Transcript Data-Wise - Miami-Dade County Public Schools
Data Wise
The Step By Step Guide to Using Assessment Results to Improve Teaching and Learning*: As Applied to Student-Teacher Support Teams (ST 2 ) Terry Vaccaro, Ph.D. and Maribel Lauber,Ed.S.
*(2005) Boudett, K.P., City, E.A. and Murname, R.J.
Café Protocol
You are on vacation in Paris on a beautiful Spring day, strolling by café after café Stop for a few minutes (5) at each of three cafés sharing a little about yourself with those you find there (3 others) Choose cafés to visit where you only find new people to meet
Data Wise Improvement Process
Inquire
3. Create Data Overview 4. Dig Into Data 5. Examine Instruction
Act
6. Develop Action Plan 7. Plan to Assess Progress 8. Act and Assess
Prepare
1. Organize for Collaborative Work 2. Build Assessment Literacy
Creating a Data Team Who’s on the ST2 Team?
Professional development specialist School psychologist Reading coach School-site administrator School psychology intern Hourly, certified teachers
Professional Development Specialist
Provide ongoing support to classroom teachers, school psychologists, school psychology interns, hourly teachers, administrators and paraprofessionals with targeted technical assistance, coaching, and mentoring through: Formalized workshops Literacy leadership team meetings Data study groups Teacher-teacher assistance Modeling, demonstration lessons, coaching and more…
School Psychologist
Collaboratively analyze data and participate in problem solving Coordinate the completion of diagnostic assessment Coordinate the OPM of designated students Assist in determining the need for Student Service referral and/or a request for assistance from the School Support Team
Reading Coach
Coordinate the screening/progress monitoring of the specified groups of students in their school Collaboratively analyze data Support teachers in implementing interventions prescribed for their students Assist in establishing small group instruction and interventions for identified students
Hourly Teachers/Interventionists School Psychology Interns
Conduct screening/progress monitoring and diagnostic assessment of specified students Assist teachers with the provision of small group intervention Conduct the OPM of designated students
Pair-Share Protocol
Share with the person next to you
What personal challenges lie before you in participating in your ST 2 role?
What resources are available to you to help you in your ST 2 role?
School Data Inventory
Data Source
DIBELS
Content Area Dates of Collection Students Assessed Accessibility
Reading: Phonological Awareness, Phonics, Fluency, Comprehension PM: September, January, May OPM: Ongoing PM: K-3 and FCAT 1 & 2 in grades 4,5 OPM: At-risk Students Administration; Teacher
Current Data Use More Effective Use
Data is used to form guided Reading groups Analyze data to guide instruction, intervention, and professional development of teachers.
PPVT Reading: Vocabulary; Language May March K-3 3-10 Administration Administration; Teacher n/a Retention Decisions Inform instruction regarding vocabulary development Inform Instruction FCAT MAZE Reading: Comprehension; Math Reading: Fluency, Comprehension Mini-Benchmark Reading: Comprehension September, January, May 6-12 Ongoing 3-10 Administration Teachers n/a Analyze data to guide instruction and PD Benchmarking Guide instruction
Comprehensive Research-Based Reading Plan (CRRP)
Single Core reading program for all elementary students (Houghton Mifflin) Provides the basis for reading instruction and facilitates the meaningful connection to supplemental materials and intervention programs Required use of research-based intervention materials
Early Success, (grades 1-2) Soar to Success, (grades 4,5/6), Essentials Elements of Reading Passport (K & 3) and Earobics.
,
Voyager
CRRP delineates a plan to assess and monitor student progress that is used to drive educational decisions
Early Success
A supplemental intervention reading program designed for 1 st and 2 nd graders who read below grade level Focus: Phonemic Awareness and Phonics Goal: Build P.A. to automaticity (all sounds) Link sounds to printed text (the 1 st step toward grasping the alphabetic principle) Help build rapid decoding skills Time Frame: 20-30 minutes of instruction Daily lessons patterned after a 3-step model: Rereading for Fluency Reading the (new) Book (reading strategies and phonics applications) Working with Words and Writing Sentences (phonics application)
Soar to Success
A supplemental intervention reading program designed for students in grades 3-8 who read below grade level Focus: Fluency, Decoding, and Comprehension Goal: Apply decoding skills and build comprehension skills Time Frame: 30-40 minutes of instruction (an 18-week program) Daily lessons patterned after 5-step model: Revisiting (fluency and comprehension) Reviewing (comprehension and application of its 4 reading strategies) Rehearsing (background knowledge and relevant vocabulary) Reading and Reciprocal Teaching (comprehension) Responding/Reflecting (comprehension)
Voyager Passport
Intervention program for Kindergarten (Passport A) and 3 rd graders (Passport D) who read below grade level Focus: The Big 5 Key Features: Scripted Program (daily, targeted skill development) Every 5 th day has a measuring task VPORT (real-time On-going Progress Monitoring and can import PMRN data Levels:
A D
– P.A., Phonics, Listening Comprehension – Vocabulary, Fluency, and Comprehension Time Frame: 30 - 45 minutes
Earobics
Designed for students pre-k through third grade Provides foundational skills by providing instruction and practice in: phonemic awareness language enrichment letters and sounds decoding and early spelling beginning reading beginning writing
Compass Points Protocol
Decide which “Compass Point” describes you Join others with your same “style” Work with your group to ID your style’s strengths and weaknesses and how it is to work with other “styles” Report out
Building Assessment Literacy
Assessment concepts critical to ST 2 Discrimination Reliability Validity Measurement Error Score Inflation
Sampling, Discrimination and Sensitivity to Change
Sampling Items are chosen that best measure an overall concept or are of content Covers the “Broad” with the “Narrow” Discrimination The ability of an item to differentiate between high and low performance Sensitivity to change The ability to timely measure change
Test Qualities
Reliability The consistency of test scores Validity Does the test score mean what it says it means?
Can you generalize from the test score to something real?
Score Inflation A Major Threat to Validity
Increases in scores that do not reflect a change in abilities What practices contribute to score inflation on the FCAT?
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Linkage of Oral Reading Fluency to State Reading Outcome Assessments
550 500 450 400 350 300 250 200 150 100 50 0 20 40 60 80 100 120 140 160 180 200 220 240
Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment.
Below 80, the odds are 19% the student will rank “adequate” on the FL State Assessment.
Or al Reading Fluency
Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.
PMRN
The Progress Monitoring and Reporting Network (PMRN) is Florida’s Web-based data management system for the recording, storing, and reporting of student gains in reading. The PMRN is: a convenient place for recording and organizing the results of student reading assessments a secure, centralized, easily accessible location for the storage of student information a tool that provides timely and helpful reports to assist educators effectively analyze, plan, and communicate
PMRN
Recording and reporting student progress in the PMRN is easy and can be completed from any computer with internet access*.
Assess – Assessment teams monitor student progress four (3) times per year Enter Data – designated Data Entry Level (DEL) Users Submit the scores into the PMRN through the Website’s data entry page Compute – The PMRN aggregates the data Access – Teachers access their students’ reports immediately
*There are minimum system requirements. Details are available through the Privacy Statement link on the Home Page of the PMRN Website.
Recommended Instructional Level
Green – Initial
– the current reading program is meeting the needs of the student.
Yellow – Strategic
– the student has weaknesses that are specific and need to be identified and addressed to reach grade level reading
Red – Intensive
- the student needs Immediate Intensive Intervention (iii) in order to make the gains required to reach grade level reading
Initial Strategic Intensive
Interpreting DIBELS scores
Above Average :
At or above the 60 th percentile
Low Risk :
At grade level-above the 40 th percentile
Moderate Risk :
between the 20 th Moderately below grade level and 40 th percentile
High Risk :
20 th Serious difficulties in reading-below the percentile
Class Status Report
The Class Status Report is the primary report for the teacher. The student’s risk level for the individual progress monitoring measures are provided, as well as the Recommended Instructional Levels. The report can be sorted in a variety of ways and provides links to numerous other reports.
Data Analysis Activity #1
Which students are in most need of additional intervention?
Which students are on the fence or need watchful eye?
Which students are in most need of an intervention program with a strong phonemic awareness component?
What does the data say about student Rcct? Pogh?
Which students appear to require more intense level of intervention?
School Status Report
Progress Report
The student’s scores are plotted against the distribution of scores for the class. The flag indicates the students score and the level of risk.
Target Risk Level
Data Analysis Activity # 2
1. Describe the progress of the class in relation to the standard from Assessments 1 to 2 and from 2 to 4. 2. Describe the progress of the student in relation to the class and the standard from Assessments 1 to 2 and from 1 to 4.
Comparison Reports
A Comparison Report is a Box & Whiskers graph representing the range of scores, on a specific measure, for a class and 10 other classes OR a grade at a school and five (5) other schools that have similar demographics. The median score of the target class/school is plotted against the comparison group. The populations of the comparison groups are SIMILAR, but not identical.
Data Analysis Activity # 3
What are the general trends for the comparison groups in relation to the standard? What is the general trend for the target class in relation to the standard? In relation to the comparison groups?
Levels of Service ST
2
to SST: Linking Curriculum/Instruction with RTI
School Support Team (SST) Evaluation Referral Individually Designed Intervention Using Problem Solving and OPM Interv ention (PM and OPM) Supplemental Materials/Guided Reading Core Reading Program (PM) ST 2
What Does Your Data Say?
Evaluating the Core –
Initials Across Time?
What Happens with the
School Status Report (Progress Report) Interventions –
Who Should Receive Them?
Class Status Report Referral to SST – The Filtering Process Analyzing the Three Rules Individual Progress Report Below Standard Comparison to Peer Group Rate of Growth
Evaluating the Core
Look at School Status Report (Progress Report) Across the Benchmarks Analyze what happens with the Initials across time What patterns exist across the grade levels?
What conclusions can you draw regarding the effectiveness of the core curriculum?
Interventions
Using a Class Status Report from kindergarten or first grade, determine who should have received interventions and which interventions they should have received. Which students could have benefited from differentiated instruction? Did the identified students actually receive differentiated instruction and/or interventions?