Students at the Center: A Framework for Instructional Decision Making Presented By Beth Tsoumas & Merryl Brownlow

Students at the Center:

A Framework for Instructional

Decision MakingPresented ByBeth Tsoumas & Merryl Brownlow

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School Improvement Plan

• Focus on the Student Achievement Goal

• NWEA becomes the primary data source for measuring success

• Examine current performance

• Determine area of opportunity at the building level

Spring 04/05/06 Reading

150160170180190200210220230240250

Spring 04 203 203 214Spring 05 204 208 213Spring 06 204 212 216NWEA HA 204 212 217

3rd 4th 5th

Spring 05/06 Reading - Special Education

150160170180190200210220230240250

Spring 05 180 212 204Spring 06 198 195 208NWEA HA 204 212 217

3rd 4th 5th

Spring 05/06 Reading - GG ELL

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Spring 05 188 199 202Spring 06 188 199 199NWEA HA 204 212 217

3rd 4th 5th

GG All Reading Growth 2005-2006

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101112131415

RIT Points

Mean Growth 9.8 8.1 6.7

Mean of Targets 8 5.5 4.6

3rd 4th 5th

GG Special Education Reading Growth 2005-2006

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101112131415

RIT Points


Mean of Targets 10.4 9.8 7

3rd 4th 5th

GG ELL Reading Growth 2005-2006

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101112131415

RIT Points

Mean Growth 9 11.9 4.6


3rd 4th 5th

0123456789

101112131415

RIT Points


Mean of Targets 8 5.5 4.6

3rd 4th 5th0123456789

101112131415

RIT Points

Mean Growth 9 11.9 4.6


3rd 4th 5th

READING GROWTH 2005 -2006

ALL STUDENTS ELL STUDENTS

OVERALL RIT PERFORMANCE vs. HIGH ACHIEVING NORMS2005-2006 READING

ALL STUDENTS SPECIAL EDUCATION STUDENTS

150160170180190200210220230240250

Spring 04 203 203 214Spring 05 204 208 213Spring 06 204 212 216NWEA HA 204 212 217

3rd 4th 5th150160170180190200210220230240250

Spring 05 180 212 204Spring 06 198 195 208NWEAHA

204 212 217

3rd 4th 5th

READING 2005 -2006 PERCENTAGE OF STUDENTS MEETING GROWTH TARGETS

66.9

67.7

44.4

78.9

61.7

68.3

69.2

60

69.1

63.5

45.5

50

66.4

52.4

65.6

0 10 20 30 40 50 60 70 80

Dist 3rd

ALL 3RD

ELL 3RD

SPEC ED 3RD

Dist 4th

ALL 4TH

ELL 4TH

SPEC ED 4TH

Dist 5th

ALL 5TH

ELL 5TH

SPEC ED 5TH

GG ALL

GG ELL

GG SPEC ED

School Improvement PlanGOAL 1: To increase the percentage of students meeting their growth targets on NWEA in the area of reading to 70%.

Rationale Glen Grove has demonstrated strong performance in all content areas. While we have realized great gains in the percentages of students meeting growth targets in reading, we have opportunity to continue to nurture that growth for all students. In addition, there are gaps among subgroups in the percentage of students meeting their growth targets. By focusing on those subgroups, we believe we can increase the total percentage of students meeting their growth targets.

Data that supports this as a goal area

As a building, we have just begun to use NWEA data to inform and differentiate instruction. We have a continued opportunity to maximize performance by using data to inform instruction for all students. NWEA data suggests that all of our students have the opportunity to meet with greater success, and in particular our ELL students have an opportunity to reflect greater percentages meeting growth targets. Looking at the percentage of students meeting growth targets, overall, 66% of GG students met their growth targets, while only 52% of the ELL students met their growth targets.

Alignment with District goals

This goal is connected to the Student Achievement Goal: To ensure student progress, we will increase the number of students meeting and exceeding their growth goals as measured by achievement indicators.

Alignment with RLA initiative

We will use strategies in shared, guided and independent reading to assist students in setting goals and in tracking their individual progress in the area o f reading.

What support can the district provide?

We need support in loading the appropriate software for SRI (Reading Counts), we need leveled readers to meet individual needs, we need to continue to offer content area materials at varying instructional levels to ensure that students can be reading and comprehending at their Lexile level. Release time for collaboration to meet in teams and identify appropriate instructional groupings and to examine student work together.



School Improvement PlanStrategy A: To differentiate instructional delivery/materials to meet the individual needs of the learners in the classroom to improve reading comprehension.

Target: 70% of students will increase their Lexile score by 75-100 points.

Indicators of Success Person(s)

responsible Timeline Budget/

Resources

NWEA scores, SRI/Reading Counts, CBM, ISAT/IMAGE, Read Naturally

All Staff including Classroom Teachers, Fine Arts Teachers, PST staff, Support Staff

Activity 1 – To utilize RIT band performance groups to plan and deliver instruction on identified skills/concepts as outlined in DesCartes

Classroom Teachers, PST staff, Reading Support

Fall 2006 & Winter 2006

NWEA reports, Tech support for testing, Time for collaboration between classroom teachers and other staff members. Data Day

Task a - Teams will use NWEA goal planning form at conferences to enhance communications and set expectations.

Classroom teachers Fall, Winter, Spring

Goal setting forms, NWEA data for analyises

Task b - TREE will provide independent reading mini-lessons and student teacher conferences to check for understanding.

TREE teachers 4 x per week Response journals

Task c - Teams will utilize NWEA data to determine focus skills and create flexible groupings for instruction.

Classroom Teachers Fall, Winter, Spring

NWEA data, progress monitoring tools

Task d – Third grade students will participate in centers to support individual goals in reading

Explorer Teachers 2-4 times per week

Center materials

Strategy B : Implement a collaborative approach to supporting improved performance in reading among ELL students.

Target: Increase the percentage o f ELL students reaching their growth targets.

Indicators of Success Person(s) responsible Timeline Budget/

Resources

NWEA scores, SRI, Reading Counts, CBM, ISAT/IMAGE ACCESS, Read Naturally

All staff will contribute to supporting the success of ELL students.

Activity 1 – Use performance indicators from ACCESS testing and NWEA DesCartes (Learning Continuum) to identify core skills and concepts by performance level.

Classroom teachers & ELL teachers

End of October 2006, to be reviewed/ revised prior to 2nd & 3rd trimester.

Software, Training, Release time for data day/collaboration, Leveled instructional materials

Task a – Classroom and ELL teachers will meet to identify responsibilities for direct instruction of needed skills for ELL students.

Classroom and ELL teachers

Monthly WIDA standards, DesCartes Learning Continuum, Release time for Collaboration

Task b – ELL will deliver Language for Learning and transition to Horizons for Tier 3 Problem Solving Students

ELL Teachers Daily Curriculum Materials

Activity 2 – To develop individual plans for independent reading at the appropriate instructional levels of ELL students

Classroom and ELL teachers

Monthly Lexile scores, leveled materials, time to collaborate

Task a – Use NWEA and SRI/Reading Counts to iden tify appropriate Lexiles/texts for students.

Classroom teachers & ELL teachers

Monthly Software/Tech support for monitoring progress

Teacher Goal Setting

• Professional Development Goals align with School Improvement Plan– Focus of the goal becomes how the

professional development activity impacts students

– Goal outcomes are measured by impact on students



Overcoming BarriersBarriers Strategies to Overcome

Barriers

•Time •Data Days/Faculty Meeting Structure

•Money •SIP Budget -consider resources people•Building Budget - think creatively•Professional Development Dollars

Other Factors to Consider:•Training/Resources•Access to Appropriate Instructional Materials•Staff Ownership and Trust in Instructional Decision-Making•Triangulation of Data - What other sources do you have?

Data Days• Release time for each team to work with

data

• Empowering teachers to use data in context

• Administration plays support role vs directing

• Collaboration with special area teachers (ELL, Special Ed, Fine Arts, etc.)

Results of Data Day• ELL focus…making a difference for 3

students– Cross referencing NWEA & ACCESS

• Guided Reading focus…differentiating for various RIT band groups

• Special Education focus…– Cross referencing NWEA & CBM data– Determine tiers for Problem Solving

Student Goal Setting



Student Impact

• Better understanding of student needs and instructional levels

•Individualized Goal Setting for Students

•Student ownership in the learning process

•Progress monitoring shared by teacher and student

•Ultimately, improved achievement



Next Steps…

• Progress Monitoring– Reporting out of Data Day focus at a

faculty meeting– Winter NWEA in reading for all students– Data Day in late February to monitor and

adjust– Spring analysis to determine success of

action plans in the SIP

Questions



Documents

Students at the Center: A Framework for Instructional Decision Making Presented By Beth Tsoumas & Merryl Brownlow