1. Insert School Name Here
Title
Insert School Name Here
Middle of Year
ELAT
CO Early Literacy Assessment Tool

2. Agenda Title Reconnecting to Key Ideas Composite Score Analysis
Tiered Instruction Analysis
Measure Level Analysis
Pathways of Progress Analysis
Progress Monitoring
Action Planning
ELAT
CO Early Literacy Assessment Tool

3. Objectives During this session, we will: Analyze MOY data trends
Action plan for the remainder of the year

4. Reconnecting to Key Ideas

5. Literacy Framework

6. Basic Early Literacy Skills

7. Basic Early Literacy Skills

8. Outcomes Driven Model

9. Used with permission of Dynamic Measurement Group
Outcomes Driven Model
Benchmark Assessment and Data Analysis
Instruction and progress monitoring for first half of school year
MOY benchmark assessment data is a checkpoint to review outcomes and identify and validate need for support
Used with permission of Dynamic Measurement Group
The “Outcomes Driven Model” is the framework the DIBELS authors have created to guide educational decisions about DIBELS data.
The 5 steps of the outcomes-drive model are shown on the left.
The basic principle of the ODM is that student outcomes drive instructional change.
Students who meet the DIBELS Benchmark goals are on track for future reading success.
Not meeting the Benchmark goals indicates a change to instruction is needed.
[CLICK] In the first two steps, we identify which students need support and validate the need for support. [CLICK] We do this using the benchmark assessments three times per year and then analyzing the data to determine which students need support.
[CLICK] The bottom part of the model shows the instruction and progress monitoring we have completed during the first half of the school year. After we determine which students need support using the benchmark assessments, we plan for how we will support those students, implement the support and use progress monitoring probes to evaluate the effectiveness of our support. We repeat this cycle in between benchmarks, using progress monitoring data to inform our support for students.
[CLICK] We use MOY benchmark sessions as a way to review outcomes. We analyze student benchmark assessments to determine student growth. We then use MOY benchmark assessments to also re-evaluate which students need our support and validate that need.
We will use this framework as a way to think about the analysis of our school-level data.

10. Composite Score Report
Insert screenshot of Comparing Populations Report (mCLASS) or Status Report (DMG) by grade OR copy/paste URL to the report
Review the data with your staff. [Insert the % at or above benchmark at BOY and MOY for each grade to read during the presentation.]
Ask the staff for trends they notice in the data, potential root causes and next steps.

11. Composite Score Analysis: Reflections

12. Tiered Instructional Analysis: Effectiveness Guidelines
80% of students should reach benchmark with core reading instruction alone.
95-100% of students who score at or above benchmark should still be at or above benchmark at subsequent benchmark times.
80-100% of students who score below benchmark should score at or above benchmark at subsequent benchmark times with core reading instruction + strategic instructional support.
80-100% of students who score well below benchmark should score below or at or above benchmark at subsequent benchmark times with core reading instruction + intensive instructional support.
Review these guidelines with the staff. Then, go to the next slide to view how the school did from BOY to MOY.

13. Tiered Instructional Analysis Report
Insert screenshot of Correlation Report (mCLASS) or Effectiveness of Instructional Supports Report (DMG) OR copy/paste URL to the report
Ask staff for any trends they notice in the data.
Record trends from information gathered in the “Tiered Instruction Analysis” template in the Participant Notebook here.

14. Tiered Instructional Analysis: Reflections
Synthesize the reflections you recorded on the “Tiered Instructional Analysis” template in the Participant Notebook here.

15. Skills Level Analysis Report
Insert screenshot of Comparing Measures report by grade (mCLASS) or School Overview (DMG), or copy/paste URL to report. This report may take more than one slide. If needed, add additional slides.
Review the data with your staff. [Insert trends you recorded on the “Skills Level Analysis” in the Participant Notebook.]
Ask the staff for trends they notice in the data, potential root causes and next steps.

16. Skills Level Analysis: Reflections
Record a synthesis of your ideas for next steps from the “Skills Level Analysis” in the Participant Notebook.

17. Pathways of Progress Report
School/District/LEA
% of students making typical, above or well above typical progress in grades 1-3
Pull report from mCLASS Download Your Data or DMG Pathways of Progress.
Review the table on the slide with staff.
Record any other notes here.
Choose school/district/LEA from title and delete the other words that do not apply to your school.

18. Pathways of Progress: Reflections
Record a synthesis of your ideas for next steps from the “Pathways of Progress Analysis” in the Participant Notebook.

19. Remember!
Pathways of Progress goals should be set to typical, above or well above for At/Above Benchmark students.
For students who are Below Benchmark or Well Below Benchmark on their composite score, their Pathway composite score goal should be above or well above typical growth in order to close the gap.
Goals are not for teacher evaluations. UGG is not based on the goals set, but the actual student growth outcome from BOY-EOY.
Student pathway outcomes at MOY guide our next steps for instruction.
TIMING: 1 Minute
FACILITATOR ACTION: Share out each of the reminders with participants. [CLICK] through each.

20. Progress Monitoring Report
Grade
Trends
School K 1 2 3
Review the table on the slide with staff.
Record any other notes here.

21. Progress Monitoring: Reflections
Record a synthesis of your ideas for next steps from the “Progress Monitoring Analysis” in the Participant Notebook.

22. Choose Your Own Adventure Resources
Education research resources:
Hard Words
Literacy Primers
Web resources:
Literacy Framework
Utah’s landing page on Amplify
Pivot Table Video
TIMING: 1 Minute
FACILITATOR NOTES:
If people want to delve further into the research we covered, here are the resources they can use.

23. Post-Session Survey - for School Leaders Only
Delete this slide after you take the survey; this is not for your staff.

24. Join us for EOY Data Analysis
Register at:

25. Support Staff and Resources
Sarah McCarty
Associate Director,
Partnership Management
(812)
Liz Williams
Elementary ELA Assessment Specialist
Utah State Board of Education
(801)
Jennifer McCormick
Project Manager and Professional Development Designer, Professional Services
(202)
Amplify Customer Service
(800)
M–F 5 a.m. to 5 p.m. MT
Amplify Education Support
M–F 6 a.m. to 4 p.m. MT
DMG Customer Support
(888)
M–F 6 a.m. to 3 p.m. MT
Utah Landing Page
Statewide Benchmark windows, enrollment documents, professional development resources, and information about the solutions provided by Amplify.
mCLASS Home
Acadiencelearning.Net
Use these websites for all levels of reporting including district, school, class, and student information based on your provider.