Transcript WASD Supervision and Evaluation

WASD
PA Literacy Conference
Innovations in Literacy
KtO Early Impact
Session Agenda
DATA DRIVEN– Not Just a Catch Phrase
Multi-Tiered Approach to Data Analysis
DATA at Every Level
District
• District
• Building
Building
• Grade Level
Grade Level
• Classroom Teacher
Classroom
• Individual Student
Student
Williamsport Area School District
Who Are We?
Located in Lycoming County, small to medium city
100 square miles --Urban/Rural
• 5209 Students
35.14
• KtO Schools— K-5 and Head Start
• 8 buildings; 1-HS, 1-MS, 2 Elementary Intermediates, 4
Primary Schools
• 61% Economically Disadvantaged
• 18% Special Education
KtO Approach
Project
Director
Administrators
Literacy
Plan
Instructional
Coaches
Community
Faculty
Data
Liaison
WASD
Systems Approach
District
Building
Grade Level
Classroom
Student
WASD
Data
Design
Data
Informs
Every Level
WASD DATA Design
DATA DRIVEN– Not Just a Catch Phrase
Data Questions at every level…
• District– Organizational changes and needs
• Building-How is the building performing? building
specific needs, culture of school, curriculum
alignment
• Grade-Grade level needs, grade level expectations,
instruction, broad coach support
• Classroom-Support of individual teachers,
instructional focus, individual pd & coaching
• Student-Tailor support, skill specific, clear goals
Multiple Measures
District Data
What can district level data tell us?
• Success or not of core practices– (80% Success rate
with core instruction)
• PSSA Date– Alignment to PA Core Standards
• Needed curricular work
• Buildings that are over or under performing
• Trends in decreasing or increasing grade level
achievement gaps
• School improvement efforts working?
• Principal questions—instructional leadership
District Data
DISTRICT SCHOOL IMPROVEMENT PROCESS
• Central office conducts School Data Team
meetings—annually mid-year
• Prepared Question– Attachment
• Discussion of data and school processes
• Look at actual assessment results
• Implementation of RtII process
• Support and intervention of at-risk and
accelerated students
• Goals of improvement known and understood by
all school staff
District Data
Your Turn
Discuss these examples of DISTRICT data:
• 46% of all grade 3 students appear to be reading
off level (guided reading)
• Title I works with 37% of all students
• 4 out of 6 elementary schools did not make AYP
• Special Education identification is at 26% of the
population
Building DatA
School Data Teams
 The School Data team holds the "big picture" of building
success toward increasing achievement and school
improvement
 Communicates goals to the entire school.
 Big Picture data such as district-wide DIBELS , GRADE, and
PSSA are analyzed
 Generate suggestions of focus, instructional priorities, and
ways to improve
 Facilitated by the principal and school team
 Meets throughout the year
 Meets with District Team
Building Data
What can building level data tell us?
• Success or not of core practices– (80% Success rate
with core instruction)
• Comparison of building to others in district and
state
• Alignment of grade level team expectations Where
instructional support is needed
• Model classrooms
• School improvement efforts working?
• Where instructional coaching is needed
Building Data
Your Turn
Discuss these examples of BUILDING data:
• Report card data indicates a classroom has 12/22
students in below grade level reading groups
• End of year DIBELS assessments show that 44%
of student did not make end of year benchmarks
for grade 2 and are in the Intensive range
• Kindergarten classroom scored 20% points
higher than others in same building on phoneme
segmentation fluency
KtO Innovations
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Multiple Measures District Calendar
Core Reading Implementation Guide
Data Roster
Specific RtII Plan– RtII Flowchart
Instructional Coaching
SWAT Team Approach to DIBELS testing
KtO Baseline Modules and HEAT Modules job
embedded-during school day or in-service time
 Daily PLC Time
 Principals as Instructional Leaders
Implementation Guide
RtII Flowchart
Data Roster
Multiple Measures
Calendar
Looking at Data
Data Pyramid
Multi-Tiered
Data Reporting/Analysis
Data Liaison
Administrators
Instructional
Coaches
Project
Director
Faculty
LCLP
Team
Parents
Students
System Data
KtO Data Examples
• DIBELS Next
• GRADE
Other examples… 4-Sight, classroom
based, reading levels, etc…
DIBELS Next
DIBELS SUMMARy
Grade Level REport
DIBELS INDICATORS BY GRADE LEVEL
GRADE- Group Progress
GRADE--Classroom
Data Roster
DETERMINING NEEDS :
Classroom Teacher, RtII, Title, Learning Support
WASD RtII Framework
Create Structure and Time
Assess and Identify Need
Go Deeper—Back-Test
Form Groups
Instruct—Skill Specific
Progress Monitor
RtII Structure
• RtII occurs during
designated times
• Some students work in
skill-based groups
• Other students work on
enrichment activities.
Management of
Skill Groups
3-5 students in skill-based groups
• Groups meet at least 3 days per week
• Students may move to another teacher in
order to join a specific skill group in another
classroom
• Skill groups are taught by classroom
teachers, learning support teachers, Title I
teachers, instructional aides, and specialists.
Are all students in a group?
• No
• This is a designated time where teachers can hone in on a
specific skill(s) that students need to remediate in order to
become proficient readers.
What are the other students doing?
Students not assigned to an RtII group may be working on
• Enrichment activities, centers, computer-based instruction,
teacher lessons
• Gifted support teacher may offer suggestions for enrichment
• Lessons for students.
Outcomes Driven Model
•Data is analyzed with an
outcomes driven,
collaborative eye during
morning PLC time.
•Team determines which
students need back-testing
(administered by
Instructional Coach or Title
I teacher)
Back-Testing Students
DIBELS NEXT SURVEY
For example…
Determining
Mastery Level
Instructional
Level
Progress
Monitoring
Level
Forming Realistic and
ambitious goals
By January, Katarina will read 2nd grade text
orally
• At a rate of 87 or more words correct per
minute
• With at least 97% accuracy
Forming Groups
• Instructional Coach assists the grade
level team in forming RtII groups by
matching students with similar needs
into groups
Instruction
It is important that you: know and
understand the specific focus goal(s)
of your RtII group.
Collaboration
• Must be ongoing
• Teachers: Classroom, Title I, Learning Support, and
the Instructional Coach all collaborate in coplanning, developing, and sharing lessons (plans and
materials).
Progress
Monitoring
Progress Monitoring
• Students are progress monitored frequently
to ensure instruction is working. (Frequency
is determined by severity)
• Title I and Learning Support teachers work
together to progress monitor students.
• This data is shared with the classroom
teachers, and then used to refine groups.
How are groups refined?
• During morning PLC meetings, in conversations led
by the Instructional Coach, data (mostly progress
monitoring data) is presented, discussed, and used to
refine either:
• Teacher’s focus/goal
• student placement
• Instruction
• Materials
If little progress is evident check your instruction
Innovation Video
Williamsport Area School District
Innovation Award
Early Impact
WASD Website
http://www.wasd.org/Page/5881