JANUARY 18 , 2012

PREPARING FOR GRADE LEVEL WINTER DATA ANALYSIS MEETINGS

School Improvement Specialist Meeting

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

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?

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

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

 

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

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

DIBELS DISTRIBUTION REPORTS BY GRADE LEVEL AND RACE

EASYCBM BENCHMARK RISK ANALYSIS BY GRADE LEVEL

ACCESSING EASYCBM DEMOGRAPHIC DATA

Accessing DIBELS and easyCBM Reports

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

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

  

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

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?

 

DIBELS SUMMARY OF EFFECTIVENESS BEGINNING TO MIDDLE

EASYCBM RISK ANALYSIS

Accessing DIBELS and easyCBM Reports

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

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

Inquiry Protocol

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

We are here to support you!

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