1. Cohort 5 Middle/Jr. High School Data Review and Action Planning: Schoolwide Reading Spring, 2009 www.cenmi.org/miblsi

2. Evaluation of Core/Strategic/Intensive Reading Programs Assuming we share a common goal of teaching all students to read… 1. Are we developing reading support systems for all students? 2. Are we improving reading outcomes at each grade level and across time? Our focus in year 1: Evaluating and strengthening our core reading instruction and support for all students

3. Walk Through Training Materials MiBLSi Data Review MiBLSi

4. Schoolwide Reading: Where have we been? Day 1: –AIMSweb administration and scoring Day 2: –AIMSweb Foundations and Report interpretation –School Wide Evaluation and Planning Tool (SWEPT) Day 3: –Essential Components of Reading Instruction –Word Attack, Vocabulary, and Comprehension Strategies Systems Review in Winter

5. Overview of the SWEPT Evaluation Sections reflect critical components of a Schoolwide Model: I.Goals, Objectives, Priorities II.Assessment III.Instructional Program and Materials IV.Instructional Time V.Differentiated Instruction/Grouping/Scheduling VI.Administration/Organization/Communication VII.Professional Development

6. Follow-up from Systems Review Training and findings from the SWEPT: Review the next steps that you identified as a building leadership team during Systems Review day and from the SWEPT Which tasks were completed? Which tasks still need to be completed, revisited? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

7. Leadership Team Focus To establish capacity within the building staff for: –Data collection –Data analysis, and –Problem solving (connecting findings to instructional practices) This is an ongoing process: we continuously review and revise our behavior as a leadership team and our action plans

8. Critical Team Functions Creating a “live” action plan that drives the work of the SIT, as it relates to reading and behavior. Establishing implementation priorities based on self-assessments and student reading outcomes. Establishing capacity for the building regarding: training, coaching, evaluation Coordinate and manage activities and priorities at a school level

9. 1.It is important to continuously develop and sustain schoolwide reading support efforts. 2.Please complete the MiBLSi Effective Reading Support Team Implementation Checklist 3.As a team, complete 2 copies, keep one and turn in the other. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Reading Checklist is Pink

10. Walk Through Organizational Data Binder Our School’s Data Binder

11. It is the end of the year, so how are we doing? AIMSweb produces multiple reports that help you answer this question.

12. Box Plots What Decisions? –Have we increased the percent of students at benchmark since the previous assessment period? –What is the range of skill level across the grade and over time? Who? –School Improvement Team and Grade level teachers. How often? –Three times per year

13. Box Plot (with whiskers) Median Score 50 th percentile (The score of the middle student.) 75 th percentile (Students with this score preformed above 75% of all students.) 25 th percentile (25% of the students scored below this score) 90 th %ile 10 th %ile

14. Box Plots

15. Stacked Graphs At a glance you can see improvement over time, and can read the exact percent and number of students at each instructional level

16. Cohort 4 Sixth Grade

17. As the building leadership team, we have three tasks: 1.Answer the question about how we are doing across the whole school and across time. 2.Identify improvements to celebrate with the staff 3.Identify what systems and procedures need to be in place to support each grade level in the development of a collaborative plan to address the needs of each and all students.

18. First: The celebration! Review each cross year box plot at every grade level available: –Is there an upward trend from winter to spring? –Across years, is there an upward trend? Do we have more successful students this year than we did last year? (“goesupness”-Roland Good) – What accomplishments can you celebrate? Got it done! Staff trained? Staff understand reports? A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.

19. Review your Box Plots and Stacked Graphs: –What results will be shared at each grade level in celebration? –What will the celebration consist of? Who?, What?, When?, Where?Who?, What?, When?, Where? –What are the tasks of the leadership team in order for this celebration to take place? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

20. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔

21. Problem Identification –What are the standards? (goals, benchmarks, etc.) –What is the actual performance? –Is the performance acceptable? –What information will the team use today to answer these questions? We can use the same graphs we used to identify our strengths and celebrations.

22. Take a few minutes to review the Stacked Graphs at each grade level: 1.What percent of students are at the benchmark goal for each grade level in ORF? Mazes? 2.What grade levels may need additional support? 3.What will be the instructional priorities at each grade level? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

23. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔

24. Problem Analysis Are we confident that the results are accurate? Why is the problem occurring? What else do we need to know about the discrepancy between the goal and the outcome? What information will the team use today? Information the team gathered at systems review day, instruction, management, SWEPT, reading team checklist, class lists

25. Class Lists What Decisions? –What will be the specific instructional priorities for each student in the class? –How will students be grouped for differentiation? –How intensive? –What will the 90 minute block include? Who? –Grade Level Team and Individual Classroom Teacher How often? Three times per year

26. Class list reports provide the following information for each student: –Raw scores –Percentiles –Skill status –Instructional Recommendation Analysis of Class List Reports

29. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔ ✔

30. Plan Implementation What needs to happen differently so that more students are reaching our reading goals at each grade level? What are the implications for resources, professional development, the big ideas in reading, instructional priorities, intervention, communication? What information will the team use today? –Action Plan from the Systems Review Day –AIMSweb Data, Current hypotheses –Reading Team Implementation Checklist, SWEPT

31. Leadership Team Responsibility We recommend that you schedule grade level meetings for teaching grade level teachers to read and interpret the graphs by end of the year Who? When? How? Where? Teach all staff to read these reports: –Stacked Achievement Graphs –Class List Report –Box Plots

32. Grade Level Meetings  Problem Identification-What reports?  Problem analysis-For core instruction how might the instruction be improved?  Plan Implementation-Time, PD resources, intervention at all levels  Plan Evaluation-How will we know whether the changes we make to instruction are working?

33. A Continuous Loop School Leadership Team Enables Planning at Grade Level Grade Level Teams Inform School Leadership Policy School/MiBLSi Leadership Grade Level Team

34. Plan Implementation each Based on current student performance at each grade level, your team checklist, and a review of your action plan from Systems Review… –What actions will the school leadership team take to increase student achievement? –How will this information be used to support, and integrate with your SIP? –How will this information be shared with each grade level? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

35. Communication How will the Building Leadership Team communicate and support the planning work that needs to happen at each grade level?How will the Building Leadership Team communicate and support the planning work that needs to happen at each grade level? How will the results of each grade level meeting be communicated to and monitored by the Leadership team?How will the results of each grade level meeting be communicated to and monitored by the Leadership team? Team Time

36. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔ ✔ ✔

37. At a school level Ongoing evaluation happens at monthly leadership team meetings: –as the team reviews status of the Action Plan –More formally, 3 times per year, when new data are added-benchmark assessments, self assessment tools –More intensely when progress monitoring begins for individual students

38. Plan Evaluation How and when will implementation of the plan and effect of the plan be evaluated?How and when will implementation of the plan and effect of the plan be evaluated? What information will the team use?What information will the team use? How often will the team review status?How often will the team review status? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

39. Preparing for the Next School Year

40. Starting the year… Take a few minutes to review the checklist for starting the year right…Take a few minutes to review the checklist for starting the year right… When will your school use this form to assist in setting up the school year for success.When will your school use this form to assist in setting up the school year for success. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

41. Team Pair Share As a team prepare:As a team prepare: 1.The results that you will celebrate with all staff 2.Two critical next steps for your school considering your reading needs 3.Ask questions of the other team Share with your “partner” teamShare with your “partner” team Team Time