mCLASS MOY Data Review and
Instructional Planning Session
Elementary Principals & Curriculum Facilitators
February, 2014
Agenda
• MOY Data Analysis Protocol
– GCS 1st grade example
– Your school’s data: K-3, one subgroup
• Supplemental Instruction Planning
– Number of students requiring support in early
literacy skills
– Digging deeper with 3rd grade students
• Next Steps
Needed Information for Completing the
MOY Data Analysis Protocol
• mCLASS MOY Reports
– Report #1: Completion
– Report #2: Comparing Populations for DIBELS
– Report #3: Comparing Populations for DIBELS for
subgroups
• Completed BOY Data Analysis Protocol
• A copy of the mCLASS Quintile Charts
MOY Data Analysis Protocol
Completion – Percent of students assessed at MOY
Guilford County Schools
92%
MOY Data Analysis Protocol
1. Record the percentage of students at or above benchmark for BOY.
Guilford County Schools
92%
Report #2: Comparing Populations
MOY Data Analysis Protocol
2. Record the MOY goal, including the quintile description.
Guilford County Schools
66%
92%
Below
Typical Progress
Typical Progress
Above
Typical Progress
Well Above
Typical Progress
4th
quintile
3rd
quintile
2nd
quintile
Top
quintile
0 – 20%
20 – 30%
30 – 40%
40 – 50%
50 – 60%
60 – 70%
70 – 80%
80 – 100%
712 North Eugene Street | Greensboro, NC 27401 | (336) 370-8100 Phone | (336) 370-8299 Fax | www.gcsnc.com | GCSTV 2
2. Choose
column
corresponding
to desired
performance.
USING THE QUINTILE CHARTS
Well Below
Typical Progress
Bottom
quintile
1. Find row
corresponding
to BOY
composite score
percent at
benchmark
Goal Setting Using Quintile Charts
1st Grade
1st Grade: BOY to MOY
Percent of national Percent of national mCLASS students at DIBELS benchmark (middle of year)
mCLASS students at
DIBELS benchmark Bottom quintile 4th quintile 3rd quintile 2nd quintile Top quintile
(beginning of year)
schools
schools
schools
schools
schools
0-20%
5%
20%
31%
42%
60%
20-30%
20%
35%
43%
50%
65%
30-40%
31%
43%
50%
57%
70%
40-50%
35%
48%
56% GOAL 63%
75%
50-60%
41%
55%
62%
69%
79%
60-70%
46%
61%
69%
75%
84%
70-80%
54%
69%
75%
81%
89%
80-100%
60%
77%
83%
88%
95%
9
MOY Data Analysis Protocol
3. Record the percentage of students at or above benchmark for MOY.
Guilford County Schools
66%
69%
(Typical
Progress)
92%
Report #2: Comparing Populations
MOY Data Analysis Protocol
4. Compare the MOY goal to MOY results. Record factors which may have
contributed to meeting or not meeting the goal.
Guilford County Schools
66%
73%
69%
(Typical
Progress)
92%
MOY Data Analysis Protocol
5. Record the EOY goal, including quintile description.
Guilford County Schools
66%
73%
69%
(Typical
Progress)
YES! Systematic word
study program in core; 2
hour literacy block; CF and
principal support through
combined sessions &PLC
cohorts; Intentional data
analysis; Specific planning
for groups of students
92%
Goal Setting Using Quintile Charts
1st Grade: BOY to EOY
GOAL
14
MOY Data Analysis Protocol
6. Consider current results to determine if the EOY goal needs adjusting.
Guilford County Schools
66%
92%
73%
69%
(Typical
Progress)
YES! Systematic word
study program in core; 2
hour literacy block; CF and
principal support through
combined sessions &PLC
cohorts; Intentional data
analysis; Specific planning
for groups of students
70%
(Typical
Progress)
MOY Data Analysis Protocol
7. Use the quintile charts and other data to adjust your EOY goal, if needed.
Guilford County Schools
66%
92%
73%
69%
(Typical
Progress)
YES! Systematic word
study program in core; 2
hour literacy block; CF and
principal support through
combined sessions &PLC
cohorts; Intentional data
analysis; Specific planning
for groups of students
70%
(Typical
Progress)
Yes, the
previously
set EOY
goal was
surpassed
at MOY
Goal Setting Using Quintile Charts
1st Grade: BOY to EOY
OLD
GOAL
NEW
GOAL
17
MOY Data Analysis Protocol
8. Record strategies to meet EOY goals.
Guilford County Schools
66%
92%
73%
69%
(Typical
Progress)
YES! Systematic word
study program in core; 2
hour literacy block; CF and
principal support through
combined sessions &PLC
cohorts; Intentional data
analysis; Specific planning
for groups of students
70%
(Typical
Progress)
Yes, the
previously
set EOY
goal was
surpassed
at MOY
76%
Above
Typical
Progress
MOY Data Analysis Protocol
Guilford County Schools
66%
92%
73%
69%
(Typical
Progress)
YES! Systematic word
study program in core; 2
hour literacy block; CF and
principal support through
combined sessions &PLC
cohorts; Intentional data
analysis; Specific planning
for groups of students
70%
(Typical
Progress)
Yes, the
previously
set EOY
goal was
surpassed
at MOY
76%
Above
Typical
Progress
Continue to
strengthen core
literacy instruction
through principal
and CF support;
Explicit
supplemental
instruction driven
by data; Fundations
modeling visits by
Wilson; Fundations
teacher support
sessions
MOY Data Analysis Protocol
Now it is your turn…
Handout
• Use Reports #1 through #3 and follow this 8
step process to fill in this information for EACH
grade level and a subgroup.
• Don’t skip Steps 4 and 8! They require more
thinking, but are the most important parts of
this process.
Agenda
• MOY Data Analysis Protocol
– GCS 1st grade example
– Your school’s data: K-3, one subgroup
• Supplemental Instruction Planning
– Number of students requiring support in early
literacy skills
– Digging deeper with 3rd grade students
• Next Steps
In December we introduced,
a Standard Treatment Protocol
• The “what” is PREDETERMINED
– You know it will work because it has proven effective
– It addresses the most common student weaknesses
at each grade level
• The “who” is PREDETERMINED
– Staff to deliver the instruction
• The “when” is PREDETERMINED
• The students are plugged in after data analysis
22
Homework from December
(blue handout)
Phonemic
Phonics Fluency
Awareness
K
1
2
3
4
5
Vocab
Comp
Handout
What’s the difference?
Basic Phonics:
Knowing the most common
sounds of consonants and vowels
and sounding out phonetically
regular VC and CVC words.
Measured by NWF.
Advanced Phonics:
Knowing all the sounds for letters
and letter combinations, and
sounding out written words.
Measured by DORF-Accuracy.
Reminders about Instruction and
Progress Monitoring
• Remember, our data tells us in what skill(s)
students need instruction
• Match the skill targeted in instruction to the
correct measure for progress monitoring
• Progress monitoring data informs instruction
effectiveness
• See Progress Monitoring Guidelines handout
26
mCLASS Progress Monitoring
Handout
DIBELS
DIBELS Measure Score Level
Instructional Implications
Recommended Frequency
Well Below Benchmark
Likely to Need Intensive Support
Every other week to weekly
Below Benchmark
Likely to Need Strategic Support
Once a month to every other week
At or Above Benchmark
Likely to Need Core Support
As necessary
Excerpts from Progress Monitoring with DIBELS Next:
• Students who are below the benchmark goal on one or more measures may receive progress monitoring in targeted areas
that are the focus of instruction or intervention.
• In most cases, progress monitoring will focus on one measure at a time, which should represent the student's instructional
level of the skill area targeted for instruction.
• A note about the Daze measure: Scores for Daze increase more slowly than they do for other DIBELS measures, so more
frequent monitoring may not be as informative. For students who need to be monitored on Daze, monitoring is
recommended once per month.
© Dynamic Measurement Group, Inc. / January 12, 2012
TRC
• The TRC should be administered to all students three times a year during the benchmark windows.
• GCS does not require students to be monitored between benchmark windows using the TRC.
• If a teacher decides to administer a TRC between benchmark windows, school texts must be located
and downloaded from www.mclasshome.com. Scenarios in which a TRC may be conducted between
benchmarks include, but are not limited to:
• If a student obtains “green” in all DIBELS measures, but comprehension is still a concern.
• An updated reading level is desired before the next benchmark.
Handout
Progress Monitoring with DORF
• Any grade student can be monitoring using any DIBELS measure
through “progress monitoring.”
• To be able to illustrate progress, the material must be at the student’s
instructional level. Use the chart to find a student’s instructional level
for DORF.
For DORF, the optimal progress monitoring
• Once a student reaches the
material is the highest level of material
End-of-Year (EOY) goal for an
where the student reads with at least:
out-of-grade level text, begin
Fluency
Accuracy
Grade
monitoring with the next
Score
Score
highest level.
5th
50
&
90%
4th
3rd
2nd
1st
50
50
40
20
&
&
&
&
90%
90%
90%
90%
Example 1:
Molly
Scaling Back to determine instructional
focus and measure to monitor Handout
3rd Grade DORF scores
3rd grade MOY:
Fluency= 56 words correct
Accuracy = 77%
Level 2 Progress Monitoring:
Fluency = 68 words correct
Accuracy = 93%
This student’s instruction should target
fluency and advanced phonics and use
Level 2 DORF to monitor progress until
the 2nd grade EOY goals are reached (87
words correct at 97% accuracy). The
student should then be monitored using
Level 3 passages.
Example 2:
Steven
Scaling Back to determine instructional
focus and measure to monitor
3rd grade MOY:
Fluency= 14 words correct
Accuracy = 67%
What’s next?
Level 2 Progress Monitoring:
Fluency= 25 words correct
Accuracy = 75%
Skill to target for instruction:
Basic Phonics
Measure to use for
monitoring:
NWF, until goals are met
What’s next?
Level 1 Progress Monitoring:
Fluency= 30 words correct
Accuracy = 80%
What’s next?
NWF Progress Monitoring:
Correct Letter Sounds = 45
Whole Words Read = 10
And then change
instructional focus to:
Fluency and/or
Advanced Phonics
And monitor with:
DORF,
Level 1
Scaling Back to determine instructional focus
and measure to monitor
Chart to Determine
Optimal DORF PM
F
A
5th
50
90%
th
4
50
90%
3rd
50
90%
nd
2
40
90%
st
1
20
90%
• Generate a list of 3rd Graders who need
supplemental instructional support
(red & yellow on MOY)
• Determine if scaling back is needed
• Determine instructional focus
• Determine measure to monitor
Student
Name
MOY Scores
(Goal – 86, 96%)
Scale back
needed?
Out of Grade PM
DORF – L2
F
A
Out of Grade
PM DORF – L1
F
A
Alignment of DIBELS to Reading Component
DORF - Fluency
Fluency
DORF - Accuracy
Advanced Phonics
NWF
Basic Phonics
EOY Goals
F =87+ A = 97%+
st
1
F = 47+ A = 90%+
NWF CLS = 54+ WWR=13+
2nd
Out of Grade
PM - NWF
CLS
WWR
Instructional
Focus
Measure for
Monitoring
F
A
Example A
70
99%
No
Example B
90
90%
No
Advanced Phonics
DORF L3
Example C
65
94%
No
Fluency & A.P.
DORF L3
Molly
56
77%
Yes
68
93%
Fluency & A.P.
DORF L2
Steven
14
67%
Yes
25
75%
Basic Phonics
NWF
Fluency
30
80%
45
10
DORF L3
3rd Grade Students Needing
Supplemental Instruction
Now it is your turn…
Handout
• Use Report #4 that was generated by clicking on the
red and yellow bars of 3rd grade DORF Fluency and
DORF Accuracy
• List your 3rd grade students who are below or well
below benchmark on DORF-F or DORF-A
• Record MOY scores
• Determine if scaling back is necessary
– If not, complete last two columns
– If so, conduct further assessment and then complete
columns
Next Steps
• Generate a Correlation/Effectiveness chart by
grade level or teacher to celebrate movement of
scores from BOY to MOY.
• Implement instructional plan for meeting EOY
goals
• Consider underlying skills
– Do 1st graders have established phonemic awareness?
– Do 2nd graders have established basic phonics?
– Do 3rd graders need scaling back?
• Use progress monitoring to determine if your
instructional plan is working
• Match staffing & resource decisions to what data
is saying
33