1. Grade-level Benchmark Data Meetings
Presented to Coaches
September 6, 2013
Adapted from MiBLSi materials

2. 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
When you are looking at your data, you’ll want to be looking for some gaps. In order to determine if there is a gap, you will need to refer to your previously identified goals and objectives.
Look at individual student data; plan interventions

3. What is the plan and who will do it?

4. Roles and Responsibilities

5. 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 improving outcomes at each grade level and across time?
As we review our reading data today these are the main questions we should be asking ourselves.
In year 3, schools will examine their reading supports at all three tiers and plan for the improvement and sustainability of those systems and student outcomes. It is unlikely that you will have all supports implemented well and that you will see your student outcomes where you want them to be already. What we do want to prevent is backslide from this point, so sustaining what you’ve already got working so that you have a solid foundation for moving forward.

6. 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
The first question we want to answer is: How effective is our core (benchmark) support. How well did our core instruction meet the needs of our learners with Low Risk? (the kids in the green zone)

7. 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 report
Refer to MEAP data and other sources of information about student performance.
Next we’ll take a quick look at some of the reports you will need to examine. Then you will have some time to review your data.
The first bullet is generic on purpose. Rather than saying histograms, box plots, tier transition reports, we decided to keep this slide broad. Then you can pick and choose from the following slides(44-54) depending on the group you are working with and whether they are using DIBELS 6th Edition, AIMSweb, or DIBELS Next. The standard set of slides starts back up again with #55.
Not all schools will be using the reading progress review sheet. It was introduced at the Intensive Reading training and mentioned again at the spring data review. We continue to show it to remind schools that they should have some way of keeping track of the big picture of who is receiving targeted and intensive interventions and whether they are making progress.
In larger scheme of things, you want to be pulling in your MEAP data and other reading data that you collect. This is about the school improvement process, not about DIBELS or any other singular assessment tool.

10. Grade Level Analysis Data Report

11. Grade Level Skills Inventory

12. 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

13. 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

14. Setting Middle of Year Goals Example-- Happy Valley School
Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOY
Measure
Basic Early Literacy/Reading Skill
% At/above Benchmark
Goals:
MOY
EOY
DIBELS Composite Score
56%
Phoneme Segmentation Fluency
Phonemic Awareness
61%
Nonsense Word Fluency
CLS
Basic Phonics: letter sounds
58%
WWR
Basic 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

15. 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?

16. Summary of Effectiveness Report Shows:
97% of students stayed at benchmark between Fall and Winter?
Do we celebrate this?
It depends. . .
How many students are represented?
If >80% were at benchmark, then we are on the right track and should celebrate this.
If a low percentage of students were at benchmark to begin with, it’s good that we kept them there, but we need to recognize that work still needs to be done at Tier 1 by focusing on the core.

17. 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?

18. 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?

19. Sample DIBELS Next Summary Report: First Grade

20. Summary Report: Provides information about average performance, and percentages of students who scored at each performance level (benchmark, below benchmark, well below benchmark).

21. Basic Early Literacy Skills Timeline25
Basic Early Literacy Skills Timeline
This graphic shows the connection between the basic early literacy skills are indicated by DIBELS measures along a timeline from Kindergarten to sixth grade

22. If you are using AIMSweb use:
Tier Transition Report to fill in GLAD report
Box Plot to look at trends over time and how your group of students compared to the target score
Scores and Percentiles (Rainbow) Report to look at individual student needs
To be able to talk with a team accurately about their data – we need to know how the account was set up. Have these discussions individually. Our goal as trainers is to help teams interpret their data and use it for action planning. Please avoid passing judgment on how their accounts are set up. This is out of the control of most of our team members and we don’t want to run the risk of alienating team members or other district people who have made these decisions.

23. If you are using DIBELSnet use:
School Overview Report to fill in GLAD report
Multi-Year Percent at Benchmark Report to look at trends for the past few years
Classroom Report to look at individual student needs

24. If you are using UO DIBELS Data System use:
DIBELS Next Summary Report to fill in GLAD report
Cross-Year Box Plots for individual subtests to look at trends for the past few years
Class List Report to look at individual student needs

25. All Systems Should Use…
QUADRANT SORTS

26. Trainer Talk:
“This is the Instructional Grouping Worksheet for the Beginning of the Year for First Grade. We will use this worksheet, found on page X of the participant workbook, and the data found on page X of the workbook to walk through the instructional grouping. We are going to follow the pattern of good, explicit instruction, “I do, We do, then You do.” Please open your participant workbooks to pages X and X and follow along as I model how to use the data to fill in the top left quadrant.”

27. How Effective is our Core (Benchmark) Program?
A Core Program is effective if it:
Meets the needs of 80% of all students in the school.
Supports % of Low Risk students in maintaining a Low Risk status.
Remember we have said all along that the core reading program should meet the needs of 80% of all our students….
Additionally, it should support 95 to 100% of our Low Risk students in maintaining their Low Risk status. If they started the semester at Low Risk, how did we do at keeping them at Low Risk status at the end of the semester?
An effective core reading program should be all that is needed to help keep these students at Low Risk status. This should be the true for 95 to 100% of our Low Risk students.
Trainer note: The adequate progress percentages are borrowed from elementary.

28. How Effective is our Supplemental (Strategic) Support?
A Supplemental Program is effective if it:
Meets the needs of 15% of the students in the school who will need more support than the core curriculum and instruction can provide
Supports 80% - 100% of strategic students in achieving a Low Risk status.
If we are to ultimately hit the high criteria of 100% readers, we are going to have to design powerful intervention programs that move our struggling students up to Low Risk status. Adequate progress towards meeting the overall student goal of 100% would be to move in one instructional period (semester) 80 to 100% of the strategic or Some Risk students up to Low Risk status.

29. How Effective is our Intervention (Intensive) Support?
An Intervention Program is effective if it:
Meets the needs of 5% of the students in the school who will need very intensive intervention to achieve literacy goals.
Supports 80% - 100% of intensive students in achieving either Low Risk or Some Risk status.
Adequate progress for our most needy students is still at the 80 to 100% status change level. However, moving intensive students to EITHER the strategic or benchmark level will qualify here. This is in one semester----so, if we were to move an intensive kid up to the strategic level in one semester, say during the fall, it would be expected to move that student to benchmark by the spring.

30. Box Plot Example
Just a quick visual reminder of what a box plot report looks like

31. Norm Table
Tells us how students in our school scored compared to the national aggregate.
We want our scores and Rate of Improvement to be equal to or greater than the national aggregate
We can look at different performance levels (10th, 25th, 50th, 75th, 90th percentiles)

32. R-CBM Example of the Norm Table
50th %ile score from the national aggregate
Percentile Rank/ Performance Level
50th %ile score from our students
Students in our School
Rate of Improvement for national aggregate at the 10th percentile
Grade
Rate of Improvement for our students at the 10th percentile
Students included in the national aggregate

33. How are you keeping track of your groups?

34. 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  
Again, We screen ALL students 3 times a year – beginning (Fall) – middle (winter) – and End (Spring)
As you can see, As of the winter benchmark assessment all of the “at-risk students” moved up to benchmark in phoneme segmentation! What a celebration!!!

35. 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
When you are looking at your data, you’ll want to be looking for some gaps. In order to determine if there is a gap, you will need to refer to your previously identified goals and objectives.
Look at individual student data; plan interventions

36. 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