Score range: 18-26 Below Benchmark

Likely to Need Core Support 49% (n=37)

Score range: 27-143 At or Above Benchmark

easyCBM Benchmark Score Report

Understanding DIBELS and easyCBM Benchmark Goals Build Assessment Literacy #2

Composite Scores

 Handout: DIBELS Next Benchmark Goals and Composite Score  Read pages 1 & 2 (stop before section: Benchmark Goal Research)     Highlight key ideas Jot questions in margins Talk with a partner Group questions

Risk Levels

 Handout: easyCBM Risk Levels

Data Cards

Create Data Overview #3

Grades K-3

     Composite Scores Scores for measures Phonics Survey Progress Monitoring Other formative data

Grades 4-8

      Risk Rating Raw scores and percentiles for each measure OAKS Phonics Survey (Tasks 12-13 as needed Progress Monitoring Other formative data

Data Card Activity

Create Data Overview #3

K-3 Practice Activity

  Using your Grade Level Reports, identify 2 core/benchmark students, 2 strategic students and 2 intensive student from each grade level. Complete a data card for each.

Grades 1 & 3

4-8 Practice Activity

 Using your Benchmark Report, identify 2 Low Risk, 2 Some Risk and 2 High Risk students.

 Complete a data card for each.

Grade 6

INSTRUCTIONAL FOCUS GROUPS

D I F F E R E N T I A T I N G T O M E E T T H E I N S T R U C T I O N A L N E E D S O F A L L S T U D E N T S

Create Data Overview Step #3

Differentiated Instructional Focus Groups

Grades k-3

Instructional Focus #1 Description: Students who significantly exceed DIBELS benchmark goal and pass all sections of the Phonics Survey and Unit Assessments. Instructional Focus: High benchmark students receive systematic grade level core instruction (particularly explicit vocabulary and comprehension strategy instruction) in addition to coordinated and well-planned enrichment reading activities.

Do not remove your students from the grade-level core program!

Differentiated Instructional Focus Groups

Grades k-3

Instructional Focus #2 Description:

Students who meet DIBELS benchmark goal and pass all sections of Phonics Survey and Unit Assessments. Instructional Focus: Benchmark students receive systematic and explicit grade level core program instruction to ensure mastery of grade level standards.

Date of Test: October 14, 2008 HM Level (theme): 1

Use the Unit Data

Unit Test Results

Small Groups, Whole or Individual: Group Level (strategic, benchmark): Off to Adventure benchmark A B C D E F G I Alexandra Avria Jennifer Andrew Samuel Trevor Macaila Jeremy Joyce Julissa Elena Emily Natsumi Anh-Kenny Alec Justin Dasha Angelina Brandon Faith Francisco

Total % Correct

Pass No Pass Sequence of Events 5 2 5 5 4 5 3 4 5 4 5 4 4 4 5 4 4 4 4 3 5 4 Making Inferences 5 2 4 5 4 5 5 5 3 5 5 4 5 5 4 4 3 5 4 4 4 5 4 5 3 3 3 5 3 3 5 Cause and Effect 5 2 5 5 3 5 4 4 3 3 5 3 5 Information and Study Skills 5 3 4 5 5 5 5 5 4 4 5 3 4 5 4 5 4 3 5 5 5 4 Base Words 5 4 5 5 0 4 4 4 5 5 5 5 5 4 5 5 5 4 5 1 4 5 Syllabication 5 0 5 4 4 4 4 5 5 4 5 5 5 5 4 4 3 5 4 4 5 3 Inflected Endings 5 3 4 4 5 5 4 4 5 0 4 4 4 4 5 3 4 4 5 4 4 4 Vocabulary 10 4 3 5 8 9 8 6 5 7 6 5 5 6 4 5 7 3 6 6 8 0 44% 78% 84% 73% 93% 84% 82% 78% 76% 82% 62% 76% 82% 78% 82% 60% 73% 82% 82% 73% 84% 83% 86% 77% 88% 85% 83% 79% 55%

Differentiated Instructional Focus Groups

Grades k-3

Instructional Focus #3 Description:

Students who meet DIBELS benchmark goal and fail one or more sections of Phonics Survey and Unit Assessments Instructional Focus: Benchmark students receive systematic and explicit grade level core program instruction. In addition, students receive small group instruction targeted at the deficits identified on the phonics survey and unit assessments.

Differentiated Instructional Focus Groups

Grades k-3

Instructional Focus #4 Description:

Students who score below DIBELS benchmark goal and pass all sections of the Phonics Survey.

Instructional Focus: Strategic students receive systematic and explicit grade level core program instruction. In addition, small group instruction will be focused on fluency, vocabulary and comprehension.

Phonics Survey Grade Level Tasks

(see benchmark targets for each task) Kinder First Beginning of the Year Tasks 1 - 3 1 - 5 Second 5 - 11 Third and Up 9 – 13 End of the Year Tasks 1 - 5 1 - 11 5 - 13 9 – 13 See Phonics Survey Target & Benchmark Scores Handout

Differentiated Instructional Focus Groups

Grades k-3 Instructional Focus #5 Description

Students who score below DIBELS benchmark goal and do not pass one or more tasks on the Phonics Survey.

Instructional Focus: Pre-teach or re-teach to achieve mastery of grade level Core program. Explicit small group instruction focused on targeted phonics skills as identified by Phonics Survey.

Differentiated Instructional Focus Groups

Grades k-3 Instructional Focus #6 Description

Students who score well below DIBELS benchmark goal.

Instructional Focus: Scott Foresman core instruction in vocabulary and comprehension plus intervention program . (See Reading Framework)

K-3 Instructional Focus Groups

P R A C T I C E A C T I V I T Y : 1 .

E A C H P E R S O N T A K E S A C A R D 2 .

3 .

4 .

I N T U R N , E A C H P E R S O N R E A D S H I S / H E R C A R D .

T H E G R O U P D I S C U S S E S T H E A P P R O P R I A T E I N S T R U C T I O N A L F O C U S G R O U P R E P E A T S T E P S 1 - 4 F O R E A C H C A R D .

Differentiated Instructional Focus Groups

Grades 4-8

Instructional Focus #1 Description: Students who have an easyCBM Risk Rating of 0-1 and significantly exceed the percentiles on the vocabulary and comprehension measures, pass all sections of the Unit Assessments in Scott Foresman or EMC, and exceed on OAKS.

Instructional Focus: High benchmark students receive systematic grade-level core instruction in addition to coordinated and well-planned enrichment reading activities.

Do not remove your students from the grade-level core program!

Differentiated Instructional Focus Groups

Grades 4-8

Instructional Focus #2 Description: Students who have an easyCBM Risk Rating of 0-1 (Tier I), pass all sections of the Unit Assessments in Scott Foresman or EMC, and meet or exceed on OAKS.

Instructional Focus: Benchmark students receive systematic and explicit grade-level core instruction to ensure mastery of grade-level standards.

Differentiated Instructional Focus Groups Grades 4-8

Instructional Focus #3 Description: Students who have an easyCBM Risk Rating of 2-4, meet grade level percentile on fluency measure, score below grade level percentile on comprehension and/or vocabulary measures, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS.

Instructional Focus: Strategic students receive systematic and explicit grade-level core instruction along with pre-teaching and/or re-teaching to achieve mastery of grade-level standards. Targeted, explicit, small group instruction should be focused on comprehension and/or vocabulary.

Differentiated Instructional Focus Groups Grades 4-8

Instructional Focus #4 Description: Students who have an easyCBM Risk Rating of 2-4, do not meet grade level percentile on fluency measure, pass Tasks 12-13 of Phonics Survey, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS.

Instructional Focus: Strategic students receive systematic and explicit grade-level core instruction to achieve mastery of grade level standards with targeted, explicit, small group instruction and practice opportunities in fluency.

Differentiated Instructional Focus Groups Grades 4-8

Instructional Focus #5 Description: Students who have an easyCBM Risk Rating of 2-4, do not meet grade level percentile on fluency measure, do not pass Tasks 12 13 of Phonics Survey, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS.

Instructional Focus: Strategic students receive systematic and explicit grade-level core program instruction to achieve mastery of grade-level standards with targeted, explicit, small group instruction, and practice opportunities in multisyllabic word reading. (Rewards in 4-8 or SF Enhancements 4-5)

Differentiated Instructional Focus Groups Grades 4-8 Instructional Focus #6 Description

Students who have an easyCBM Risk Rating of 5-6.

Instructional Focus: Intensive students receive systematic and explicit instruction in an intervention program.

4-8 Instructional Focus Groups

P R A C T I C E A C T I V I T Y : 1 .

E A C H P E R S O N T A K E S A C A R D 2 .

3 .

4 .

I N T U R N , E A C H P E R S O N R E A D S H I S / H E R C A R D .

T H E G R O U P I D E N T I F I E S T H E A P P R O P R I A T E I N S T R U C T I O N A L F O C U S G R O U P A N D P L A C E S C A R D O N T H E T A B L E I N T H E A P P R O P R I A T E P L A C E .

R E P E A T S T E P S 1 - 4 F O R E A C H C A R D .

Grade Level Team Meetings

 Meet 5 times a year  Fall, winter, spring –Screening and Benchmarking data serves as focus of data analysis  2 additional times –Progress Monitoring data serves as focus of data analysis  Teachers will be released in grade level groups or bands  School Improvement Specialists facilitate meetings and prepare data

Fishbowl: Grade Level Team Meeting

 Fall Grade Level Team Data Analysis Protocol  Part I  Observation Tool for Viewing Data Team Meeting

Grade Level Team Meeting Debrief Protocol : Modified Final Word

1.

2.

Form groups of three. Select a facilitator Take 2 minutes to reread notes. Highlight 2-3 comments or questions that you would like to discuss at your table.

3.

4.

5.

6.

7.

One person shares 1 comment or question and why it is significant. 2-3 minute Each listener has 1 minute to add to and build on what has been said.

Person who originally shared, takes 1 minutes to share final thoughts having listened to sharing by colleagues.

Repeat process with each group member. Do not repeat selected comments or questions by other group members.

As a table, choose one unanswered question to share out whole group. 2 minutes

Next Meeting

 Wednesday, September 7, 2:00 – 5:00 Windows Cafeteria, BESC K-8 Reading Team: Daniel Cogan, [email protected]

Cathy Cowherd, [email protected]

Laurel Feldman, [email protected]

Sheila Hallinan, [email protected]

Mindy Hawley, [email protected]

Maryanne Stalnaker, [email protected]

(Language!)

School Improvement Plan Goals

DIBELS and easyCBM Refreshers

easyCBM DIBELS

 What is DIBELS Next Refresher Training?

 Steps for Planning Refresher Training