DATA REFLECTION:
Providing Generally Effective
Instruction
Oregon Reading First Cohort B
Project Level Data
Erin Chaparro, Ph.D.
Jean Louise Mercier Smith, Ph.D.
Deni Basaraba M.A.
© 2009 by the Oregon Reading First Center
Center on Teaching and Learning
The Big Questions
• Are we increasing our year to year
outcomes?
• Are we providing generally effective
instruction?
• Are there high-priority areas that call for
improvements?
Year to Year Outcomes
Celebrate!
Kindergarten
First Grade Across Time
PSF Cohort B
First Grade Across Time
NWF Cohort B
First Grade Across Time
ORF Cohort B
2nd Grade Across Time
ORF Cohort B
3rd Grade Across Time
ORF Cohort B
Generally Effective Instruction
Providing a Context.
Kindergarten % AP Fall to Winter PSF
100
100
95.6
Percent of Students
83
80
83
79.4
84
82.5
63
65
Strategic
Intensive
60
40
20
0
Benchmark
Adequate Progress
Cohort B
WRRF Average
WRRF top 15%
First % AP Fall to Winter NWF
100
Percent of Students
85
80
80
77.8
70
68
55
60
45
40
30.2
20
20
0
Benchmark
Strategic
Intensive
Adequate Progress
Cohort B
WRRF Average
WRRF top 15%
Second Grade % AP Fall to Winter ORF
Percent of Students
100
96.9
100
91
80
69
60
48
47
40
30
19.3
20
16
0
Benchmark
Strategic
Intensive
Adequate Progress
Cohort B
WRRF Average
WRRF top 15%
Third Grade % AP Fall to Winter ORF
100
95
91.3
Percent of Students
83
80
60
45
40
29.9 28
29
19.1 17
20
0
Benchmark
Strategic
Intensive
Adequate Progress
Cohort B
WRRF Average
WRRF top 15%
NWF Data Analysis: Context
• For the DIBELS winter benchmark
assessment in First Grade, we coded the
data by student strategy
–
–
–
–
Sound by Sound
Words Recoded
Partial Blends
Whole Words
Analyzed at the Project, School and
Student levels
• Project Level and School Levels
– Students are grouped by their “dominant” (e.g., most
frequently used) strategy.
– The accuracy of a strategy group was calculated by taking
the mean accuracy of all the correct letter sounds using the
strategy in which students were grouped.
• Student Level
– The percentage of nonsense words using each strategy is
reported
– The accuracy of within each category is reported
Dominant Strategies used by Students
Established on NWF in the Winter of Grade 1
94%
100%
98%
98%
97%
90%
80%
70.10%
70%
60%
50%
40%
30%
20%
18%
8.80%
10%
2.90%
0%
Sound-bySound
W ords Recoded Partial Blends
W hole W ords
Percent of Students w ithin Established Category
Accuracy
Dominant Strategies used by Students
Emerging on NWF in the Winter of Grade
96%
100%
84%
83%
90%
89%
80%
70%
60%
50%
40.70%
34.40%
40%
30%
24%
20%
10%
0.80%
0%
Sound-bySound
W ords Recoded Partial Blends
W hole W ords
Percent of Students w ithin Emerging CategoryAccuracy
Dominant Strategies used by Students at
Deficit on NWF in the Winter of Grade 1
100%
86%
90%
76%
80%
66%
70%
60%
50%
44%
34.10%
40%
30%
21.50%
20%
10%
0.00%
0%
Sound-bySound
W ords Recoded Partial Blends
W hole W ords
Percent of Students W ithin Deficit CategoryAccuracy
Grade 1 NWF Winter Data:
Project-Level Summary
Of these 488
established
students, 88
students, or 18%
used Sound-bySound as their
dominant
strategy
Of the words that
these students
read using the
Sound-by-Sound
strategy, they
were accurate
93.5% of the
time;this
accuracy
percentage does
NOT include
words read using
other strategies
488/864, or 56.% of students
in grade 1 were established on
winter NWF
Established
488/864 (56.5%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
88
18%
93.5%
43
8.8%
98%
14
2.9%
98%
342
70.1%
97%
Emerging
241/864 (27.9%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
58
24.1
82.7%
98
40.7%
96.2%
2
0.8%
84.2%
83
34.4%
89.4%
Deficit
135/864 (15.6%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
60
44.4%
66.1%
46
34.1%
85.5%
-
-
-
29
21.5%
76.3%
Grade 1 NWF Winter Data:
School-Level Summary
If there are dashes (-) in any of the cells, this means that
this strategy was not used by any of the students in this risk
category. Here, for example, we can see that no established
students in this school used the Words Recoded strategy
Established
26/51 (51%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
3
11.5%
73%
-
-
-
1
3.8%
100%
22
84.6%
99.9%
Emerging
17/51 (33.3%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
3
17.6%
87.6%
6
35.3%
100%
-
-
-
8
47.1%
99.1%
Deficit
8/51 (15.7%)
Sound-by-Sound (S)
Words Recoded (R)
Partial Blends (P)
Whole Words (W)
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
N
%
Accuracy
3
37.5%
76.1%
1
12.5%
100%
-
-
-
4
50%
100%
Grade 1 NWF Winter Data:
Student-Level Summary
This table reports all of the same information, but at the student level. Additional
information included in this table not included on the project-level and school-level tables
is the following:
- Total CLS: Total Correct Letter Sounds
- Total WRC: Total Words Read Correct
- Overall Accuracy: Percent of sounds student read accurately (total correct letter
sounds / total letter sounds)
Summary of First Grade
NWF Data
• Students who were Established most frequently used
the whole word strategy
• Students who were Emerging most frequently used
the Words Recoded strategy
• Students who were at Deficit most frequently used
the Sound by Sound strategy
• Students who were Established were highly accurate
• Students who were Established made fewer errors
than students at Deficit
• Very Few students use the Partial Blending strategy
Instructional Implications:
With which skills do students
need practice?
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Leadership Implications
Action Planning:
– Write Appropriate Goals
– Set Actions to Match the Goals
Principal Walk-Throughs:
– Look for all the components of Effective Phonics
Instruction
Coaching:
– Remind teachers and model all the components of
Effective Phonics Instruction
Overall: Continue Striving
for the Top!