Benchmark Data Meetings Presented to Coaches September 6, 2013 Adapted from MiBLSi materials

What should we do at benchmark data meetings? Look at building/grade level data; discuss changes to core instruction and/or tier support Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years Look at individual student data; plan interventions

What is the plan and who will do it?

Roles and Responsibilities

Evaluation of Core/ Strategic/ Intensive Academic and Behavior Programs Assuming we share a common goal of teaching all students to read… Are we developing support systems for all students? Are we increasing student achievement at each grade level and across time?

Effectiveness Reports: How are we doing as a building? How effective is our core (benchmark) support? Low Risk How effective is our supplemental (strategic) support? Some Risk How effective is our intervention (intensive) support? At Risk

Grade Level Meetings-Getting Started Review most recent Action Plans Review reports/graphs that tell you about the percentage of students who are meeting standards, at some risk, and at the highest level of risk Complete Grade Level Action Data and Grade Level Skills Inventory reports Refer to MEAP data and other sources of information about student performance.

Grade Level Analysis Data Report

Grade Level Skills Inventory

Team Time Try out all of the new forms--- Step 1 Get the most appropriate data table for your student population Step 2 Fill out the GLAD Form for Fall Benchmark Step 3 Move to Grade Level Skills Inventory (School at a Glance) and put the information there to take to District Data Meeting

Tier 1 Support Look at the percent of students that are at benchmark as we begin this school year compared to the last few years. Do we need to increase the number of students that are achieving at a benchmark level? If we are satisfied with the data discuss how to maintain what we have done in the past. If we are not satisfied discuss how to increase the number of students at benchmark from September to January. Does what we have done in the past produce the results that we want?

Set Grade Level Goals for the End of the Year that are Ambitious, Attainable and Measureable Guidelines for Setting Goals for our Core Curriculum/Tier 1— When a system-wide modification in support is made and implemented effectively, gains in proportion of students at/above benchmark can range anywhere from 20 to 70% in a single year Gains are greater in earlier grades so the goal can be more ambitious Gains are greater when larger proportions of students have scores below the benchmark

Setting Middle of Year Goals Example-- Happy Valley School 15 Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOYMeasure Basic Early Literacy/Reading Skill % At/above Benchmark Goals: MOYEOY DIBELS Composite Score 56% Phoneme Segmentation Fluency Phonemic Awareness 61% Nonsense Word Fluency CLSBasic Phonics: letter sounds 58% WWRBasic Phonics: blending/decoding 65% DIBELS Oral Reading Fluency WC Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Accuracy Retell √ % % % % % From: DIBELS Next Data Interpretation Workshop; Kaminski & Good

Tier 2 Support Look at trends from the last few years of data. Have we been successful at moving most students from Tier 2 to Tier 1 level of support? If yes, how can we continue to increase the percentage of students moving to Tier 1? If no, what do we need to do to increase the percentage of students moving to Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

Tier 3 Support Look at trends from the last few years of data. Have we been successful at moving most students from Tier 3 to Tier 2 or Tier 1 level of support? If yes, how can we continue to increase the percentage of students moving to Tier 2 or Tier 1? If no, what do we need to do to increase the percentage of students moving to Tier 2 or Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

If you are using AIMSweb use: Tier Transition Report Tier Transition Report to fill in GLAD report Improvement Report Improvement Report for comparing building grade level scores to AIMSweb target scores, as well as General Ed., Title I and Special Ed. scores if they have been entered for your building ROI Growth Percentile ROI Growth Percentile table to get information on individual classroom data Scores and Percentiles Scores and Percentiles (Rainbow) Report to look at individual student needs

If you are using DIBELSnet use: School Overview Report School Overview Report to fill in GLAD report Multi-Year Percent at Benchmark Report Multi-Year Percent at Benchmark Report to look at trends for the past few years Effectiveness of Instructional Support Effectiveness of Instructional Support to look at the movement of tiered levels of students in each classroom Initial Grouping Suggestions Initial Grouping Suggestions table to look at individual student needs

If you are using UO DIBELS Data System use: DIBELS Next Summary Report DIBELS Next Summary Report to fill in GLAD report Cross-Year Box Plots Cross-Year Box Plots for individual subtests to look at trends for the past few years Summary of Effectiveness by School Summary of Effectiveness by School to look at the movement of tiered levels of students in each classroom Class List or Grade List Class List or Grade List report to look at individual student needs

All Systems Should Use… QUADRANT SORTS

How are you keeping track of your groups?

Celebrate Success! Celebrations from our Winter Benchmarking Assessments: Our percent of students for the school scoring at benchmark in September was 68%. According to our data from the winter benchmarking assessment, 75% of our students in the school scored at benchmark in January. Our goal is to have 80% of our students achieving benchmark school wide. We are documenting our interventions using the Tier 2/3 Intervention Tracking Tool, which we adapted to better meet our needs. We have had a reduction in behavior referrals for In-School Suspensions by 58% and Out of School Suspensions by 52% when comparing data from September 2010-December 2010 to September 2011-December 2011.

As we finish our Benchmark Data Meeting we could ask ourselves…did we: Look at building/grade level data; discuss changes to core instruction and/or tier support Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years Look at individual student data; plan interventions

As we finish our Benchmark Data Meeting we could ask ourselves…did we: Plan to change or maintain present practice for Tier 1 supports; do we have an Action Plan and review dates to check progress Plan to change or maintain present practice for Tier 2 supports; do we have an Action Plan and review dates to check progress Plan to change or maintain present practice for Tier 3 supports; do we have an Action Plan and review dates to check progress

This is hard and often uncomfortable work; why do we do it? In the words of John Hattie- “It is this searching for that which is not working and those students for whom you are not being successful; it is the heightened sense of seeking feedback, the increased attention to the principles of evaluation and the focus on how to see the evidence of disconfirmation of the teaching so as to improve it that are important.”

We appreciate all you do