Cohort 5 Elementary School Data Review and Action Planning: Schoolwide Reading Spring 2009

Cohort 5 Elementary School Data Review and Action Planning:

Schoolwide Reading Spring 2009

www.cenmi.org/miblsi

Evaluation of Core/Strategic/Intensive Reading Programs

Assuming we share a common goal of teaching all students to read…

1. Are we developing reading support systems for all students?

2. Are we improving reading outcomes at each grade level and across time?

Our focus in year 1: Evaluating and strengthening our core reading instruction and support for all students

• Follow-up from Systems Review Follow-up from Systems Review Training and findings from the PET-R:Training and findings from the PET-R:

• Review the next steps that you Review the next steps that you identified as a building leadership team identified as a building leadership team during Systems Review day and from during Systems Review day and from the PET-R.the PET-R.

• What tasks were completed? Which What tasks were completed? Which tasks still need to be completed, tasks still need to be completed, revisited?revisited?

Team TimeTeam Time

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

PET document is Yellow

Leadership Team FocusTo establish capacity within the building staff for:

– Data collection

– Data analysis, and

– Problem solving (connecting findings to instructional practices)

This is an ongoing process: we continuously review and revise our behavior as a leadership team and our action plans

Critical Team Functions• Creating a “live” action plan that drives the

work of the SIT, as it relates to reading and behavior. Establishing implementation priorities based on self-assessments and student reading outcomes.

• Establishing capacity for the building regarding: training, coaching, evaluation

• Coordinate and manage activities and priorities at a school level

1.1. It is important to It is important to continuously develop and continuously develop and sustain schoolwide reading sustain schoolwide reading support efforts.support efforts.

2.2. Please complete the MiBLSi Please complete the MiBLSi Effective Reading Support Effective Reading Support Team Implementation Team Implementation Checklist Checklist

3.3. As a team, complete 2 As a team, complete 2 copies, keep one and turn in copies, keep one and turn in the other.the other.

Team TimeTeam Time


Reading Checklist is Pink

It is the end of the year, so how are we doing?

DIBELS produces multiple reports that help you answer this question

PDF Walkthrough

Walk Through Training Materials

MiBLSi

MiBLSi

Data

Review

MiBLSi

MiBLSi

Walk Through Organizational Data Binder

Our School’s Data Binder

Box PlotsWhat Decisions?

– Have we increased the percent of students at benchmark since the previous assessment period?

– What is the range of skill level across the grade and over time?

Who?– School Improvement Team and Grade

level teachers.

How often?– Three times per year

Use the MiBLSi website as referencewww.cenmi.org/miblsi

At bottom of webpage

Box Plots(with whiskers)

Box Plot(with whiskers)

Median Score 50th percentile (The score of the middle student.)

80th percentile (80% of the students scored below this score.)

20th percentile (20% of the students scored below this score)

95th %ile

5th %ile

Example

126

102

63

31

15

5% of the studentsscored above 126

20% of the studentsscored above 102

50% of the students scored above 63

50% of the studentsscored below 63

20% of the studentsscored below 31

5% of the students scored below 15

KEY

KEY

Minimum Benchmarkgoal

Target Zone

Second Grade Cohort 1

As the building leadership team, we have three tasks:1. Answer the question about how we are doing

across the whole school and across time.

2. Identify improvements to celebrate with the staff

3. Identify what systems and procedures need to be in place to support each grade level in the development of a collaborative plan to address the needs of each and all students.

First: The celebration!Review each cross year box plot at every grade level available:

– Is there an upward trend from winter to spring? Is more of the box above the grey bars?

– Across years, is there an upward trend? Do we have more successful students this year than we did last year? (“goesupness”-Roland Good)

– If this is the first year that you have used DIBELS, what accomplishments can you celebrate? Got it done! How many trained? How many understand?

A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.

• What results will be shared at each What results will be shared at each grade level in celebration?grade level in celebration?

• What will the celebration consist of?What will the celebration consist of?

• Who?, What?, When?, Where?Who?, What?, When?, Where?

• What are the tasks of the leadership What are the tasks of the leadership team in order for this celebration to take team in order for this celebration to take place?place?

Team TimeTeam Time


Setting Our Sights on Bigger Goals Through the Problem Solving Process

Problem Identification

Problem analysis

Plan Implementation

Plan Evaluation

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– What are the standards? (goals, benchmarks, etc.)

– What is the actual performance?

– Is the performance acceptable?

– What information will the team use today to answer these questions?

• Histograms

MiBLSi Cohort 4: Middle-of-Year Kdg Phoneme Segmentation Fluency*

62% (n=908) Low Risk

23% (n=342) Some Risk

14% (n=207) At Risk

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Phonemic awareness skills of 35 correct sounds per minute by Spring

MiBLSi Cohort 4:Middle-of-Year 1st Grade Nonsense Word Fluency*

56% (n=785) Established

35% (n=487) Emerging

9% (n=126) Deficit

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Alphabetic principle skills of 50 correct letter sounds per minute by winter

MiBLSi Cohort 4: Middle-of-Year 5th Grade Oral Reading Fluency*

61% (n=587) Low Risk

17% (n=167) Some Risk

22% (n=211) At Risk

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Reading fluency skills of 124 correct words per minute by Spring

Take a few minutes to review the Histograms Take a few minutes to review the Histograms at each grade level:at each grade level:

– What is the performance level at each What is the performance level at each grade level relative to the benchmark grade level relative to the benchmark goal?goal?

– What grade levels may need additional What grade levels may need additional support? support?

– What will be the instructional priorities at What will be the instructional priorities at each grade level?each grade level?

Team TimeTeam Time




Problem analysis

Plan Implementation

Plan Evaluation

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Problem Analysis• Are we confident that the results are

accurate?

• Why is the problem occurring?

• What else do we need to know about the discrepancy between the goal and the outcome?

• What information will the team use today?

• Curriculum map, goals, delivery of instruction, management, PET-R, reading team checklist, class list reports

Class ListsWhat Decisions?

– What will be the specific instructional priorities for each student in the class?

– How will students be grouped for differentiation?

– How intensive? – What will the 90 minute block include?

Who?– Grade Level Team and Individual

Classroom Teacher

How often?– Three times per year

Class list reports provide the following information for each student:

– Raw scores

– Percentiles

– Skill status

– Instructional Recommendation

Analysis of Class List Reports

A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals.

DIBELS: Class List

DIBELS: Class List Fall of First Grade

Student Names

Measures administered at benchmark period (Fall of

Grade 1)


Raw score for each measure


Percentile compared to all

district students in the DIBELS system

DIBELS: Class List Fall of First GradeExample:

Compared to 100 children inyour district, Student 7 scored better than 44 of them on this task.

Status on each skill (established, emerging,

deficit)


Overall Instructional Recommendation Across Measures

(Benchmark, Strategic, or Intensive Support)


Instructional Recommendations

• The instructional recommendation for a student is based upon the predictability of meeting the next benchmark goal given his/her performance on the current assessment measures.

See Technical Report #11 in the Resources Section of the DIBELS website

Examples

See Technical Report #11 in the Resources Section of the DIBELS website



Problem analysis

Plan Implementation

Plan Evaluation

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Plan Implementation• What needs to happen differently so that more

students are reaching our reading goals at each grade level?

• What are the implications for resources, professional development needs regarding your core program, and the 5 big ideas in reading, instructional priorities, intervention, communication?

• What information will the team use today?

– Action Plan from the Systems Review Day

– Histograms, Current hypotheses

– Reading Team Implementation Checklist, PET-r

Leadership Team Responsibility

• We recommend that you schedule grade level meetings for teaching grade level teachers to read and interpret the graphs by end of the year

• Who? When? How? Where?• Teach all staff to read these reports:– Histogram– Class List Report– Box Plots

Grade Level Meetings Problem Identification-What reports?

Problem analysis-For core instruction how might the instructional block be improved?

Plan Implementation-Time, PD resources, intervention at all levels

Plan Evaluation-How will we know whether the changes we make to the instructional block are working?

A Continuous Loop

School Leadership Team Enables Planning at Grade Level

Grade Level Teams Inform School Leadership Policy

School/MiBLSi School/MiBLSi LeadershipLeadership

Grade Level Grade Level TeamTeam

Based on current student performance at each Based on current student performance at each grade level, your team checklist, and a review of grade level, your team checklist, and a review of your action plan from Systems Review…your action plan from Systems Review…

– What actions will the school leadership team What actions will the school leadership team take to increase student achievement?take to increase student achievement?

– How will this information be used to support, How will this information be used to support, and integrate with your SIP?and integrate with your SIP?

– How will this information be shared with each How will this information be shared with each grade level?grade level?

Team TimeTeam Time


CommunicationCommunication

• How will the Building Leadership Team How will the Building Leadership Team communicate and support the planning communicate and support the planning work that needs to happen at each grade work that needs to happen at each grade level?level?

• How will the results of each grade level How will the results of each grade level meeting be communicated to and meeting be communicated to and monitored by the Leadership team?monitored by the Leadership team?

Team TimeTeam Time



Problem analysis

Plan Implementation

Plan Evaluation

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At a school level

Ongoing evaluation happens at monthly leadership team meetings:

– As the team reviews status of the Action Plan

– More formally, 3 times per year, when new data are added-benchmark assessments, self assessment tools

– More intensely when progress monitoring begins for individual students

Plan EvaluationPlan Evaluation• How and when will implementation of the How and when will implementation of the

plan and effect of the plan be evaluated?plan and effect of the plan be evaluated?

• What information will the team use?What information will the team use?

• How often will the team review status?How often will the team review status?

Team TimeTeam Time


Preparing for the Next School Year

Starting the year…Starting the year…• Take a few minutes to review the checklist Take a few minutes to review the checklist

for starting the year right…for starting the year right…

• When will your school use this form to When will your school use this form to assist in setting up the school year for assist in setting up the school year for success.success.

Team TimeTeam Time


Starting School Year Checklist is White

Team Pair ShareTeam Pair ShareAs a team prepare:As a team prepare:

1.1. The results that you will celebrate with all The results that you will celebrate with all staffstaff

2.2. Two critical next steps for your school Two critical next steps for your school considering your reading needsconsidering your reading needs

3.3. Ask questions of the other teamAsk questions of the other team

Share with your “partner” teamShare with your “partner” team

Team TimeTeam Time

Documents

Cohort 5 Elementary School Data Review and Action Planning: Schoolwide Reading Spring 2009