BOY Data AnalysisSchool Leaders

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Agenda1. Welcome and Introduction2. USBE Literacy Framework3. Accessing Aggregate Reports4. Pathways of Progress5. Break6. Composite Score by Grade Level7. Lunch8. Measure Data by Grade Level9. Progress Monitoring Best Practices10.Break11.Preparing for Data Conversations12.Wrap up

Norms• Participate actively• Take care of yourself• Manage your technology• Stay engaged• What is learned here, leaves here

Objectives• Explain how DIBELS Next data informs classroom instruction• Select appropriate aggregate report from mCLASS Home or DIBELSnet to evaluate

student performance• Reflect on EOY Pathways and leverage reflections in order to set measurable goals

for this school year via Pathways of Progress• Interpret aggregate data reports (Reporting and Analysis Suite or DIBELSnet) to

identify school-wide priorities• Identify celebrations, reflect on underlying causes, and generate a schoolwide

action plan based on next steps in the data• Communicate the importance of progress monitoring with fidelity• Customize and practice leading data conversations using your “Make it, Take it”

PowerPoint

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Jigsaw Protocol

Purpose: Support a group of people in engaging with a large text in an effective, efficient manner.

Procedure:1. Divide into groups of five people

2. Each person in the group elects to read one section of the text in addition to the introduction, which is read by everyone.

a. Element 1: Instructional Leadershipb. Element 2: Instruction and Interventionc. Element 3: Assessment and Feedbackd. Element 4: Professional Learninge. Element 5: Supportive Culture

3. Everyone reads their assigned section for six minutes, taking notes on pertinent information to share with the group.

4. Each group member shares what they read for two minutes, starting with the group member who read Element 1. Proceed with sharing in numerical order.

5. After all group members have shared, engage in a discussion around the guiding question:

How can you use your DIBELS data to identify strengths and weaknesses in your school to help achieve the elements within the early literacy framework?

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Excerpts from USBE’s Literacy Framework

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Utah's Elementary Literacy Framework

ELEMEN T I: INSTRUCTIONAL LEADERSHIP

OVERVIEWInst ructional Leade rsh ip is evident when educators unite to:

I organize resources around a shared, evidence informed vision of student literacy,

I engage in collaborative goal setting, and

I implement and monitor strategies that meet local literacy demands that result in student and teacher growth.

SELF-ASSESSMENTTOOL

INSTRUCTIONAL LEADERSHIPIi

Level 1: Not Evident ['

'YCRITICALINDICATORS 1 2 3 4A. Ed ucatio nal leaders create and sustain a school environment in wh ich each student is

know n, accepted, valued, trusted, and res pected. 1 2 3 4

B. Ed ucatio nal leaders guide and support teachers in collecting and a ppropriate ly using varied sources of info rmat io n and data to evaluate student lea rning, effective teaching,and program quality.

1 2 3 4

C. Ed ucatio nal leaders seek, acquire, and manage fiscal, physical, and other resources to support the school's vision, mission, and values. 1 2 3 4

D. Ed ucatio nal leaders imple me nt coherent systems of curriculum, inst ruct io n, and assessment that promote the miss io n, visio n, and values of the school and embody highexpectations for all students.

1 2 3 4

E. Ed ucatio nal leaders build a profess iona l cu lt ure of trust and collaboration, engag ing teachers in sharing info rmat io n, a na lyz ing outcomes, and pla nn ing improvement. 1 2 3 4

F. Ed ucatio nal leaders develo p lice nsed facu lty 's and staff members' professio nal literacyknow ledge, skills, and practice t hrough a variety of o ppo rtunit ies for lea rning and growth, g uided by unde rsta nd ing of professional and ad ult learning and development.

1 2 3 4

G. Ed ucatio nal leaders ensure each student has eq uitable access to effective teache rs,lea rning o ppo rt un it ies, academic and social support, and other reso urces necessa ry forsuccess.

1 2 3 4

H. Ed ucatio nal leaders demonstrate results in ea rly literacy outcomes, have acquired expert ise in early lite racy, and continue to stay current. 1 2 3 4

Utah's Elementary Literacy Framework

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INSTRUCTION AND INTERVENTION

ELEMEN T 2: OVERVIEWEffective instructional practice aimed at improving student-learning outcomes includes:

I strong standards-based inst ruct io n embedded in content areas,

I data-info rmed planning,I differentiation and ind ivid ualizat io n,I evide nce-based pe dagog ica l approaches, and I effect ive classroo m management.

SELF-ASSESSMENTOOL

INSTRUCTION AND INTERVENTION

1 2 3 5

CRITICAL INDICATORS 1 2 3 4 s 6A. Staff imple ments strong and consistent schoolwide and classroom management

routines, supports, and procedures. 1 2 3 4 5 6

B. Educators tailo r inst ruc t io n, interventio ns,and extensions to meet the needs of each student based on data. 1 2 3 4 5 6

C. Evide nce -based c urricu lum and lite rac y instruct io n includes: I explicit and systematic instruction,I proper pacing,I adequate challenge, andI cognitive engagement strategies as demonstrated through planning,

preparation, and observation.

1 2 3 4 5 6

o. Evidence-based inst ruct io nal mate ria ls (e.g., texts, resources), supports, and tasks are:I appropriately challenging and supportive for all students,I aligned with the learning intentions and content area standards, andI culturally and academically relevant.

1 2 3 4 5 6

E. The daily schedule includes a minimum of 120 minutes (protected t ime) across the school day for Tier 1 univ e rsa l core literacy components (i.e., pho nolog ica l awareness, phonics,voca bula ry,fluency, oral la nguage, co mprehe nsio n, andwrit ing), includ ing whole and small group diffe re ntiate d instruction and contentinteg rat io n, (e.g., math, science, social studies, fine arts, healt h).

1 2 3 4 5 6

(Continued)

Level 1:Not Started

Level 2:Exploration

Level 3:Planning

Level 4:Initial Implementation

Level 5:FullImplementation

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ELEMENT 4: PROFESSIONAL LEARNING

OVERVIEWProfessional Learning offers ongoing, high quality, job-e mbedded lea rning o pportunities that are respo nsive to the site, team, and individual lea rner needs and are designe d to build staff ca pacity for improve ment thro ug h:

I coaching,I mentoring,I observation (including peer observations),andI leveraging the effectiveness of high-

performing teachers, coaches, and leaders by using them as models and peer coaches.

SELF-ASSESSMENTTOOL

PROFESSIONAL LEARNING1 2 3 5

-., CRITICALINDICATORS 1 2 3 4 s 6A. Profess io nal learning communities set goals, analyze impact, and make

adjustments for continuous improvement. 1 2 3 4 s 6

B. Professio nal learning alig ns outcomes with performa nce standards for teac hers and school administratorsas described in legis lat ive code 53G-11-303. 1 2 3 4 s 6

C. Professional learning focuses on the imp le mentatio n of the Utah Core English Language Arts standards across the content areas such as mathematics, science,social studies, fine arts, and health.

1 2 3 4 s 6

o. Professio nal learning developers use a variety of sources of st ude nt, educator, and

system data to plan, assess, and evaluate professional learning.

1 2 3 4 s 6

E. Leaders provide teachers and paraprofess io nals with tra ining and support inimp le menting ev idence -based curriculum programs and assessments for literacy. 1 2 3 4 s 6

F. Individuals and collaborative teams engage in targete d o ppo rt unit ies to receive literacy learning through observat io n, instructional coaching, peer mento ring, and teacher leade rs.

1 2 3 4 s 6

G. Professio nal lea rning opportunities provide time to develo p coherent curricu lum, which is ho rizo ntally and vertically a ligned thro ugh a collaborative team process. 1 2 3 4 s 6

Utah's Elementary Literacy Framework 7

Level 1:NotStarted

Level 2:Exploration

Level 3:Planning

Level 4:Initial Implementation

Level 5:FullImplementation

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Growth Reading Progress Indicators

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Pathways of Progress AnalysisAmplify: Classroom Growth Report, DMG: Summative Growth Report

Descriptor # of classes that are in this descriptor

Successes Opportunities

Well Above Average Classroom Reading Progress

Above Average Classroom Reading Progress

Average Classroom Reading Progress

Below Average Classroom Reading Progress

Well Below Average Classroom Reading Progress

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Underlying Cause AnalysisAreas to look at:

• Instruction (All Tiers): Is core instruction being implemented with fidelity? Is intervention in place?

• Scheduling and Time: Are all students that need intervention receiving it? Are students in the correct intervention? How much time is being spent in core/ intervention? Does it match the recommendations of the Literacy Framework?

• Staffing: Does the allocation of supplemental staff support the instructional needs of all students (both in core and intervention)? Are the most highly qualified teachers leading intervention groups?

• Assessment Practices: Are assessment staff adequately trained on DIBELS Next to ensure accurate data collection?

• Effective Data Review Practices: Have instructional staff reviewed current data and do they know where instruction needs to be for each student?

• Professional Development: Has there been sufficient training on all resources (universal instruction/intervention)? Does instructional staff have a deep knowledge of early literacy skills and how to teach struggling students on the skills?

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Questions to Consider for Pathways of ProgressWhat are your next steps?Were there specific classrooms (grade levels) that made better-than-average

reading progress? Which ones? Why do you think this is?

Were there specific classrooms (grade levels) that made less-than-average reading progress? Which ones?

How can you leverage the skills and knowledge of teachers making well above classroom reading progress to support those who did not? What best practices did they use?

What can you do at a school level? What can you do at a classroom level? (E.g., mentorship, observations, coaching, walk-throughs)

How will you use the information from this report to change your data story this year? Consider underlying causes.

Composite Score Analysis

LEA Current Levels of Performance

Question

Data Source

Data Point Answer

1. Is our core instruction effective?

Effective is defined as at least 80% of students meeting grade-level benchmarks from core instruction alone.

mCLASS—Comparing Populations by Grade

DIBELSnet— Status Report

Percentage of Students At or Above Benchmark at BOY

Kinder

%

1st

%

2nd

%

3rd

%

2. What areas do you have to celebrate?

3. What are the primary problems, or areas of improvement, in core instruction?

4. From the identified concerns, where can you have the greatest impact? Prioritize your areas of improvement above.

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Measure-Level Data AnalysisMeasure BOY Percentage of Students At or Above

Benchmark

KindergartenFirst Sound Fluency (FSF)

Grade 1Phoneme Segmentation Fluency (PSF)

Grade 1Nonsense Word Fluency (NWF)(CLS)

Grade 1Nonsense Word Fluency (NWF)(WWR)

Grade 2Nonsense Word Fluency (NWF)(CLS)

Grade 2Nonsense Word Fluency (NWF)(WWR)

Grade 2Oral Reading Fluency (DORF) (Accuracy)

Grade 2Oral Reading Fluency(DORF) (Words Correct/minute)

Grade 2Oral Reading Fluency (DORF) (Retell)

Grade 3Oral Reading Fluency (DORF) (Accuracy)

Grade 3Oral Reading Fluency(DORF) (Words Correct Per Minute)

Grade 3Oral Reading Fluency (DORF) (Retell)

Grade 3Daze

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Measure BOY Percentage of Students At or Above Benchmark

Grade 4Oral Reading Fluency (DORF) (Accuracy)

Grade 4Oral Reading Fluency(DORF) (Words Correct Per Minute)

Grade 4Oral Reading Fluency (DORF) (Retell)

Grade 4Daze

Grade 5Oral Reading Fluency (DORF) (Accuracy)

Grade 5Oral Reading Fluency(DORF) (Words Correct Per Minute)

Grade 5Oral Reading Fluency (DORF) (Retell)

Grade 5Daze

Grade 6Oral Reading Fluency (DORF) (Accuracy)

Grade 6Oral Reading Fluency(DORF) (Words Correct Per Minute)

Grade 6Oral Reading Fluency (DORF) (Retell)

Grade 6Daze

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Analysis Questions for Measure-Level DataInitial question Probing questionsWhat celebrations are there? What can you do with this information?

Who do you need to share it with?

At each grade level, were there specific literacy skills that students struggled with? Which grades and which skills?

Why might this be? (Did students receive small-group instruction in precursor skills that were no longer assessed in a particular grade? Is enough time allotted to core literacy instruction?) Look back at “Underlying Causes” for ideas.

As a whole school, were there specific literacy skills that students struggled with?

Why might this be? Did students receive small-group instruction in precursor skills that were no longer assessed in a particular grade? Are Tier 1 instructional materials evidence based? Is enough time allotted to core literacy instruction? Look back at “Underlying Causes” for ideas.

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Progress Monitoring Recommendations

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Data Conversation Cheat Sheets

Tricky Questions for Data Conversations1. I am a math specialist. What does this data have to do with me?2. How do we know these results are valid?3. If students are meeting the benchmark, isn’t that enough?4. The composite scores don’t always match what we see students do in the

classroom. What if they just don’t do well on these assessments?

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Resources and Support

Amplify

Email: help@amplify.com any time

Phone: (800) 823-1969, Monday–Friday from 7 a.m.–7 p.m. ET

Live Chat: mCLASS homepage

DMG

Email: sstollar@dibels.org or info@dibels.org any time

Phone: 888-943-1240, Monday–Friday from 8 a.m.–5 p.m. ET

Web resources:1. Amplify.com/Utah2. mCLASShome.com3. DIBELS.net4. DIBELS.org

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Join us for MOY and EOY Data Analysis Sessions

Register at: tinyurl.com/USBEBOYDataAnalysis