Where Do You Stand? Using Data to Size Up Your School’s Progress Michael C. McKenna University of...
-
Upload
roland-cameron -
Category
Documents
-
view
218 -
download
0
description
Transcript of Where Do You Stand? Using Data to Size Up Your School’s Progress Michael C. McKenna University of...
Where Do You Stand?Using Data to Size Up
Your School’s ProgressMichael C. McKennaUniversity of Virginia
Today’s GoalsReview the data available to us in RFExamine the summary of the
effectiveness of your instructional plan over time, including 2006-07 results
Consider possible improvements to your whole-group, needs-based, and intervention plans
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
Administered Spring, Grades 1-3Group administrationKey subtests:
ComprehensionVocabulary
RF 3rd outperformed non-RF in ‘06But is ITBS a serious focus?
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
Administered Spring, Grades 1-5Group administrationRevised in 2006 to reflect GPSReading content at grades 1-2
ComprehensionVocabulary
Reading content at grade 3Reading Skills and VocabularyLiterary ComprehensionReading for Information
Basis of AYP determinationCRCT is a very serious focus!
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
Administered Fall & Spring in KIndividual administrationRequires no readingPre-post shows significant gains in both 2004-05 and 2005-06RF oral vocabulary efforts are having an impact in kindergarten
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
Innovation Configuration formDesigned to guide observationsSuggests degree of RF implementationUsed by LCs on a voluntary basisCan help interpret differences in classroom data trends
What data can we use to assess progress?
ITBS CRCT PPVT-IV Observations DIBELS Reports
Can serve as outcome measuresIndividual administration aids validityFocus on 3 of 5 RF components
Phonemic AwarenessPhonicsOral Reading Fluency
Based on predictive benchmarks “Instructional Recommendation” is a weighted averageIt can help us track progress of kids at 3 risk levels
ECI, EDI and EI IndicesECI = Effectiveness of Core Instruction
Percentage of students who were at Benchmark in Fall and still at Benchmark in Spring
These are greens who stayed green!
EDI = Effectiveness of Differentiated InstructionPercentage of students who were at Some Risk in Fall but at
Benchmark by SpringThese were yellows who became green!
EI = Effectiveness of InterventionPercentage of students who were at High Risk in Fall but at
Some Risk or Benchmark by SpringThese are reds who became either yellow or green!
ECI
EDI
EI or
ECI
EDI
EI or
ECI
EDI
EI or
ECI
EDI
EI or
Time to take a look at your school’s Summary of Effectiveness Report!
We have generated these reports based on data on the DIBELS site; we will have access
to similar reports from Wireless soon!
First grade, Fall to Spring
What percentage of children began the year at Benchmark?
How many of them remained at Benchmark in the spring?
What happened to the rest of them?
Sample from Cohort 1
Inferences from the data
• What might explain these trends?• If you looked at your school’s summary of
effectiveness data and your individual teachers’ data, what types of conclusions might you draw?
• What could you do?• What could you ask your coach to do?
First grade, Fall to Spring
How many children began the year at Strategic?
How many of them progressed to Benchmark in the spring?
What happened to the rest of them?
Sample from Cohort 1
Inferences from the data
• What might explain these trends?• If you looked at your school’s summary
of effectiveness data and your individual teachers’ data, what types of conclusions might you draw?
• What could you do?• What could you ask your coach to do?
First grade, Fall to Spring
How many children began the year at Intensive?
How many of them progressed to Strategic or Benchmark by the spring?
What happened to the rest of them?
Sample from Cohort 1
Inferences from the data
• What might explain these trends?• If you looked at your school’s summary
of effectiveness data and your individual teachers’ data, what types of conclusions might you draw?
• What could you do?• What could you ask your coach to do?
Looking Across Years
Sample from Cohort 1
If you are not yet getting the results you want . .
Your plan is not yet
effective and must be modified
ORYour teachers
are not consistently
implementing your plan
Improve Your Data Analysis Skills• Use your own school and classroom summary of
effectiveness reports; they can be downloaded from the DIBELS site
• Use summary reports for individual subtests to isolate particular areas that need more attention
• Use individual student performance profiles to reflect on individual children, particularly children in intensive interventions
• Plan school-level, grade-level, and one-on-one meetings to consider data and plan
Reconsider Your Assessment Plan
• Be specific about measures from your core and informal measures
• Make a calendar for all assessments• Increase progress monitoring• Create a support system to use the data that
you collect• Stop administering unnecessary assessments
that waste time
Improve Your Instructional Plan
• Be specific about what, when, and how in whole-group instruction
• Be specific about what, when, and how in small-group, needs-based instruction
• Be specific about what, when, and how children practice independently
• Support full implementation of intensive intervention
Increase the Intensity of Your Instructional Plan
• Don’t waste a single day!• Make sure that you have substitutes who are trained
to work in your program• Increase time for needs-based instruction• Adjust your instructional diet so that teachers spend
more time on the skills that are identified in the data• Move support staff into needs-based instruction
Improve Your Leadership and Support System
• Increase the number and quality of observations by principal and coach
• Use data from observations to select topics for professional learning
• Consider the quality of whole-group, needs-based, and intervention instruction
• Improve collaboration
Improve Your Leadership and Support System
• Celebrate!• Distribute leadership• Provide observation feedback