Transcript School Improvement/ School-Wide Reading Support Training

Data Analysis
MiBLSi Project
September 2005
Based on material by
Ed Kameenui
Deb Simmons
Roland Good
Ruth Kaminski
Rob Horner
George Sugai
Purpose
The intent of this section is to
• Review data keeping in mind the need to
focus on key elements
Achieved
Quarter
In Progress
Not Started
y'0
7
Ma
y'0
6
Ma
y'0
5
r'0
7
r'0
6
Ma
Ma
6
5
r'0
5
Ma
Ma
c'0
De
c'0
De
4
'0
6
'0
5
'0
4
c'0
De
Oc
t
Oc
t
Oc
t
Number of Items (Six Possible)
EBS Team Implementation Survey: On-Going Activity
6
5
4
3
2
1
0
Fourth Grade Reading MEAP Results
100%
90%
80%
Percent
70%
60%
50%
40%
30%
20%
10%
0%
03-04
04-05
05-06
06-07
07-08
08-09
Year
Exceeded
Met
Basic
Apprentice
TM
End of Year Reports
• The End of Year Report is designed to
summarize referral rates per 100 students by:
– Year
– Problem behavior
– Grade level
– Location
• In addition, a suspension/expulsion report and
the “triangle” summary data are provided.
Summaries are organized for use at the districtlevel.
End of Year Report
Referrals Per 100 Students
End of Year Report
Problem Behavior Report
End of Year Report
Grade Report
End of Year Report
Location Report
End of Year Report
Suspension/Expulsion Report
End of Year Report
Triangle Data
Team Work Time
Take time with your team to look at your
school’s behavior support data
1. What is working well with your school
(based on the data)?
2. What areas do you need to focus on?
Dynamic Indicators of Basic
Early Literacy Skills (DIBELS)
Data Review
Fall 2005
based on the work of:
Roland Good
Ruth Kaminski
Data Review
Who Needs Phonological Awareness?
QuickTime™ and a
Sorenson Video decompressor
are needed to see this picture.
Interpreting and Using DIBELS™
Data
Assess Progress Toward Outcomes
DIBELS Benchmark Goals
•
Initial Sound Fluency:
•
Phoneme Segmentation Fluency:
•
–25 sounds per minute by Winter Kindergarten
–35 sounds per minute by Spring Kindergarten
Nonsense Word Fluency:
–50 sounds per minute with at least 15 words
recoded by Winter First Grade
•
DIBELS™ Oral Reading Fluency:
–40 words correct per minute by Spring First Grade
–90 words correct per minute by Spring Second Grade
–110 words correct per minute by Spring Third Grade
–118 words correct per minute by Spring Fourth Grade
–124 words correct per minute by Spring Fifth Grade
–125 words correct per minute by Spring Sixth Grade
Three Risk Categories
Used Prior to Benchmark Time
• Low risk
– Has met progressive benchmark and is on track to achieve benchmark
goal
– 80%-100% probability of reaching next benchmark goal
• Some risk
– Low emerging skills; is making progress and has 50/50 chance of
achieving benchmark goal
– 50% probability of reaching next benchmark goal
• At risk
– Seriously below progressive benchmark; at risk for achieving
benchmark goal
– 0%-20% probability of reaching next benchmark goal
Three Status Categories:
Used at or After Benchmark Goal Time
• Established
– Achieved the benchmark goal
– 80%-100% probability of reaching next benchmark goal
• Emerging
– Low emerging skills but has not achieved the benchmark goal
– 50% probability of reaching next benchmark goal
• Deficit
– Seriously below benchmark goal
– 0%-20% probability of reaching next benchmark goal
Three levels of Instruction
Based on Pattern of Performance Across All
Measures
• Benchmark Instruction - At Grade Level:
– 80% - 100% probability of reaching next benchmark goal.
– Provide Core Curriculum focused on big ideas.
• Strategic Instructional Support - Additional Intervention
– 50% probability of reaching next benchmark goal.
– Provide extra practice; adaptations of core curriculum; small group instruction
with supplementary program.
• Intensive Instructional Support - Substantial Intervention
– 0% - 20% probability of reaching next benchmark goal.
– Provide focused, explicit instruction with supplementary intensive
curriculum; small group/individual instruction.
Vocabulary
Risk Categories
Used Prior to
Benchmark Time
Low Risk
Status Categories
Used At or After
Benchmark Time
Established
Instructional
Level
Benchmark
Some Risk
Emerging
Strategic
(Prevention Mode) (Remediation Mode)
At Risk
Deficit
Intensive
(Prevention Mode) (Remediation Mode)
Using DIBELS™ Data
• What is the purpose of your assessment?
– What do you need to know? What question(s) do
you have?
– What data can you use? What type of
information will answer the question(s) you
have?
ODM Step
Question(s)
Data
1. Identify Need
Are there students who may need support? How
many? Which students?
Benchmark data: Histograms, Box
Plots, Class List Report
2. Validate Need
Are we confident that the identified students need
support?
Benchmark data and additional
information: Repeat assessment, use
additional data, knowledge
of/information about student
3. Plan Support
What level of support for which students? How to
group students? What goals, specific skills,
curriculum/program, instructional strategies?
Benchmark data and additional
information: Individual student
booklets, additional diagnostic
information, knowledge
of/information about student
4. Evaluate
Support
Is the support effective for individual students?
Progress monitoring data:
Individual student progress graphs,
class progress graphs
5. Evaluate
Outcomes
As a school/district: How effective is our core
(benchmark) support? How effective is our
supplemental (strategic) support? How effective is
our intervention (intensive) support?
Benchmark data: Histograms,
Cross-Year Box Plots, Summary of
Effectiveness Reports
Step 1. Identify Need for
Support
• What do you need to know? • What data to use?
– Are there students who may
need additional instructional
support to achieve benchmark
goals?
– How many students may need
additional instructional
support?
– Which students may need
additional instructional
support?
– Histograms
– Boxplots
– Class lists
Histograms (Bar Charts)
•
•
•
The Histogram Report summarizes the distribution of scores of all children in a grade within a school or
district relative to the progressive benchmark/benchmark goal for the time. Student performance is
depicted in three categories according to students who have (a) met established goals/progressive
benchmarks, (b) are making progress toward goals/progressive benchmarks, or (c) are seriously below
target goals/progressive benchmarks.
The goal is to have most/all students to be on track, i.e. have met established goals/progressive
benchmarks
Over the year, you should begin to see more students who meet established goals and fewer students who
are seriously below target goals.
From DIBELS Data System, University of Oregon, 2000-2005
Legend for Interpreting
Histograms
= Low Risk or Established
= Some Risk or Emerging
= At Risk or Deficit
Note: Split bars are used when
the cutoff scores between
categories occur in the middle of
a score range. The number of
student is indicated by the size of
the split part.
From DIBELS Data System, University of Oregon, 2000-2005
Histograms
• True or False
– Histograms tell us if there are students who
need additional support
– Histograms tell us how many students need
additional support
– Histograms tell us who needs additional
support
• True or False
Box Plots
– Box plots are another way of summarizing the distribution of performance in a class at a
single point in time. The box depicts the range of scores for a school or district relative
to the progressive benchmark/benchmark goal.
– The goal is to have most/all students to be on track, i.e. have met established
goals/progressive benchmarks. The box and corresponding spindle should be at or
above the gray bar.
– Over the year, you should begin to see more students who meet established goals and
fewer students who are seriously below target goals.
From DIBELS Data System, University of Oregon, 2000-2005
Legend for Interpreting Box Plots
= progressive
benchmark/
benchmark goal
From DIBELS Data System, University of Oregon, 2000-2005
Box Plot
School A - Fall Kindergarten - ISF
From DIBELS Data System, University of Oregon, 2000-2005
Histogram
School A - Fall First Grade - PSF
47% Established PSF
39% Emerging PSF
14% Deficit PSF
From DIBELS Data System, University of Oregon, 2000-2005
Histogram
School A - Fall First Grade - NWF
42% Low Risk
29% Some Risk
29% At Risk
From DIBELS Data System, University of Oregon, 2000-2005
Practice
• Divide into 2 groups of 3. One group will review
kindergarten and the other review first grade data.
– Review Histograms and Boxplots for kindergarten and
first grade for Emerald City School District
• What do you know from the data?
• What are the implications for curriculum and instruction,
professional development/teacher support for each grade
level?
– Discuss your grade level findings with the other group
at your table.
Team Work Time
Take time with your team to look at your
school’s reading support data
1. What is working well with your school
(based on the data)?
2. What areas do you need to focus on?
DIBELS Class List Report
DIBELS
DIBELS
DIBELS Class List Report