JANUARY 18, 2012 PREPARING FOR GRADE LEVEL WINTER DATA ANALYSIS MEETINGS School Improvement...
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Transcript of JANUARY 18, 2012 PREPARING FOR GRADE LEVEL WINTER DATA ANALYSIS MEETINGS School Improvement...
![Page 1: JANUARY 18, 2012 PREPARING FOR GRADE LEVEL WINTER DATA ANALYSIS MEETINGS School Improvement Specialist Meeting.](https://reader036.fdocuments.us/reader036/viewer/2022072011/56649e0f5503460f94afa325/html5/thumbnails/1.jpg)
JANUARY 18 , 2012
PREPARING FOR GRADE LEVEL WINTER DATA ANALYSIS MEETINGS
School Improvement Specialist Meeting
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AGENDA
WelcomeHow are your School Systems Working?
Reviewing Outcomes Summary of Effectiveness
How are your Students Doing? Grade Level Lists
Update Data WallBuild Teacher Action Plan
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Using Data to Evaluate Progress At Multiple Levels
We will answer…1. How are we doing?
By grade level and racial subgroups
2. Are students making adequate progress to close the achievement gap?
3. How are individual students doing?
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How are we doing by grade level and racial subgroups?
Materials Needed:1. DIBELS Distribution Report by Class 2. easyCBM Benchmark Risk Analysis by
Grade Level3. Reviewing Outcomes Worksheet
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Grade
Percent at Low Risk or
BenchmarkFall 2011(90/100 or
90%)
Percent at Low Risk or
BenchmarkWinter 2012(90/100 or
90%)
Percentage Point Increase/
Decrease(+ or -)
Percent at High Risk or Well Below BenchmarkFall 2011(90/100 or
90%)
Percent at High Risk or Well Below BenchmarkWinter 2012(90/100 or
90%)
Percentage Point Increase/
Decrease(+ or -)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
le 1
Reviewing Outcomes Worksheet by Grade Level
Guided & Independent Practice
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Subgroup 1 Subgroup 2Percent at Low Risk -
BenchmarkFall
2011(90/100 or 90%)
Percent at Low Risk -
Benchmark
Winter 2012
(90/100 or 90%)
Percentage Point Increase
/Decreas
e(+ or -)
Percent at High Risk –
Intensive
Fall 2011
(90/100 or 90%)
Percent at High Risk –
Intensive
Winter 2012
(90/100 or 90%)
Percentage Point Increase
/Decreas
e(+ or -)
Percent at Low Risk -
BenchmarkFall
2011(90/100 or 90%)
Percent at Low Risk -
Benchmark
Winter 2012
(90/100 or 90%)
Percentage Point Increase
/Decreas
e(+ or -)
Percent at High Risk –
Intensive
Fall 2011
(90/100 or 90%)
Percent at High Risk –
Intensive
Winter 2012
(90/100 or 90%)
Percentage Point Increase
/Decreas
e(+ or -)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Reviewing Outcomes Worksheet by Race
Guided & Independent Practice
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Discussion Questions
Discussion Questions by Grade Level: What percent of students are performing at or above benchmark or low
risk in each grade level? What percent of students are performing well below or high risk in each
grade level? Is there a significant increase in the percentage of students performing
at or above benchmark or low risk from Fall to Winter at each grade level?
Is there a significant decrease in the percentage of students performing well below or high risk from Fall to Winter at each grade level?
Discussion Questions by Race: Is there a significant increase in the percentage of students that are
performing at or above benchmark from fall to winter? Is there a significant decrease in the percentage of students that are
performing well below benchmark from fall to winter? Locate yourself on The Courageous Conversation Compass while
discussing this data
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DIBELS DISTRIBUTION REPORTS BY GRADE LEVEL AND RACE
EASYCBM BENCHMARK RISK ANALYSIS BY GRADE LEVEL
ACCESSING EASYCBM DEMOGRAPHIC DATA
Accessing DIBELS and easyCBM Reports
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Are students making adequate progress to close the achievement gap?
Materials Needed:1. DIBELS Summary of Effectiveness Report,
beginning to middle2. easyCBM Risk Analysis3. Summary of Effectiveness Worksheet
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What is Adequate Progress?
Adequate Progress is defined by
Tier III students moving either to Tier II or Tier I Tier II students moving to Tier I Tier I students remaining in Tier I
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Use
Composite Score or Risk Rating
Percent of TotalStudents that madeAdequate Progress
Include actual numbersof students,
e.g., 90/100 or 90%.
Percent of Well Below Benchmark or High Risk
Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Below Benchmark or Some Risk
Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of At or Above
Benchmark or Low Risk
Students that made Adequate
ProgressInclude actual
numbers of students,
e.g., 95/100 or 95%.
Fall 2011 to Winter 2012 Fall 2011 to Winter 2012 Fall 2011 to Winter 2012Fall 2011 to Winter 2012
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Seventh Grade
Eighth Grade
Summary of Effective Worksheet
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Discussion Questions
Summary Questions: Did students who were “At or Above Benchmark or Low Risk” remain “At or Above Benchmark or Low Risk” ? Did students who were “Below Benchmark or Some Risk” move to “At or Above Benchmark or Low Risk” ? Did students who were “Well Below Benchmark or High Risk” move to “Below Benchmark or Some Risk” or “At or Above
Benchmark or Low Risk”?
Discussion Questions: “Is our Tier I instructional plan working?” If yes…stay the course If no… Discuss Alterable Variables Are instructional materials being used with fidelity?
Is appropriate instructional time allocated? Are effective instructional techniques and active engagement strategies being used? Are there behavior and/or attendance factors?
“Is our Tier II instructional plan working?” If yes…..stay the course If no… Discuss Alterable Variables Are instructional materials being used with fidelity?
Is appropriate instructional time allocated? Are effective instructional techniques and active engagement strategies being used? Are there behavior and/or attendance factors?
“Is our Tier III instructional plan working?” If yes…..stay the course If no… Discuss Alterable Variables Are instructional materials being used with fidelity?
Is appropriate instructional time allocated? Are effective instructional techniques and active engagement strategies being used? Are there behavior and/or attendance factors?
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DIBELS SUMMARY OF EFFECTIVENESS BEGINNING TO MIDDLE
EASYCBM RISK ANALYSIS
Accessing DIBELS and easyCBM Reports
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How are individual students doing?
Materials Needed:DIBELS Grade List ReportPhonics Survey dataCore in-program assessmentsIntervention mastery assessmentseasyCBM Benchmark ReportData cards and pocket chartsInstructional Focus Group Descriptions
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Update Data Wall
Update data cards Move cards according to DIBELS Composite
and easyCBM Risk RatingsSort students receiving Tier I & II instructional
supports into instructional focus groups ____________________________________• Guidelines for Exiting Students from Horizons
and Language!• Cautions regarding removing 30 additional
minutes of instruction
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Inquiry Protocol
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Develop an Action Plan
Refining the instructional focus
Choose an instructional strategy Refer to Instructional Strategies Handout for
additional ideas
Make a plan to progress monitor
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We are here to support you!
Daniel Cogan – [email protected] Cowherd – [email protected] Hallinan – [email protected] Stalnaker – [email protected]