100 % D ata Meetings

1. 100% Data Meetings 100% Data Meetings turn data into ACTION FOR ALL students

2. www.oregonrti.org503.431.4005

3. Strong data analysis guides decisions “However beautiful the strategy, you should occasionally look at the results.” --Winston Churchill, British prime minister

4. 100% Data Meetings: Purpose • To determine the effectiveness of the core programming AND • Make necessary adjustments to the core programming if it is not meeting the needs of most students (at least 80%)

5. General Features

6. General Features

7. We don’t talk about individual students at 100% Data Meetings because… 100% Data Meetings turn data into ACTION FOR ALL students

9. Guiding Questions • Is core sufficient for most students? • What does this mean? What criteria indicates success? • 80% proficient with core support alone? • What will we DO to improve the core?

10. Interpreting Screening Data • What does it mean to be proficient, low, or significantly low? *easyCBM default percentile rank settings **AIMSWEB default percentile rank settings

11. Benchmarks vs. Norms DIBELS Next easyCBM AIMSWEB

12. Benchmarks vs. Norms Benchmarks: What does it mean to be successful? Norms: What does it mean to be like everyone else?

13. Literacy in the United States(4th Grade) Advanced (8%) >99th percentile 66% of 4th grade students have demonstrated no more than partial mastery of prerequisite knowledge and skills that are fundamental for proficient grade-level work. Proficient (26%) Basic (33%) Below Basic (33%) < 1st percentile National Assessment of Educational Progress, 2011

14. What does your screening data look like? 5% 15% ? 80%

15. What does you screening data look like now… 20% 6% 74%

16. …as compared to previously? 32% 11% 57%

17. Using OAKS Can also examine OAKS data to determine percentage of students meeting minimum OAKS proficiency standards… As set by your district

18. What does your screening data look like? If the Core is not meeting the needs of the majority of your students… …you must ask the question: “Why?” ?

19. Guiding Questions • Is core sufficient for most students? (at least 80%) • What will we DO to improve the core?

20. What agreements can we make around… …common Curriculum needs …Fidelity to the core …common Instructional Strategies …common Active Engagement Strategies …Professional Development needs

21. Take time to celebrate success • What has worked? • Create connections between your “Islands of Excellence”

22. What are the common curriculum needs for ALL students, (based on the data)? Reading Comprehension Vocabulary Oral Reading Fluency & Accuracy Phonics (Alphabetic Principle) Phonemic Awareness

23. Fidelity to the Core • You have to inspect what you expect • Principal walkthroughs • Core program fidelity checks • Are we all doing what we agreed to do?

24. Common Instructional Strategies Instruction is more important than curriculum

25. CommonActive EngagementStrategies How many times it takes to learn something new • Average Learner • Everybody else • Truly disabled student Jo Robinson (2008) 4-14 times 14-250 times 250-350 times

26. CommonActive EngagementStrategies Students only learn when they are engaged

27. Professional Development Needs • Anticipate and be willing to meet the newly emerging needs based on student performance • Do teachers have the skills to implement changes to the core?

28. Action Plan and Goal • All teachers agree to hold each other accountable to the action plan created • Set an attainable goal:

29. Improving Your Core Instructional Strategies Active Engagement Strategies Common Instructional Needs Fidelity