Data Analysis MiBLSi Project September 2005 Based on material by Ed Kameenui Deb Simmons Roland Good Ruth Kaminski Rob Horner George Sugai

Purpose The intent of this section is to Review data keeping in mind the need to focus on key elements

End of Year Reports The End of Year Report is designed to summarize referral rates per 100 students by: –Year –Problem behavior –Grade level –Location In addition, a suspension/expulsion report and the “triangle” summary data are provided. Summaries are organized for use at the district- level. TM

End of Year Report Referrals Per 100 Students

End of Year Report Problem Behavior Report

End of Year Report Grade Report

End of Year Report Location Report

End of Year Report Suspension/Expulsion Report

End of Year Report Triangle Data

Team Work Time Take time with your team to look at your school’s behavior support data 1.What is working well with your school (based on the data)? 2.What areas do you need to focus on?

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Data Review Fall 2005 based on the work of: Roland Good Ruth Kaminski

Data Review Who Needs Phonological Awareness?

Interpreting and Using DIBELS™ Data

Assess Progress Toward Outcomes DIBELS Benchmark Goals Initial Sound Fluency: Phoneme Segmentation Fluency: Nonsense Word Fluency: DIBELS™ Oral Reading Fluency: –35 sounds per minute by Spring Kindergarten –25 sounds per minute by Winter Kindergarten –40 words correct per minute by Spring First Grade –50 sounds per minute with at least 15 words recoded by Winter First Grade –90 words correct per minute by Spring Second Grade –110 words correct per minute by Spring Third Grade –118 words correct per minute by Spring Fourth Grade –124 words correct per minute by Spring Fifth Grade –125 words correct per minute by Spring Sixth Grade

Three Risk Categories Used Prior to Benchmark Time Low risk –Has met progressive benchmark and is on track to achieve benchmark goal –80%-100% probability of reaching next benchmark goal Some risk – Low emerging skills; is making progress and has 50/50 chance of achieving benchmark goal –50% probability of reaching next benchmark goal At risk –Seriously below progressive benchmark; at risk for achieving benchmark goal –0%-20% probability of reaching next benchmark goal

Three Status Categories: Used at or After Benchmark Goal Time Established –Achieved the benchmark goal –80%-100% probability of reaching next benchmark goal Emerging –Low emerging skills but has not achieved the benchmark goal –50% probability of reaching next benchmark goal Deficit –Seriously below benchmark goal –0%-20% probability of reaching next benchmark goal

Three levels of Instruction Based on Pattern of Performance Across All Measures Benchmark Instruction - At Grade Level: –80% - 100% probability of reaching next benchmark goal. –Provide Core Curriculum focused on big ideas. Strategic Instructional Support - Additional Intervention –50% probability of reaching next benchmark goal. –Provide extra practice; adaptations of core curriculum; small group instruction with supplementary program. Intensive Instructional Support - Substantial Intervention –0% - 20% probability of reaching next benchmark goal. –Provide focused, explicit instruction with supplementary intensive curriculum; small group/individual instruction.

Vocabulary Risk Categories Used Prior to Benchmark Time Status Categories Used At or After Benchmark Time Instructional Level Low RiskEstablishedBenchmark Some Risk (Prevention Mode) Emerging (Remediation Mode) Strategic At Risk (Prevention Mode) Deficit (Remediation Mode) Intensive

Using DIBELS™ Data What is the purpose of your assessment? –What do you need to know? What question(s) do you have? –What data can you use? What type of information will answer the question(s) you have?

ODM StepQuestion(s)Data 1. Identify Need Are there students who may need support? How many? Which students? Benchmark data: Histograms, Box Plots, Class List Report 2. Validate Need Are we confident that the identified students need support? Benchmark data and additional information: Repeat assessment, use additional data, knowledge of/information about student 3. Plan Support What level of support for which students? How to group students? What goals, specific skills, curriculum/program, instructional strategies? Benchmark data and additional information: Individual student booklets, additional diagnostic information, knowledge of/information about student 4. Evaluate Support Is the support effective for individual students?Progress monitoring data: Individual student progress graphs, class progress graphs 5. Evaluate Outcomes As a school/district: How effective is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support? Benchmark data: Histograms, Cross-Year Box Plots, Summary of Effectiveness Reports

Step 1. Identify Need for Support What do you need to know? –Are there students who may need additional instructional support to achieve benchmark goals? –How many students may need additional instructional support? –Which students may need additional instructional support? What data to use? –Histograms –Boxplots –Class lists

Histograms (Bar Charts) The Histogram Report summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark/benchmark goal for the time. Student performance is depicted in three categories according to students who have (a) met established goals/progressive benchmarks, (b) are making progress toward goals/progressive benchmarks, or (c) are seriously below target goals/progressive benchmarks. The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon,

Legend for Interpreting Histograms = Low Risk or Established = Some Risk or Emerging = At Risk or Deficit Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of student is indicated by the size of the split part. From DIBELS Data System, University of Oregon,

Histograms True or False –Histograms tell us if there are students who need additional support –Histograms tell us how many students need additional support –Histograms tell us who needs additional support

Box Plots True or False –Box plots are another way of summarizing the distribution of performance in a class at a single point in time. The box depicts the range of scores for a school or district relative to the progressive benchmark/benchmark goal. –The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks. The box and corresponding spindle should be at or above the gray bar. –Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon,

Legend for Interpreting Box Plots = progressive benchmark/ benchmark goal From DIBELS Data System, University of Oregon,

Box Plot School A - Fall Kindergarten - ISF From DIBELS Data System, University of Oregon,

Look at Box Plot for School A Fall of Kindergarten ISF 1. Is there a large number of children in School A entering kindergarten who appear to have very low early literacy skills? 2. Is there a need for core curriculum with explicit focus on phonological awareness? 3. Is there need for support for K teachers in teaching phonological awareness?

Histogram School A - Fall First Grade - PSF 47% Established PSF 39% Emerging PSF 14% Deficit PSF From DIBELS Data System, University of Oregon,

Histogram School A - Fall First Grade - NWF 42% Low Risk 29% Some Risk 29% At Risk From DIBELS Data System, University of Oregon,

What We Know from Data so Far There may be children who need support to achieve benchmark goals: –More than half of the children entering first grade have not met phonemic awareness benchmark. –42% of children entering first grade are on track for acquiring alphabetic principle and learning to read. Implications for curriculum/instruction –Need for explicit instruction on phonological awareness at the beginning of the school year. Don’t get hung up on PA. Provide instruction on AP for all children.

Practice Divide into 2 groups of 3. One group will review kindergarten and the other review first grade data. –Review Histograms and Boxplots for kindergarten and first grade for Emerald City School District What do you know from the data? What are the implications for curriculum and instruction, professional development/teacher support for each grade level? –Discuss your grade level findings with the other group at your table.

Team Work Time Take time with your team to look at your school’s reading support data 1.What is working well with your school (based on the data)? 2.What areas do you need to focus on?

DIBELS Class List Report

DIBELS

DIBELS Class List Report