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Academic Data for Instructional Decisions: Elementary Level Dr. Amy Lingo, Dr. Nicole Fenty, and Regina Hirn Project ABRI University of Louisville Project.

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Presentation on theme: "Academic Data for Instructional Decisions: Elementary Level Dr. Amy Lingo, Dr. Nicole Fenty, and Regina Hirn Project ABRI University of Louisville Project."— Presentation transcript:

1 Academic Data for Instructional Decisions: Elementary Level Dr. Amy Lingo, Dr. Nicole Fenty, and Regina Hirn Project ABRI University of Louisville Project ABRI 2009

2 ABRI Defined ABRI: Academic and Behavior Response to Intervention Pilot program involving 3 districts and representing elementary, middle and high school levels In partnership with the Kentucky Department of Education To promote both academic and behavior responses in schools Project ABRI 2009

3 ABRI Process Project ABRI 2009

4 Where can I find academic data at the elementary school level? State wide assessment results Screening results District administered standardized assessment Grade level equivalents Teacher administered formative assessment Teacher administered summative assessment Project ABRI 2009

5 Data Examples per Tier Project ABRI 2009 Ongoing Progress Monitoring Targeted: CBM Ongoing Progress Monitoring Universal: Screening Results State testing results Classroom Assessment

6 Webinar Offerings 3 Tier Model: Academic and Behavior Interventions Analysis of Behavior Data Using Academic Data to Make Decisions (elementary and secondary) Classroom Management Reading and Math Instruction (Universal Strategies) Targeted Interventions: Behavior, Reading and Math Project ABRI 2009

7 Critical to the ABRI Process What are the data? What do the data tell us? What are questions about the data? What goals can be set using the data? How will we assess the goal? Project ABRI 2009

8 Academic Data Reading and Mathematics Collection Analysis Reading Collection Analysis Mathematics Project ABRI 2009

9 Reading Collection Compilation – Reformatting – Charts – Graphs – Questioning Project ABRI 2009

10 Common Assessments (examples) Dynamic Indicators of Basic Early Literacy Skills Reading Inventory Developmental Reading Assessment AimsWeb PAS MAP GRADE

11 Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Subtests Initial Sound Fluency – Skill(s) measured: phonological/phonemic awareness Phoneme Segmentation Fluency – Skill(s) measured: phonological/phonemic awareness Nonsense Word Fluency – Skill(s) measured: phonics Oral Reading Fluency – Skill(s) measured: reading fluency

12 Eckwall/Shanker Reading Inventory Subtests Phonemic Awareness – Skill(s) measured: Phonemic awareness Sight Vocabulary; Word List – Skill(s) measured: Word recognition Phonics; Structural Analysis – Skill(s) measured: Phonics Oral and Silent Reading – Skill(s) measured: Reading connected text Listening and Reading Comprehension – Skill(s) measured: Understanding connected text

13 Qualitative Reading Inventory Word List – Skill(s) measured: Word recognition Oral and Silent Reading – Skill(s) measured: Reading connected text Listening and Reading Comprehension – Skill(s) measured: Understanding connected text

14 Developmental Reading Assessment Oral Reading – Skill(s) measured: reading fluency Oral Retell, Prompts, and Questions – Skill(s) measured: Understanding connected text

15 15 Second Grade Class

16 16

17 Students who Score Below Benchmark In phonemic awareness – practice with rhyming, discriminating, blending, and segmenting In phonics or word recognition – practice with letter/sound correspondence, blending, word families, and multisyllabic words In reading fluency or reading connected text – practice with letter recognition, letter/sound correspondence, high frequency words, oral reading In comprehension – practice with preparation, organization, elaboration, and metacognition, text structures,

18 Review data sources – Standardized measures – Curriculum-based measures – Progress monitoring – Informal information (classroom data, observations) Identify at-risk students using data Determine targeted areas for instruction Students may have multiple areas of need 18 Forming Groups Based on Assessment Data

19 StudentORFNWF Allison2637 Meagan3032 Matt4745 Group 1 Central Foci Should Be: Phonics and reading fluency Rationale? Possible activity Word work Manipulate words at the onset/rime and phoneme levels; incorporate nonsense words E.g., pop-top-lop-lap-cap-tap-hap Materials: manipulative letters, dry erase boards, letter tiles

20 Available Data: Academic Year in Review (Reading) Project ABRI 2009 Elementary Grade 1 % Students per Intervention Category

21 Available Data: Academic Year in Review (Reading) Project ABRI 2009

22 Fall Reading Assessment: Kindergarten Project ABRI 2009 n=69

23 Spring Reading Assessment: Kindergarten Project ABRI 2009 n=66

24 Fall Reading Assessment: Grade 3 Project ABRI 2009 n=55

25 Spring Reading Assessment: Grade 3 Project ABRI 2009 n=57

26 Mathematics Collection Compilation – Reformatting – Charts – Graphs – Questioning Project ABRI 2009

27 Common Assessments Fluency Assessments – One Minute Timings Diagnostic Interviews Error Analysis Benchmarking software programs

28 Fluency Assessments One minute timings of basic math facts Screening tool Project ABRI 2009

29 Diagnostic Interviews in Mathematics Diagnostic interviews are a means of getting in-depth information about an individual student’s knowledge and mental strategies about the concept under investigation. A student is given a problem and asked to verbalize his or her thinking at points in the process for solving the problem. Project ABRI 2009

30 Error Analysis of Student Work Problem completion analysis Think Aloud with error analysis Conceptual vs. procedural error analysis Project ABRI 2009

31 Benchmarking Software Programs Computer software programs that identify specific goals based on student responses Project ABRI 2009

32 Students who Score Below Benchmark In mathematics fluency In conceptual understanding In mathematics procedures within word problems In application of authentic problems

33 Sample Intervention with Results – Intervention with 28 Students Computation Practice Only One day per week 5/28Probe 10 4/5 met benchmark80% 2 days per week 4/28Probe 10 4/4 met benchmark100% Project ABRI 2009

34 Sample Intervention with Results Great Leaps Math 2 days per week 4/28Pro be 10 4/4 met benchmark100% 3 days per week 7/28Probe 10 6/7 met benchmark86% Project ABRI 2009

35 Sample Intervention with Results Computation practice and Great Leaps Math 3 days of intervention2/28 Probe 102/2 met benchmark100% 4 days of intervention5/28 Probe 104/5 met benchmark80% 5 days of intervention2/28 Probe 102/2 met benchmark100% Students below Fall benchmark -- Probe 10 2/33 6% Project ABRI 2009

36 Fall Assessment Results Project ABRI 2009

37 Fall Assessment Results Project ABRI 2009

38 Fall Assessment Results Project ABRI 2009

39 ABRI Process Decision making What are the data? What do the data tell us? What are our questions about the data? What goals can be set using the data? How will we assess the goal? Project ABRI 2009

40 Amy Lingo Assistant Professor, Special Education College of Education and Human Development University of Louisville Louisville, KY (502)


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