Preparing for Fall Data Analysis • • • • • • READING AND ASSESSMENT FRAMEWORK INSTRUCTIONAL TIME AND SCHEDULING READING DATA REPORTS USING DATA CARDS BUILDING INSTRUCTIONAL FOCUS GROUPS LEADING GRADE LEVEL TEAM MEETINGS Instructional Time PPS Reading Framework Instructional Time Materials See Math and ELD Math and ELD Math ELD K-5: ELD Levels 1-4: Number Corner … 15-20min/day Core Lesson………. 60min/day 6-8: 60 minute block (does not include transition time) minimum of 150 minutes per week 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… It Isn’t… • A process • A program • A way to structure improvement • An add-on • Grounded in multiple forms of data • Just about using test data • Collaborative • A solo activity • A way of “doing business” school-wide • 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) Likely to Need Strategic Support 20% (n=15) Likely to Need Core Support 49% (n=37) Score range: 0-17 Well Below Benchmark Score range: 18-26 Below Benchmark 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 Grades 4-8 Composite Scores Risk Rating Scores for measures Raw scores and percentiles for Phonics Survey Progress Monitoring Other formative data 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 4-8 Practice Activity Using your Grade Level Using your Benchmark 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 Report, identify 2 Low Risk, 2 Some Risk and 2 High Risk students. Complete a data card for each. Grade 6 INSTRUCTIONAL FOCUS GROUPS DIFFERENTIATING TO MEET THE INSTRUCTIONAL NEEDS OF ALL STUDENTS 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. Use the Unit Data Unit Test Results Date of Test: October 14, 2008 HM Level (theme): 1 A 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 Small Groups, Whole or Individual: Group Level (strategic, benchmark): benchmark Off to Adventure B Sequence of Making Events Inferences 5 5 2 2 5 4 5 5 4 4 5 5 4 4 4 5 4 5 5 4 4 4 3 4 5 4 4 5 4 4 4 3 4 5 3 5 4 5 5 3 4 5 5 5 83% 86% C D E F G I Cause and Effect 5 2 5 5 3 5 4 4 3 3 5 3 5 4 5 3 3 3 5 3 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 5 5 4 5 5 1 4 5 5 5 4 4 4 5 5 5 Syllabication 5 0 5 4 4 4 4 5 5 4 4 3 5 4 4 5 3 5 5 4 5 5 Inflected Endings 5 3 4 4 5 5 4 4 4 5 5 4 4 4 3 4 4 4 4 5 0 4 Vocabulary 10 4 3 5 8 9 8 5 6 4 5 7 3 6 6 8 0 6 5 7 6 5 77% 88% 85% 83% 79% 55% 44% 78% 84% 73% 93% 84% 82% 78% 76% 82% 62% 76% 82% 78% 82% 60% 73% 82% 82% 73% 84% 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) Beginning of the Year Tasks End of the Year Tasks Kinder 1-3 1-5 First 1-5 1 - 11 Second 5 - 11 5 - 13 Third and Up 9 – 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 PRACTICE ACTIVITY: 1. EACH PERSON TAKES A CARD 2. IN TURN, EACH PERSON READS HIS/HER CARD. 3. THE GROUP DISCUSSES THE APPROPRIATE INSTRUCTIONAL FOCUS GROUP 4. REPEAT STEPS 1-4 FOR EACH CARD. 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 gradelevel 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 1213 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 PRACTICE ACTIVITY: 1. EACH PERSON TAKES A CARD 2. IN TURN, EACH PERSON READS HIS/HER CARD. 3. THE GROUP IDENTIFIES THE APPROPRIATE INSTRUCTIONAL FOCUS GROUP AND PLACES CARD ON THE TABLE IN THE APPROPRIATE PLACE. 4. REPEAT STEPS 1-4 FOR EACH CARD. 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. 3. 4. 5. 6. 7. 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. 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, dcogan@pps.net Cathy Cowherd, ccowherd@pps.net Laurel Feldman, lfeldman@pps.k12.or.us (Language!) Sheila Hallinan, shallinan@pps.net Mindy Hawley, mhawley@pps.net Maryanne Stalnaker, mstalnaker@pps.net School Improvement Plan Goals DIBELS and easyCBM Refreshers DIBELS What is DIBELS Next Refresher Training? Steps for Planning Refresher Training easyCBM