2. 100 % Data Meetings 100% Data Meetings turn data into ACTION FOR ALL students

3. www.oregonrti.org www.oregonrti.org 503.431.4005

4. Strong data analysis guides decisions “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister

5. 100% Data Meetings: Purpose To determine the effectiveness of the core programming AND Make necessary adjustments to the core programming if it is not meeting the needs of most students (at least 80%)

6. General Features When: 2-3 times per year (following collection of your schoolwide screening data) Who: Principal Literacy Specialist/Title I Counselor Grade level team Could include SPED, ELL, School Psychologist, Paraprofessionals

7. General Features What: Use schoolwide data to answer questions about core instruction Outcomes: Identify prioritized areas of need for the core curriculum AND develop a plan (with a goal) for improving schoolwide achievement

8. We don’t talk about individual students at 100% Data Meetings because… 100% Data Meetings turn data into ACTION FOR ALL students

10. Guiding Questions Is core sufficient for most students? – What does this mean? What criteria indicates success? – 80% proficient with core support alone? What will we DO to improve the core?

11. Interpreting Screening Data What does it mean to be proficient, low, or significantly low? Examples:ProficientLowSignificantly low DIBELS Next Above benchmarkBelow benchmark Well below Benchmark easyCBM* >20 th percentile Between 11 th and 20 th percentile ≤10 th Percentile AIMSWEB** >25 th percentile Between 11 th and 25 percentile ≤10 th Percentile *easyCBM default percentile rank settings **AIMSWEB default percentile rank settings

12. Benchmarks vs. Norms DIBELS NexteasyCBM AIMSWEB

13. Benchmarks vs. Norms Benchmarks: What does it mean to be successful? Norms: What does it mean to be like everyone else?

14. Literacy in the United States (4 th Grade) >99 th percentile < 1 st percentile National Assessment of Educational Progress, 2011 Below Basic (33%) Advanced (8%) Proficient (26%) Basic (33%) 66% of 4 th grade students have demonstrated no more than partial mastery of prerequisite knowledge and skills that are fundamental for proficient grade-level work.

15. What does your screening data look like? ? 80% 15% 5%

16. What does you screening data look like now… 74% 6% 20%

17. …as compared to previously? 57% 11% 32%

18. Using OAKS Can also examine OAKS data to determine percentage of students meeting minimum OAKS proficiency standards… As set by your district

19. What does your screening data look like? ? If the Core is not meeting the needs of the majority of your students… …you must ask the question: “Why?”

20. Guiding Questions Is core sufficient for most students? (at least 80%) What will we DO to improve the core?

21. What agreements can we make around… …common Curriculum needs …Fidelity to the core …common Instructional Strategies …common Active Engagement Strategies …Professional Development needs

22. Take time to celebrate success What has worked? Create connections between your “Islands of Excellence”

23. Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy What are the common curriculum needs for ALL students, (based on the data)?

24. Fidelity to the Core You have to inspect what you expect – Principal walkthroughs – Core program fidelity checks – Are we all doing what we agreed to do?

25. Common Instructional Strategies Instruction is more important than curriculum

26. How many times it takes to learn something new Average Learner Everybody else Truly disabled student Jo Robinson (2008) 4-14 times 14-250 times 250-350 times Common Active Engagement Strategies

27. Students only learn when they are engaged Active Engagement Common Active Engagement Strategies

28. Professional Development Needs Anticipate and be willing to meet the newly emerging needs based on student performance Do teachers have the skills to implement changes to the core?

29. Action Plan and Goal All teachers agree to hold each other accountable to the action plan created Set an attainable goal: Current Reality (Winter) Spring Goal At or Above Benchmark 50% Below Benchmark 36% Well Below Benchmark 14%

30. Active Engagement Strategies Instructional Strategies Common Instructional Needs Fidelity Improving Your Core