1. “The Power of the Assessment Wall” Swartz Creek Community Schools Amy Brimmer, M.A. Sandra Cook, M.A, Third Grade TeacherDifferentiated Instructional Specialist Morrish Elementary Elms Road Elementary Jane Flarity- Gram, Ed.S. Michele Culver, M.A. Principal Special Education Teacher Syring Elementary Morrish Elementary

2. Welcome! Our Agenda: District Demographics Brief History of Swartz Creek Schools Overview of program 3-D Data Dialogue Design Celebrate Success!

3. Our District Elementary Buildings Dieck Elementary – 320 Students Title 1 Elms Road Elementary – 400 Students Title 1 Gaines Elementary – 265 Students Morrish Elementary - 460 Students Syring Elementary – 305 Students

4. All Swartz Creek Elementary Buildings are MiBLSi Schools! 2008-09 Syring and Morrish 2009-10 Elms Road, Dieck & Gaines

5. 3-D Data Gather data from varied sources and record information on cards for assessment wall Dialogue Discuss what the data means, sort students into benchmark, strategic or intensive groups Design A specific plan to meet learning needs, determine what resources will be utilized

6. The Essential Question….. What can I do to help my teachers become more comfortable with data in order to improve learning outcomes?

7. The Assessment Wall Three Tiers Benchmark - Blue Strategic - Yellow Red - Intensive

8. Data Cards

9. Questions???

10. Data Assessments Given 3 Times a Year ~DRA 2 nd -5 th grade ~MLPP Kdg-1 st grade ~DIBELS Kdg-5 th ~Digging Deeper Assessments (as needed) *Concepts About Print *Sight Word Assessment *Hearing/Recording Sounds

11. FIRST GRADE REQUIRED ASSESSMENTS Assessment Administration Dates Grade Level BenchmarkRtI Benchmark Students to be Assessed: Administered By: FallWinterSpringFallWinterSpring Writing Prompt Fall 9/15/09 Winter 1/12/10 Spring 4/20/10 223112All Classroom Teacher Rigby PM Benchmark Running Records Fall By 10/9/09 Winter By 1/29/10 Spring By 4/30/10 3812159All DIBELS-LNFFall-9/14/09-9/25/0937+ 25 All Test Team DIBELS-PSF Fall-9/14/09-9/25/09 Winter-1/11/10-1/22/10 Spring-5/3/10-5/14/10 35+ 22 All DIBELS-NWF Fall-9/14/09-9/25/09 Winter-1/11/10-1/22/10 Spring-5/3/10-5/14/10 24+50+ 1330 All DIBELS-ORF Winter-1/11/10-1/22/10 Spring-5/3/10-5/14/10 20+40+ 820All

12. Assessment Administration Dates Grade Level BenchmarkRtI Benchmark Students to be Assessed: Administered By: FallWinterSpringFallWinterSpring MLPP Phonemic Awareness Fall By 10/9/10 Winter By 1/29/10 Spring By 4/30/10 RSO/RPB Winter & Spring - Assess children who did not pass the DIBELS PSF Grade Level Benchmark Classroom Teacher and/or MLPP Trained Classroom Parapro Sight Words Fall By 10/9/10 Winter By 1/29/10 Spring By 4/30/11 0PPP Winter & Spring- Assess children who did not pass Rigby PM Grade Level Benchmark If a student does not pass the DIBELS NWF Grade Level Benchmark, then refer to the miscue analysis (MSV) of the Rigby PM Benchmark Running Record. If the student is not using visual cues, this may indicate the need for phonics interventions.

14. Grade Level Data Meetings Use DIBELS data (as an initial screening tool) to sort students Benchmark Instruction Strategic Instructional Support Intensive Instructional Support Use DRA2/MLPP assessment data to dig deeper Final configuration for intervention groups is determined through data and dialogue

15. Composition of Data Meeting Teams General Education Teachers (specific to a grade level) School principal DIS (Differentiated Instructional Specialist) Additional staff may include: Paraprofessionals Speech-Language Pathologist Special Education Instructor School Counselor/Social Worker

16. Questions???

17. Video Turn and Talk Activity

18. Essential Question #2 What is the student’s most glaring need?

19. Dialogue Examine DRA/MLPP Data Examine DIBELS Data Teachers Share Classroom Observations and History of Student Examine Progress Monitoring Data Shift Focus from a Test Score to Individual Student Needs

20. Third Grade Benchmark January Billy ’ s Scores DIBELS Oral Reading Fluency 92 words 88 DRA Fluency 11 Independent 7-10 Instructional 9 Instructional DRA Comprehension 19 + Independent 14-18 Instructional 18 Instructional What is Billy’s most glaring need?

21. Third Grade Benchmark January Kayla ’ s Scores DIBELS Oral Reading Fluency 92 words 101 DRA Fluency 11 Independent 7-10 Instructional 11 Independent DRA Comprehension 19 + Independent 14-18 Instructional 14 Instructional What is Kayla’s most glaring need?

22. Grouping Students Who is intensive? Who is strategic? DIBELS booklet/literacy assessments- Look at actual errors DRA2 or MLPP Assessment Data- Look at actual errors Teacher observations/discussions 22

23. Grouping Students continued … What does each child need the most? Place Intensive students first. Group size – as small as possible Flexible Grouping- Children move in and out of flexible groups based on progress monitoring data and informed decisions. Goal-Most skilled professionals work with most intensive students. 23

24. First Grade Tier Sort 1 st ‘30’ Minutes (9:00-9:30) Winter 2010 Benchmark Instr.Strategic Instructional SupportIntensive Instructional Support High-Andrew- Rm 124- Matthew Emma Isabella Olivia Natalie Riley Luke Evan. Jillian Samantha Brailee Emily Clayton Ethan Autumn Abigail Brooke Middle-Patty- Rm 122- Samantha Nicklas. Lexi Paige Coryn Mason Kyle Seth Elliana Emma Livia Ziion Tristen Tyler Harleigh Low-Dawn- Rm 123 (A-Z Word Study) Casey Monica William Trulin Hunter Natalie Nora Alexander Sabrina Kendal Kristina Avery Kora Phone. Aware. Phonics Fluency Vocab. Comp. Phone. Aware. Phonics (Red Level Road to Reading ) Fluency Vocab. Comp.. Level 3- Orange- 125 Spenser Caleb Duncan Hayden Matthias Brennen Mykella Eric Level 2- Orange- 125 Nicholas Quionsa Jacob Emeren Jacob Peyton Audrey Seth Level 1- Red- 125 Sairyn Caitlyn Brandon Kimberly Clint Hope Dylan Dee (own Rm.) (Road to the Code & own materials) Chelsee Melanie Jenna Cyn’sere Rebecca- Rm. 122 Jonathan Joseph Michael Leslie Jill - Rm 123 Miangel James. Zane Kiley Barbara – Rm. 124 Sarah Jason Gavin) Nathan

25. Design Where do we go from here? Who? What? Where? When?

26. Who Provides Interventions? Grade level teachers, special education teachers, paraprofessional team, Speech/Language Pathologist, Differentiated Instructional Specialist Most intensive interventions are serviced by certified teachers (with a few exceptions) Paraprofessionals work mostly with Benchmark and strategic students

27. Questions to Consider What is the strength of each interventionist? Are they comfortable working with large groups or smaller groups? Is the interventionist provided with a sub in their absence? What training is needed for interventionists? Does the interventionist need a very scripted program to follow?

28. What Materials will be used ? Intensive Interventions : Phonemic Awareness Road to the Code Phonics The Road to Reading, Phonics For Reading, and REWARDS Supplemental Material Reading a-z books (Sound/Symbol and Decodable Books) Word Family Books (short vowel patterns) http://www.hubbardscupboard.org/printable_booklets.html http://www.hubbardscupboard.org/printable_booklets.html Student Center Activities- www.fcrr.org www.fcrr.org

29. Strategic interventions: Phonics- The Road to Reading Fluency Reading a-z passages Modified Lynn Mangold’s model Fluency activities: http://www.fcrr.org/Curriculum/studentCenterActivities.shtml http://www.fcrr.org/Curriculum/studentCenterActivities.shtml Vocab Vocab activities: http://www.fcrr.org/Curriculum/studentCenterActivities.shtml http://www.fcrr.org/Curriculum/studentCenterActivities.shtml

30. Strategic Interventions (cont.) Comprehension 4 day lesson plan format adapted from Lynn Mangold’s Comprehension training (fiction/nonfiction) Comprehension activities from Florida Center for Reading Research

31. Benchmark Grade level teachers help plan benchmark activities Book clubs Reader’s Theatre Strategy Practice-Daily 5 Cafe’ Author/Genre Studies Advanced word study for lower el. Thematic units of study Writing (Using Lucy Calkins lessons and written summaries) Literature activities to reinforce content areas

32. Where do interventions take place? Students travel to their small group 2-3 groups in one room Benchmark students in separate rooms Paraprofessionals are matched with a certified teacher

33. When do they take place? TimeGrade 9:00-9:301 st grade 9:35-9:55A.M. Kindergarten 10:00-10:302 nd Grade 10:55-11:253 rd Grade 12:45-1:154 th Grade 1:20-1:505 th Grade 2:00-2:20P.M. Kindergarten INTERVENTION SCHEDULE (“The first 30 minutes”): 30-minute sessions for grades 1-5 20-minute sessions for Kindergarten 4 days/week (Monday-Thursday)

34. Celebrate Success!!!

35. Syring Elementary RtI 2009 -2010 DRA/MLPP/DIBELS Data Kindergarten & First Grade Kdg. Kdg. 1 st Grade 1 st Grade November January Number of Students

36. Syring Elementary RtI 2009-2010 DRA/MLPP/DIBELS Data Second and Third Grades 2 nd Grade 2 nd Grade 3 rd Grade 3 rd Grade November January Number of Students

37. Syring Elementary RtI 2009-2010 DRA/MLPP/DIBELS Data Fourth and Fifth Grades 4 th Grade 4 th Grade 5 th Grade 5 th Grade November January November January Number of Students

38. RtI Data Elms Road Elementary 2009-10 DIBELS, MLPP, DRA Kindergarten & First Grade Number of Students

39. RTI Data Elms Road Elementary 2009-10 Second & Third Grades Number of Students

40. RTI Data Elms Road Elementary 2009-10 Fourth & Fifth Grades Number of Students

41. Questions???