Where Do You Stand? Using Data to Size Up Your School’s Progress Michael C. McKenna University of Virginia

Today’s Goals  Review the data available to us in RF  Examine the summary of the effectiveness of your instructional plan over time, including results  Consider possible improvements to your whole-group, needs-based, and intervention plans

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports Administered Spring, Grades 1-3 Group administration Key subtests:  Comprehension  Vocabulary RF 3rd outperformed non-RF in ‘06 But is ITBS a serious focus?

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports Administered Spring, Grades 1-5 Group administration Revised in 2006 to reflect GPS Reading content at grades 1-2  Comprehension  Vocabulary Reading content at grade 3  Reading Skills and Vocabulary  Literary Comprehension  Reading for Information Basis of AYP determination CRCT is a very serious focus!

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports Administered Fall & Spring in K Individual administration Requires no reading Pre-post shows significant gains in both and RF oral vocabulary efforts are having an impact in kindergarten

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports Innovation Configuration form Designed to guide observations Suggests degree of RF implementation Used by LCs on a voluntary basis Can help interpret differences in classroom data trends

What data can we use to assess progress?  ITBS  CRCT  PPVT-IV  Observations  DIBELS Reports Can serve as outcome measures Individual administration aids validity Focus on 3 of 5 RF components  Phonemic Awareness  Phonics  Oral Reading Fluency Based on predictive benchmarks “Instructional Recommendation” is a weighted average It can help us track progress of kids at 3 risk levels

ECI, EDI and EI Indices ECI = Effectiveness of Core Instruction Percentage of students who were at Benchmark in Fall and still at Benchmark in Spring These are greens who stayed green! EDI = Effectiveness of Differentiated Instruction Percentage of students who were at Some Risk in Fall but at Benchmark by Spring These were yellows who became green! EI = Effectiveness of Intervention Percentage of students who were at High Risk in Fall but at Some Risk or Benchmark by Spring These are reds who became either yellow or green!

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Time to take a look at your school’s Summary of Effectiveness Report! We have generated these reports based on data on the DIBELS site; we will have access to similar reports from Wireless soon!

First grade, Fall to Spring What percentage of children began the year at Benchmark? How many of them remained at Benchmark in the spring? What happened to the rest of them?

Sample from Cohort 1

Inferences from the data What might explain these trends? If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? What could you do? What could you ask your coach to do?

First grade, Fall to Spring How many children began the year at Strategic? How many of them progressed to Benchmark in the spring? What happened to the rest of them?

Sample from Cohort 1

Inferences from the data What might explain these trends? If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? What could you do? What could you ask your coach to do?

First grade, Fall to Spring How many children began the year at Intensive? How many of them progressed to Strategic or Benchmark by the spring? What happened to the rest of them?

Sample from Cohort 1

Inferences from the data What might explain these trends? If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? What could you do? What could you ask your coach to do?

Looking Across Years

Sample from Cohort 1

If you are not yet getting the results you want.. Your plan is not yet effective and must be modified OR Your teachers are not consistently implementing your plan

Improve Your Data Analysis Skills Use your own school and classroom summary of effectiveness reports; they can be downloaded from the DIBELS site Use summary reports for individual subtests to isolate particular areas that need more attention Use individual student performance profiles to reflect on individual children, particularly children in intensive interventions Plan school-level, grade-level, and one-on-one meetings to consider data and plan

Reconsider Your Assessment Plan Be specific about measures from your core and informal measures Make a calendar for all assessments Increase progress monitoring Create a support system to use the data that you collect Stop administering unnecessary assessments that waste time

Improve Your Instructional Plan Be specific about what, when, and how in whole-group instruction Be specific about what, when, and how in small-group, needs-based instruction Be specific about what, when, and how children practice independently Support full implementation of intensive intervention

Increase the Intensity of Your Instructional Plan Don’t waste a single day! Make sure that you have substitutes who are trained to work in your program Increase time for needs-based instruction Adjust your instructional diet so that teachers spend more time on the skills that are identified in the data Move support staff into needs-based instruction

Improve Your Leadership and Support System Increase the number and quality of observations by principal and coach Use data from observations to select topics for professional learning Consider the quality of whole-group, needs-based, and intervention instruction Improve collaboration

Improve Your Leadership and Support System Celebrate! Distribute leadership Provide observation feedback