1. Grade-level Data Team
Meetings

2. Role of School-wide Data Team Role of Grade-level Data Team
Analyzes benchmark data from all grade levels – Fall, Winter and Spring
Analyzes grade level data – benchmark and progress monitoring
Identifies instructional needs from all grade levels
Identifies student instructional needs at a grade level
Prioritizes resources:
Zone Schools: Tiers I, II, and III
Oregon RtI Schools: Tiers I & II
PPS Framework for Tiered Reading Support Analyzes
Creates a grade-level tiered approach to reading aligned to school-wide plan
Develops a School-wide Reading Action Plan
Develops Action Plans
Learner Centered Problem
Problem of Practice
Instructional Strategy
Analyzes effectiveness of school-wide reading plan using PPS Healthy Systems Checklist
Analyzes effectiveness of instruction identified in teacher Action Plans

3. Establishing Grade-level Data Team Meetings
Basics of a Data Wall
Teacher Action Plans
Protocols

4. Introduction to Data Walls
A Data Wall is…
a planning tool that allows you to design and organize reading instruction
a visual way to monitor student progress and instructional effectiveness
Ask them to look around the room to see data walls, turn and talk about what you know about these data walls and how they are used. Acknowledge tiers, red yellow, green, each student is represented by a card, the card is determined by the fall screener (dibels, easyCBM), 8:50-9:05

5. PPS Framework Review Table Discussion Choose a grade level
Use the Framework to identify the instructional materials and time recommended for each Tier
9:05-9:15

6. Data Cards
Fall DIBELS Composite Score and easyCBM Risk Rating determines Tier (color of card)
Color stays the same throughout year in order to give visual representation of student progress
Triangulate data to fine tune instruction within Tier
DIBELS individual measures (e.g., NWF, ORF)
easyCBM individual measures (e.g., VOCAB, PRF)
Progress Monitoring
Phonics Survey Tasks
In program assessments
Oaks
Prior knowledge activityAsk them to look around the room to see data walls, turn and talk about what you know about these data walls and how they are used. Acknowledge tiers, red yellow, green, each student is represented by a card, the card is determined by the fall screener (dibels, easyCBM), 8:50-9:05

7. Data Card Example

8. Instructional Focus Groups…
allow teachers to differentiate instruction within a tier and to design targeted small group instruction that addresses identified gaps in learning.
Ask them to look around the room to see data walls, turn and talk about what you know about these data walls and how they are used. Acknowledge tiers, red yellow, green, each student is represented by a card, the card is determined by the fall screener (dibels, easyCBM), 8:50-9:05

9. Understanding Instructional Focus Groups
Table Activity
5-7 minutes:
Divide your team into 3 groups (K, 1-3 & 4-8)
Each group reads the Instructional Focus Group document for their assigned grade level group
Highlight critical descriptors and recommended instructional focus
Be prepared to teach your team what you learned
10 minutes:
Use Go Around Protocol for each Instructional Focus Group
Share key points of each, K, 1-3 and 4-8
Ask them to look around the room to see data walls, turn and talk about what you know about these data walls and how they are used. Acknowledge tiers, red yellow, green, each student is represented by a card, the card is determined by the fall screener (dibels, easyCBM), 8:50-9:05

10. Check for Understanding
At your table, discuss the correct Instructional Focus Group
Hold up card with the appropriate group number
Ask them to look around the room to see data walls, turn and talk about what you know about these data walls and how they are used. Acknowledge tiers, red yellow, green, each student is represented by a card, the card is determined by the fall screener (dibels, easyCBM), 8:50-9:05

11. Application Activity
Brianna –1st Grade
Description:
DIBELS Composite Score indicates Low Risk/Benchmark Status
Passed all sections of the Phonics Survey
Passed all Scott Foresman Unit Assessments (or SF Quick Check-outs)
Using this assessment information, determine Brianna’s instructional focus group. 11 11

12. Application Activity
David – 2nd Grade
Description:
DIBELS Composite Score indicates Some Risk/Strategic
Did not pass 1 or more tasks on the Phonics Survey
Using this assessment information, determine David’s instructional focus group. 12 12

13. Application Activity
Sarah –Kindergarten
Description:
DIBELS Composite Score indicates High Risk/Intensive
Using this assessment information, determine Sarah’s instructional focus group. 13 13

14. Application Activity
Robert – 4th Grade
Description:
easyCBM Risk Rating indicates Some Risk/Strategic
Passed Tasks 12 & 13 on 2nd Grade Phonics Survey
Fluency score is below grade level percentile
Inconsistent performance on SF Unit Assessments
Using this assessment information, determine Robert’s instructional focus group. 14 14

15. Application Activity
Trevor – 7th Grade
Description:
EasyCBM Risk Rating indicates Low Risk/Benchmark
Passed all classroom assessments
Met on OAKS
Using this assessment information, determine Trevor’s instructional focus group. 15 15

16. Establishing Grade-level Team Meetings
Basics of a Data Wall
Teacher Action Plans
Protocols

17. Teacher Action Plans Learner Centered Problem Instructional Strategy
Plan to assess
Samples and 1 page strategy page 10:05- 10:15

18. Establishing Grade-level Team Meetings
Basics of a Data Wall
Teacher Action Plans
Protocols

19. Text-Based Discussion Protocol
Table Group
10 minutes:
Read the Fall Benchmark Data Analysis Protocol
Take margin notes and/or highlight key ideas
15 minutes:
Discuss Guiding Questions
What role does the Data Wall play in the analysis of grade level data and the planning of instruction?
How does the protocol guide teachers in evaluating their grade level tiered approach to reading?
What are the key steps in the protocol?
How does this protocol support teachers to have focused data conversations?

20. Protocol Shifts Fall Winter Spring Purposes:
Reviewing Outcomes Fall to Winter
Summary of Effectiveness Fall to Winter
Reviewing Outcomes Winter to Spring
Summary of Effectiveness Winter to Spring
Create Data Wall with Instructional Focus Groups
Update Data Wall and Instructional Focus Groups
Update Data Wall
Evaluate grade-level reading plan
Revise grade-level reading plan
Plan for Fall
Develop Teacher Action Plan
Develop/Refine Teacher Action Plan
10:45-10:50

21. K-8 Reading Team Daniel Cogan – dcogan@pps.net
Cathy Cowherd –
Sheila Hallinan –
Mindy Hawley –
Maryanne Stalnaker –