School-wide Data Team MeetingWinter

NSIF Extended Cohort

February 10, 2012

AGENDA

• Introduction • Survey Results• Role of School Wide Data Team• Reviewing Elements of Healthy Systems

• Create Data Overview & Dig Into Student Data–• Reviewing Outcomes Fall to Winter• Summary of Effectiveness Fall to Winter

• Develop Action Plan• Reviewing Fall School Wide Reading Action Plan and/or SIP – 10

minutes• Creating Winter – Spring Action Plan

.

Role of School Data Team

• Focus on systems level problem solving• Zone Schools: Tiers I, II, and III• Oregon RtI Schools: Tiers I & II

• Align school wide reading program to RtI • (PPS Framework for Tiered Reading Support)

• Focus on school & grade level data• Meet after each benchmarking period• Examples of questions team addresses:

• Is our reading program meeting the needs of all students?• Is our reading program meeting the needs of students at each grade level? • How is our reading program meeting the needs of our black and brown

students? Our ELL students?

I. ASSESSMENT

  Are DIBELS and easyCBM screening/benchmarking tools administered fall, winter and spring to all students?

  Does a school-wide data team meet fall, winter and spring to analyze school-wide reading data and develop a school-wide action plan?

  Are DIBELS and easyCBM progress monitoring assessments administered for strategic students? For intensive students?

  Are in-program (Scott Foresman, EMC and intervention programs) assessments administered regularly?

  Do grade-level teams regularly analyze student reading data (DIBELS, easyCBM and in-program assessments), plan/adjust instruction based on data, and regroup students based on the data?

II. INSTRUCTIONAL PROGRAMS AND MATERIALS

  Is Scott Foresman being used in all Tier I and Tier II K-5 classrooms? Is the program being implemented with fidelity to the weekly targeted skills? Are efforts to improve fidelity working?

  Is EMC being used in all 6-8 classrooms? Are the 8 strategies and 13 essential reading skills being regularly taught?

  Are Sheltered Instruction strategies used with Scott Foresman and EMC to make instruction more accessible to English Language Learners?

  Are all necessary materials available in each classroom?

  Are K-5 teachers using the full range of Tier II Enhancement Strategies (phonemic awareness, phonics, fluency, vocabulary & comprehension) to make instruction more systematic, explicit and accessible?

  Are efforts to improve use of Tier II Enhancements Strategies underway?

  Have intervention programs (ERI, Horizons, Language!) been implemented to meet the instructional needs of the most struggling readers?

  Are intervention programs being used as designed?

  Are teachers implementing evidence-based common instructional strategies?

  Is independent practice aligned with whole group instruction?

III. INSTRUCTIONAL TIME

  Has a school-wide reading schedule been developed that sets aside 90 minutes in grades K-3 and 60 minutes in grades 4-8 for all students receiving Tier I & II instruction?

  Has a school-wide reading schedule been developed that sets aside an additional 30 minutes of small group instruction for K-8 students receiving Tier II supports?

  Has a school-wide reading schedule been developed that sets aside 90 minutes in grades K-8 for students receiving Tier III instruction using intervention programs?

  Has a school-wide reading schedule been developed that sets aside an additional 30 minutes for K-3 students receiving Tier III instruction that focuses on grade level vocabulary and comprehension instruction?

  Have pacing plans been developed for core and intervention programs?

IV. DIFFERENTIATED INSTRUCTION/GROUPING/SCHEDULING

  Do group sizes for small group instruction match the instructional need? (e.g., smaller groups for most struggling students)

  Is walk-to-read used when appropriate to maximize learning opportunities for tiered reading instruction?

  Do we triangulate data when making instructional placements for students? ( DIBELS, easyCBM, OAKS, Intervention Program Placement Tests, etc.)

  Are cross-grade groupings used when appropriate to maximize learning opportunities for Tier III instruction?

V. ADMINISTRATION/ORGANIZATION/COMMUNICATION

  Have staffing decisions been made to maximize implementation of our school-wide reading program? ( e.g., all possible instructors being used)

  Are the lowest performing students taught by strong, experienced, and well qualified teachers and educational assistants?

  Are Title I and Special Education staff supporting the school-wide reading program?

VI. PROFESSIONAL DEVELOPMENT

  Has staff received professional development on Scott Foresman, EMC, Enhancements and interventions programs?

  Has staff received professional development in culturally relevant instruction? (e.g., Sheltered Instruction, Courageous Conversations)

  Do grade-level teams work together to examine and improve their instruction?

  Is the District Reading Team used as needed for support?

Elements of a Healthy System

I. Assessment

II. Programs & Materials

III. Instructional Time

IV. Differentiated Instruction/V. Grouping/Scheduling

VI. Administration/Communication/Organization

VII.Professional Development

Building Healthy Systems

Phase 1: Universal Screening and Benchmarking Tool Focus on Tier 1 & 2 instruction Instructional Time Use of Scott Foresman, Enhancements and EMC Fidelity of Use School Wide Data Team

Phase 2: Tier 3 Supports Progress Monitoring School Wide and Grade Level Data Teams

Phase 3: Refinement of Phase 1 & 2 elements Implementation of other indicators on Elements of Healthy Systems

Using Data to Evaluate Progress At Multiple Levels

We will answer…

1. How are we doing? • By grade level and racial/program subgroups

2. Are students making adequate progress to close the achievement gap?

Creating a Data Overview

1 Reviewing Outcomes

• Are we increasing the percentage and number of students at Low Risk?

• Are we decreasing the percentage and number of students at High Risk?

• How are we doing by grade level and by racial subgroups/program?

2 Summary of Effectiveness

• What percentage of students receiving Tier I status in fall remained at Tier 1 in winter?

• What percentage of students receiving Tier II status in fall moved to Tier I status in winter?

• What percentage of students receiving Tier III status in fall moved to either Tier II or Tier I in winter?

Review Outcomes

Materials:• DIBELS Distribution Reports by Class • DIBELS Distribution Reports by Race• DIBELS Distribution Reports by Additional Codes ( ESL)• easyCBM Reading Risk Analysis by Grade Level• Fall to Winter easyCBM by Race• Fall to Winter easyCBM by ESL• Reviewing Outcomes By Grade Level and By Race/Program Worksheet

Guided Practice 20 mins. • Grade 1 DIBELS• Grade 5 easyCBM

Team Time: 30 mins.• Complete Review Outcomes by Race/Program Worksheet• Inquiry Protocol

Grade

Percent at Low Risk or Benchmark

Fall 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 Benchmark

Fall 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            

Reviewing Outcomes Worksheet by Grade Level

Go Around One Protocol: One question per round. Each person responds.When you look at the data, what do you see?When you look at the data, what do you know?When you look at the data, what is significant ? 

 

Subgroup 1 Subgroup 2Percent at Low Risk

- Benchmar

kFall 2011(90/100 or

90%)

Percent at Low Risk

- Benchmar

kWinter 2012

(90/100 or 90%)

Percentage Point

Increase/Decrease(+ or -)

Percent at High Risk – IntensiveFall 2011(90/100 or

90%)

Percent at High Risk – Intensive

Winter 2012

(90/100 or 90%)

Percentage Point

Increase/Decrease(+ or -)

Percent at Low Risk

- Benchmar

kFall 2011(90/100 or

90%)

Percent at Low Risk

- Benchmar

kWinter 2012

(90/100 or 90%)

Percentage Point

Increase/Decrease(+ or -)

Percent at High Risk – IntensiveFall 2011(90/100 or

90%)

Percent at High Risk – Intensive

Winter 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                        

Reviewing Outcomes Worksheet by Race/Program

Go Around One Protocol: One question per round. Each person responds.When you look at the data, what do you see?When you look at the data, what do you know?When you look at the data, what is significant ?Locate yourself on the Courageous Conversations Compass.

Summary of Effectiveness

Materials:• DIBELS Summary of Effectiveness Report, beginning to middle• easyCBM Reading Risk Analysis by Grade Level• Fall to Winter easyCBM By Fall Risk Rating• Summary of Effectivenss Worksheet

Guided Practice – 20 minutes• Grade 1 DIBELS• Grade 5 easyCBM

Team Time – 30 minutes• Discussion questions

  

Use

Composite Score or Risk Rating

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 Progress

Include actual numbers of students,

e.g., 95/100 or 95%.

Percent of TotalStudents that madeAdequate Progress

Include actual numbersof students,

e.g., 90/100 or 90%.

Fall 2011 to Winter 2012 Fall 2011 to Winter 2012 Fall 2011 to Winter 2012 Fall 2011 to Winter 2012

Kindergarten      

First Grade      

Second Grade      

Third Grade      

Fourth Grade      

Fifth Grade      

Sixth Grade      

Seventh Grade      

Eighth Grade      

Summary of Effectiveness Worksheet

Develop Action Plan

School: Date Created:

Staff Who Created This Action Plan:  

 

Element School-wide or Grade-level

Define Action(be specific enough so that it is possible to determine

when action has been implemented)

If we…then we predict that…

(statement)

Person(s) Responsible

Progress Report on Implementation

(date)

1

           

2

       

3

       

4

           

School-wide Reading Action Plan

Winter to Spring Action Plan

• Reflect on your School Wide Reading Action Plan,/SIP Fall to Winter - 10 mins.• Review Goals • Evaluate actions that were completed• Discuss actions not yet completed

• Create your School Wide Reading Action Plan for Winter to Spring by using the following:

• Fall School Wide Reading Action Plan/SIP• Reviewing Outcomes Worksheets• Summary of Effectiveness Worksheets• Focus discussion on critical elements of research: Elements of Healthy System

Phase 1 Phase 2 Phase 3

• Guiding Questions:• What are the highest priorities as defined by your data review?• What actions remain uncompleted on your Fall Action Plan?

K-8 Reading Team

Daniel Cogan – dcogan@pps.netCathy Cowherd – ccowherd@pps.netSheila Hallinan – shallinan@pps.netMindy Hawley – mhawley2@pps.netMaryanne Stalnaker – mstalnaker@pps.net