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Benchmark Data Meetings Presented to Coaches September 6, 2013 Adapted from MiBLSi materials.
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Transcript of Benchmark Data Meetings Presented to Coaches September 6, 2013 Adapted from MiBLSi materials.
Benchmark Data Meetings
Presented to CoachesSeptember 6, 2013
Adapted from MiBLSi materials
What should we do at benchmark data meetings?
Look at building/grade level data; discuss changes to core instruction and/or tier support
Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or
within years
Look at individual student data; plan interventions
What is the plan and who will do it?
Roles and Responsibilities
Evaluation of Core/ Strategic/ Intensive Academic and Behavior
Programs
Assuming we share a common goal of teaching all students to read…
•Are we developing support systems for all students?
•Are we increasing student achievement at each grade level and across time?
Effectiveness Reports:How are we doing as a building?
How effective is our core (benchmark) support?
Low Risk
How effective is our supplemental (strategic) support?
Some Risk
How effective is our intervention (intensive) support?
At Risk
Grade Level Meetings-Getting Started
• Review most recent Action Plans
• Review reports/graphs that tell you about the percentage of students who are meeting standards, at some risk, and at the highest level of risk
• Complete Grade Level Action Data and Grade Level Skills Inventory reports
• Refer to MEAP data and other sources of information about student performance.
Grade Level Analysis Data Report
Grade Level Skills Inventory
Team TimeTry out all of the new forms---
Step 1Get the most appropriate data table for your student population
Step 2Fill out the GLAD Form for Fall Benchmark
Step 3Move to Grade Level Skills Inventory (School at a Glance) and put the information there to take to District Data Meeting
Tier 1 Support
Look at the percent of students that are at benchmark as we begin this school year compared to the last few years. Do we need to increase the number of students that are achieving at a benchmark level?
• If we are satisfied with the data discuss how to maintain what we have done in the past.
• If we are not satisfied discuss how to increase the number of students at benchmark from September to January. Does what we have done in the past produce the results that we want?
Set Grade Level Goals for the End of the Year that are Ambitious, Attainable and
Measureable
Guidelines for Setting Goals for our Core Curriculum/Tier 1—• When a system-wide modification in support is made and
implemented effectively, gains in proportion of students at/above benchmark can range anywhere from 20 to 70% in a single year
• Gains are greater in earlier grades so the goal can be more ambitious
• Gains are greater when larger proportions of students have scores below the benchmark
Setting Middle of Year Goals Example--Happy Valley School
15
Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOY
Measure Basic Early Literacy/Reading Skill
% At/above Benchmark
Goals:
MOY EOY
DIBELS Composite Score 56%
Phoneme Segmentation Fluency
Phonemic Awareness 61%
Nonsense Word Fluency
CLS Basic Phonics: letter sounds 58%
WWR Basic Phonics: blending/decoding 65%
DIBELS Oral Reading Fluency
WC Advanced Phonics and Word Attack SkillsAccurate and Fluent Reading of Connected TextReading Comprehension
Accuracy
Retell
√
%
%%
%
%
From: DIBELS Next Data Interpretation Workshop; Kaminski & Good
Tier 2 Support
Look at trends from the last few years of data. Have we been successful at moving most students from Tier 2 to Tier 1 level of support?
• If yes, how can we continue to increase the percentage of students moving to Tier 1?
• If no, what do we need to do to increase the percentage of students moving to Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?
Tier 3 Support
Look at trends from the last few years of data. Have we been successful at moving most students from Tier 3 to Tier 2 or Tier 1 level of support?
• If yes, how can we continue to increase the percentage of students moving to Tier 2 or Tier 1?
• If no, what do we need to do to increase the percentage of students moving to Tier 2 or Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?
If you are using AIMSweb use:• Tier Transition Report to fill in GLAD report
• Improvement Report for comparing building grade level scores to AIMSweb target scores, as well as General Ed., Title I and Special Ed. scores if they have been entered for your building
• ROI Growth Percentile table to get information on individual classroom data
• Scores and Percentiles (Rainbow) Report to look at individual student needs
If you are using DIBELSnet use:
• School Overview Report to fill in GLAD report
• Multi-Year Percent at Benchmark Report to look at trends for the past few years
• Effectiveness of Instructional Support to look at the movement of tiered levels of students in each classroom
• Initial Grouping Suggestions table to look at individual student needs
If you are using UO DIBELS Data System use:
• DIBELS Next Summary Report to fill in GLAD report
• Cross-Year Box Plots for individual subtests to look at trends for the past few years
• Summary of Effectiveness by School to look at the movement of tiered levels of students in each classroom
• Class List or Grade List report to look at individual student needs
All Systems Should Use…
QUADRANT SORTS
How are you keeping track of your groups?
Celebrate Success!
Celebrations from our Winter Benchmarking Assessments:• Our percent of students for the school scoring at benchmark in
September was 68%. According to our data from the winter benchmarking assessment, 75% of our students in the school scored at benchmark in January.
• Our goal is to have 80% of our students achieving benchmark school wide.
We are documenting our interventions using the Tier 2/3 Intervention Tracking Tool, which we adapted to better meet our needs.
We have had a reduction in behavior referrals for In-School Suspensions by 58% and Out of School Suspensions by 52% when comparing data from September 2010-December 2010 to September 2011-December 2011.
As we finish our Benchmark Data Meeting we could ask ourselves…did we:
Look at building/grade level data; discuss changes to core instruction and/or tier support
Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or
within years
Look at individual student data; plan interventions
As we finish our Benchmark Data Meeting we could ask ourselves…did we:
Plan to change or maintain present practice for Tier 1 supports; do we have an Action Plan and review dates to
check progress
Plan to change or maintain present practice for Tier 2 supports; do we have an Action Plan and review dates to
check progress
Plan to change or maintain present practice for Tier 3 supports; do we have an Action Plan and review dates to
check progress
This is hard and often uncomfortable work; why do we
do it?
In the words of John Hattie-
“It is this searching for that which is not working and those students for
whom you are not being successful; it is the heightened sense of seeking
feedback, the increased attention to the principles of evaluation and the focus on how to see the evidence of disconfirmation of the teaching so as
to improve it that are important.”
We appreciate all you do