Academic Data for Instructional Decisions: Elementary Level Dr. Amy Lingo, Dr. Nicole Fenty, and Regina Hirn Project ABRI University of Louisville Project ABRI 2009 ABRI Defined • ABRI: Academic and Behavior Response to Intervention • Pilot program involving 3 districts and representing elementary, middle and high school levels • In partnership with the Kentucky Department of Education • To promote both academic and behavior responses in schools Project ABRI 2009 ABRI Process Project ABRI 2009 Where can I find academic data at the elementary school level? • State wide assessment results • Screening results • District administered standardized assessment • Grade level equivalents • Teacher administered formative assessment • Teacher administered summative assessment Project ABRI 2009 Data Examples per Tier Ongoing Progress Monitoring Targeted: CBM Ongoing Progress Monitoring Universal: Screening Results State testing results Classroom Assessment Project ABRI 2009 Webinar Offerings • 3 Tier Model: Academic and Behavior Interventions • Analysis of Behavior Data • Using Academic Data to Make Decisions (elementary and secondary) • Classroom Management • Reading and Math Instruction (Universal Strategies) • Targeted Interventions: Behavior, Reading and Math Project ABRI 2009 Critical to the ABRI Process What are the data? How will we assess the goal? What do the data tell us? What goals can be set using the data? What are questions about the data? Project ABRI 2009 Academic Data Reading and Mathematics Reading •Collection •Analysis Mathematics •Collection •Analysis Project ABRI 2009 Reading • Collection • Compilation – Reformatting – Charts – Graphs – Questioning Project ABRI 2009 Common Assessments (examples) • • • • • • • Dynamic Indicators of Basic Early Literacy Skills Reading Inventory Developmental Reading Assessment AimsWeb PAS MAP GRADE Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Subtests • Initial Sound Fluency – Skill(s) measured: phonological/phonemic awareness • Phoneme Segmentation Fluency – Skill(s) measured: phonological/phonemic awareness • Nonsense Word Fluency – Skill(s) measured: phonics • Oral Reading Fluency – Skill(s) measured: reading fluency Eckwall/Shanker Reading Inventory Subtests • Phonemic Awareness – Skill(s) measured: Phonemic awareness • Sight Vocabulary; Word List – Skill(s) measured: Word recognition • Phonics; Structural Analysis – Skill(s) measured: Phonics • Oral and Silent Reading – Skill(s) measured: Reading connected text • Listening and Reading Comprehension – Skill(s) measured: Understanding connected text Qualitative Reading Inventory • Word List – Skill(s) measured: Word recognition • Oral and Silent Reading – Skill(s) measured: Reading connected text • Listening and Reading Comprehension – Skill(s) measured: Understanding connected text Developmental Reading Assessment • Oral Reading – Skill(s) measured: reading fluency • Oral Retell, Prompts, and Questions – Skill(s) measured: Understanding connected text Second Grade Class Fall 04 Comments StudentName ORF RTF NWF Accurate reading; few errors with multi-syllable words 54 19 44 Tiffany Reading some NWs sound by sound first 37 18 26 Allison Few HF words read accurately, reading S x S 22 25 15 Amber Few HF words read accurately, reading S x S 25 15 23 Erin B Accurate and fluent reading, good skills with MS words 69 41 49 Sheri Accurate and fluent reading, good skills with MS words 81 45 56 Carson Difficulty with MS words and HF words 63 23 33 Tavia Few HF words read accurately, difficulty with MS words 61 38 41 Haleigh Many cvc words read with long vowel sounds 42 28 53 Jacqueline Distracted; multiple errors with MS and HF words 59 14 39 Shane Long for short vowels, confuses nonsense for real words 45 36 47 Matt Used initial consonants to guess; NWF confusion 32 8 30 Meagan 70 Slight difficulty with MS words and confusion with some HF words 11 40 Amanda Accurate reading; few errors with multi-syllable words 57 25 49 Cheryl Fluent, accurate; good prosody; good CVC automaticity 94 35 72 Alex 48 Fluent and accurate, but hesitant; long vowel sounds in cvc words 22 51 Erin T Few errors with multi-syllable words, long for short vowels 51 34 58 Jennifer Accurate and fluent reading, good skills with MS words 78 49 73 Tessa Good reading, not able to retell; shy? 55 0 57 Marissa Right at the benchmark; some hesitancies, but accurate 53 25 44 Ashley Slow, labored reading; word by word; poor blending, 20 * 12 Katie 25 Few HF words read accurately, reading S x S 15 23 Stacy 53.1 43.4 Mean 31.5 28.0 Median 8 9 No. ss below BM 21 Total students tested 21 38% % ss below BM 43% 15 Group 1 Group 2 Fall 04 Student ORF RTF NWF Allison 26 18 37 Meagan 30 8 32 Matt 47 36 45 Fall 04 Student ORF RTF NWF Tavia 33 23 63 Haleigh 41 38 61 Shane 39 14 59 Amanda 40 11 70 Marissa 57 0 55 Group 4 Fall 04 Group 5 Student ORF RTF NWF Fall 04 Amber 15 25 22 Student ORF RTFNWF Erin B 23 15 25 Jacqueline 53 28 42 Katie 12 * 20 Ashley 44 25 53 Stacy 23 15 25 Erin T 51 22 48 Jennifer 58 34 51 Tiffany 44 19 54 Group 3 Student Sheri Tessa Cheryl Alex Carson Fall 04 ORF RTF NWF 49 41 69 73 49 78 49 25 57 72 35 94 56 25 81 16 Students who Score Below Benchmark • In phonemic awareness – practice with rhyming, discriminating, blending, and segmenting • In phonics or word recognition – practice with letter/sound correspondence, blending, word families, and multisyllabic words • In reading fluency or reading connected text – practice with letter recognition, letter/sound correspondence, high frequency words, oral reading • In comprehension – practice with preparation, organization, elaboration, and metacognition, text structures, Forming Groups Based on Assessment Data • Review data sources – Standardized measures – Curriculum-based measures – Progress monitoring – Informal information (classroom data, observations) • Identify at-risk students using data • Determine targeted areas for instruction • Students may have multiple areas of need 18 Group 1 Student ORF NWF Allison 26 37 Meagan 30 32 Matt 47 45 Central Foci Should Be: Phonics and reading fluency Rationale? Possible activity •Word work •Manipulate words at the onset/rime and phoneme levels; incorporate nonsense words •E.g., pop-top-lop-lap-cap-tap-hap •Materials: manipulative letters, dry erase boards, letter tiles Available Data: Academic Year in Review (Reading) 70 Elementary Grade 1 % Students per Intervention Category 60 Percent of Students 50 40 30 20 Benchmk Strategic 10 Intensive 0 1 2 Assessment Time: Fall, Winter, Spring Project ABRI 2009 3 Available Data: Academic Year in Review (Reading) 60 50 Percent of Students 40 Benchmark 30 Strategic/Targeted Intensive 20 10 0 K 1 2 Grade Level Project ABRI 2009 3 Fall Reading Assessment: Kindergarten n=69 10 9 8 Number of Students 7 6 KA 5 KB 4 KC 3 2 1 0 Fall Benchmk Fall Strategic Result of Fall Assessment Project ABRI 2009 Fall Intensive Spring Reading Assessment: Kindergarten n=66 18 16 Number of Students 14 12 10 Series1 Series2 8 Series3 6 4 2 0 Spring Benchmk Spring Strategic Spring Assessment Results Project ABRI 2009 Spring Intensive Fall Reading Assessment: Grade 3 n=55 10 9 8 Number of Students 7 6 3A 5 3B 4 3C 3 2 1 0 Fall Benchmk Fall Strategic Fall Reading Assessment Project ABRI 2009 Fall Intensive Spring Reading Assessment: Grade 3 n=57 12 Number of Students 10 8 Series1 6 Series2 Series3 4 2 0 Spring Benchmk Spring Strategic Spring Assessment Results Project ABRI 2009 Spring Intensive Mathematics • Collection • Compilation – Reformatting – Charts – Graphs – Questioning Project ABRI 2009 Common Assessments • • • • Fluency Assessments – One Minute Timings Diagnostic Interviews Error Analysis Benchmarking software programs Fluency Assessments • One minute timings of basic math facts • Screening tool Project ABRI 2009 Diagnostic Interviews in Mathematics • Diagnostic interviews are a means of getting in-depth information about an individual student’s knowledge and mental strategies about the concept under investigation. A student is given a problem and asked to verbalize his or her thinking at points in the process for solving the problem. Project ABRI 2009 Error Analysis of Student Work • Problem completion analysis • Think Aloud with error analysis • Conceptual vs. procedural error analysis Project ABRI 2009 Benchmarking Software Programs • Computer software programs that identify specific goals based on student responses Project ABRI 2009 Students who Score Below Benchmark • In mathematics fluency • In conceptual understanding • In mathematics procedures within word problems • In application of authentic problems Sample Intervention with Results – Intervention with 28 Students Computation Practice Only • One day per week 5/28 4/5 met benchmark 80% • 2 days per week 4/28 4/4 met benchmark 100% Project ABRI 2009 Probe 10 Probe 10 Sample Intervention with Results Great Leaps Math • 2 days per week 4/4 met benchmark • 3 days per week 6/7 met benchmark 4/28 100% 7/28 86% Project ABRI 2009 Pro be 10 Probe 10 Sample Intervention with Results Computation practice and Great Leaps Math • 3 days of intervention 2/28 Probe 10 2/2 met benchmark 100% • 4 days of intervention 5/28 Probe 10 4/5 met benchmark 80% • 5 days of intervention 2/28 Probe 10 2/2 met benchmark 100% • Students below Fall benchmark -- Probe 10 2/33 6% Project ABRI 2009 Fall Assessment Results 1st Grade Mathematics 3 3 2 12 1 46 0 5 10 15 20 25 Project ABRI 2009 30 35 40 45 50 Fall Assessment Results 2nd Grade Mathematics 3 7 2 8 1 52 0 10 20 30 Project ABRI 2009 40 50 60 Fall Assessment Results 3rd Grade Mathematics 3 5 2 5 1 54 0 10 20 30 Project ABRI 2009 40 50 60 ABRI Process Decision making What are the data? How will we assess the goal? What do the data tell us? What goals can be set using the data? What are our questions about the data? Project ABRI 2009 Amy Lingo Assistant Professor, Special Education College of Education and Human Development University of Louisville Louisville, KY 40292 Amy.Lingo@louisville.edu (502) 852-0563