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Preparing for Fall Data Analysis

Preparing for Fall Data Analysis. Reading and assessment Framework Instructional Time and Scheduling Reading DATA reports Using data cards Building instructional focus groups Leading Grade Level Team Meetings. Instructional Time. PPS Reading Framework Instructional Time Materials

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Preparing for Fall Data Analysis

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  1. Preparing for Fall Data Analysis Reading and assessment Framework Instructional Time and Scheduling Reading DATA reports Using data cards Building instructional focus groups Leading Grade Level Team Meetings

  2. Instructional Time • PPS Reading Framework • Instructional Time • Materials See Math and ELD

  3. Math and ELD Math ELD K-5: Number Corner … 15-20min/day Core Lesson………. 60min/day 6-8: 60 minute block (does not include transition time) • ELD Levels 1-4: • minimum of 150 minutes per week • ELD Levels 1-2: • 300 minutes per week recommended

  4. Your School Schedule • Highlighter Protocol • Using the Reading Framework and your school schedule- • highlight the elements of the Instructional Time portion of the framework that your school already has in place • Find a partner that you haven’t worked with before – • Share what your school already has in place – 1 minute each • Share how your school is meeting the needs of Tier 1 (Benchmark), Tier II (Strategic) and Tier III (Intensive). Walk to Read? Other? • Discuss with your partner – • What are or will be the challenges of making these instructional time expectations work?

  5. A Comprehensive Approach to Assessment Building Assessment Literacy #2 Turn and Talk

  6. The Data Wise process

  7. What Data Wise Is and Isn’t It Is… It Isn’t… 10:23

  8. Data Wise Improvement Process 10:21

  9. Reading the Reports Building Assessment Literacy #3 • Accessing DIBELS and easyCBM Reports • DIBELS - https://dibels.uoregon.edu/data/ • Histogram • Grade Level Report & Class List Report Username: pps+pps username (ex. ppsdcogan) Password: pps+pps employee ID (ex. pps015629) • easyCBM- http://pps.or.easycbm.com/ • Benchmark Score Report • Percentile Cut Scores for Tier I, II, III Username: pps username (ex. dcogan) Password: pps employee ID w/o zeroes (ex. 15629)

  10. Nonsense Word Fluency – Correct Letter Sounds (NWF-CLS)Histogram Report

  11. easyCBM Benchmark Score Report

  12. Understanding DIBELS and easyCBM Benchmark Goals Build Assessment Literacy #2 Composite Scores Risk Levels • Handout: DIBELS Next Benchmark Goals and Composite Score • Read pages 1 & 2 (stop before section: Benchmark Goal Research) • Highlight key ideas • Jot questions in margins • Talk with a partner • Group questions Handout: easyCBM Risk Levels

  13. Data Cards Create Data Overview #3 Grades K-3 Grades 4-8 Composite Scores Scores for measures Phonics Survey Progress Monitoring Other formative data Risk Rating Raw scores and percentiles for each measure OAKS Phonics Survey (Tasks 12-13 as needed Progress Monitoring Other formative data

  14. Data Card Activity Create Data Overview #3 K-3 Practice Activity 4-8 Practice Activity • Using your Grade Level Reports, identify 2 core/benchmark students, 2 strategic students and 2intensive student from each grade level. • Complete a data card for each. Grades 1 & 3 Using your Benchmark Report, identify 2 Low Risk, 2 Some Risk and 2 High Risk students. Complete a data card for each. Grade 6

  15. INSTRUCTIONAL FOCUS GROUPS Differentiating to meet the instructional needs of all students Create Data Overview Step #3

  16. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #1 Description: Students who significantly exceed DIBELS benchmark goal and pass all sections of the Phonics Survey and Unit Assessments. Instructional Focus: High benchmark students receive systematic grade level core instruction (particularly explicit vocabulary and comprehension strategy instruction) in addition to coordinated and well-planned enrichment reading activities. Do not remove your students from the grade-level core program!

  17. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #2 Description: Students who meet DIBELS benchmark goal and pass all sections of Phonics Survey and Unit Assessments. Instructional Focus: Benchmark students receive systematic and explicit grade level core program instruction to ensure mastery of grade level standards.

  18. Use the Unit Data

  19. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #3 Description: Students who meet DIBELS benchmark goal and fail one or more sections of Phonics Survey and Unit Assessments Instructional Focus: Benchmark students receive systematic and explicit grade level core program instruction. In addition, students receive small group instruction targeted at the deficits identified on the phonics survey and unit assessments.

  20. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #4 Description: Students who score below DIBELS benchmark goal and pass all sections of the Phonics Survey. Instructional Focus: Strategic students receive systematic and explicit grade level core program instruction. In addition, small group instruction will be focused on fluency, vocabulary and comprehension.

  21. Phonics Survey Grade Level Tasks(see benchmark targets for each task) See Phonics Survey Target & Benchmark Scores Handout

  22. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #5 Description Students who score below DIBELS benchmark goal and do not pass one or more tasks on the Phonics Survey. Instructional Focus: Pre-teach or re-teach to achieve mastery of grade level Core program. Explicit small group instruction focused on targeted phonics skillsas identified by Phonics Survey.

  23. Differentiated Instructional Focus GroupsGrades k-3 Instructional Focus #6 Description Students who score well below DIBELS benchmark goal. Instructional Focus: Scott Foresman core instruction in vocabulary and comprehension plus intervention program . (See Reading Framework)

  24. K-3 Instructional Focus Groups PRACTICE Activity: Each person takes a card In turn, each person reads his/her card. The group discusses the appropriate instructional focus group Repeat steps 1-4 for each card.

  25. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #1 Description: Students who have an easyCBM Risk Rating of 0-1 and significantly exceed the percentiles on the vocabulary and comprehension measures, pass all sections of the Unit Assessments in Scott Foresman or EMC, and exceed on OAKS. Instructional Focus: High benchmark students receive systematic grade-level core instruction in addition to coordinated and well-planned enrichment reading activities. Do not remove your students from the grade-level core program!

  26. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #2 Description: Students who have an easyCBM Risk Rating of 0-1 (Tier I), pass all sections of the Unit Assessments in Scott Foresman or EMC, and meet or exceed on OAKS. Instructional Focus: Benchmark students receive systematic and explicit grade-level core instruction to ensure mastery of grade-level standards.

  27. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #3 Description: Students who have an easyCBM Risk Rating of 2-4, meet grade level percentile on fluency measure, score below grade level percentile on comprehension and/or vocabulary measures, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS. Instructional Focus: Strategic students receive systematic and explicit grade-level core instruction along with pre-teaching and/or re-teaching to achieve mastery of grade-level standards. Targeted, explicit, small group instruction should be focused on comprehension and/or vocabulary.

  28. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #4 Description: Students who have an easyCBM Risk Rating of 2-4, do not meet grade level percentile on fluency measure, pass Tasks 12-13 of Phonics Survey, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS. Instructional Focus: Strategic students receive systematic and explicit grade-level core instruction to achieve mastery of grade-level standards with targeted, explicit, small group instruction and practice opportunities in fluency.

  29. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #5 Description: Students who have an easyCBM Risk Rating of 2-4, do not meet grade level percentile on fluency measure, do not pass Tasks 12-13 of Phonics Survey, demonstrate inconsistent performance on Unit Assessments in Scott Foresman or EMC, and may or may not meet on OAKS. Instructional Focus: Strategic students receive systematic and explicit grade-level core program instruction to achieve mastery of grade-level standards with targeted, explicit, small group instruction, and practice opportunities in multisyllabic word reading. (Rewards in 4-8 or SF Enhancements 4-5)

  30. Differentiated Instructional Focus GroupsGrades 4-8 Instructional Focus #6 Description Students who have an easyCBM Risk Rating of 5-6. Instructional Focus: Intensive students receive systematic and explicit instruction in an intervention program.

  31. 4-8 Instructional Focus Groups PRACTICE Activity: Each person takes a card In turn, each person reads his/her card. The group identifies the appropriate instructional focus group and places card on the table in the appropriate place. Repeat steps 1-4 for each card.

  32. Meet 5 times a year • Fall, winter, spring –Screening and Benchmarking data serves as focus of data analysis • 2 additional times –Progress Monitoring data serves as focus of data analysis • Teachers will be released in grade level groups or bands • School Improvement Specialists facilitate meetings and prepare data Grade Level Team Meetings

  33. Fishbowl: Grade Level Team Meeting • Fall Grade Level Team Data Analysis Protocol • Part I • Observation Tool for Viewing Data Team Meeting

  34. Grade Level Team Meeting Debrief Protocol : Modified Final Word • Form groups of three. Select a facilitator • Take 2 minutes to reread notes. Highlight 2-3 comments or questions that you would like to discuss at your table. • One person shares 1 comment or question and why it is significant. 2-3 minute • Each listener has 1 minute to add to and build on what has been said. • Person who originally shared, takes 1 minutes to share final thoughts having listened to sharing by colleagues. • Repeat process with each group member. Do not repeat selected comments or questions by other group members. • As a table, choose one unanswered question to share out whole group. 2 minutes

  35. Next Meeting Wednesday, September 7, 2:00 – 5:00 Windows Cafeteria, BESC K-8 Reading Team: Daniel Cogan, dcogan@pps.net Cathy Cowherd, ccowherd@pps.net Laurel Feldman, lfeldman@pps.k12.or.us (Language!) Sheila Hallinan, shallinan@pps.net Mindy Hawley, mhawley@pps.net Maryanne Stalnaker, mstalnaker@pps.net

  36. School Improvement Plan Goals

  37. DIBELS and easyCBM Refreshers DIBELS easyCBM What is DIBELS Next Refresher Training? Steps for Planning Refresher Training

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