School Improvement Specialist Meeting January 18, 2012 Preparing for Grade Level Winter Data Analysis Meetings

AGENDA Welcome How are your School Systems Working? Reviewing Outcomes Summary of Effectiveness How are your Students Doing? Grade Level Lists Update Data Wall Build Teacher Action Plan

Using Data to Evaluate Progress At Multiple Levels We will answer… How are we doing? By grade level and racial subgroups Are students making adequate progress to close the achievement gap? How are individual students doing?

How are we doing by grade level and racial subgroups? Materials Needed: DIBELS Distribution Report by Class easyCBM Benchmark Risk Analysis by Grade Level Reviewing Outcomes Worksheet

Guided & Independent Practice Reviewing Outcomes Worksheet by Grade Level Guided & Independent Practice le 1 Grade Percent at Low Risk or Benchmark Fall 2011 (90/100 or 90%) Winter 2012 Percentage Point Increase/ Decrease (+ or -) Percent at High Risk or Well Below Benchmark Kindergarten   Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Guided & Independent Practice Reviewing Outcomes Worksheet by Race Guided & Independent Practice   Subgroup 1 Subgroup 2 Percent at Low Risk - Benchmark Fall 2011 (90/100 or 90%) Winter 2012 Percentage Point Increase/ Decrease (+ or -) Percent at High Risk – Intensive Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

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

Accessing DIBELS and easyCBM Reports DIBELS Distribution Reports by Grade Level and Race easyCBM Benchmark Risk Analysis By Grade Level Accessing easyCBM Demographic Data

Are students making adequate progress to close the achievement gap? Materials Needed: DIBELS Summary of Effectiveness Report, beginning to middle easyCBM Risk Analysis 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

Summary of Effective Worksheet   Use Composite Score or Risk Rating Percent of Total Students that made Adequate Progress Include actual numbers of 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 e.g., 25/50 or 50%. Percent of At or Above Benchmark or Low Risk Students that made Adequate Progress e.g., 95/100 or 95%. Fall 2011 to Winter 2012 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade Seventh Grade Eighth Grade

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 “Is our Tier III instructional plan working?”

Accessing DIBELS and easyCBM Reports DIBELS Summary of Effectiveness Beginning to Middle easyCBM Risk Analysis

How are individual students doing? Materials Needed: DIBELS Grade List Report Phonics Survey data Core in-program assessments Intervention mastery assessments easyCBM Benchmark Report Data cards and pocket charts Instructional Focus Group Descriptions

Update Data Wall Update data cards Move cards according to DIBELS Composite and easyCBM Risk Ratings Sort 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.net Cathy Cowherd – ccowherd@pps.net Sheila Hallinan – shallinan@pps.net Maryanne Stalnaker – mstalnaker@pps.net