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Data Wise Teams

Data Wise Teams. The Step By Step Guide to Using Assessment Results to Improve Teaching and Learning Pamela Askew *(2012) Askew,P. Data Wise Improvement Process. Creating a Data Team Who’s on theTeam?. Principal School Counselor Instructional Specialist

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Data Wise Teams

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  1. Data Wise Teams The Step By Step Guide to Using Assessment Results to Improve Teaching and Learning Pamela Askew *(2012) Askew,P.

  2. Data Wise Improvement Process

  3. Creating a Data TeamWho’s on theTeam? • Principal • School Counselor • Instructional Specialist • Academic Engagement Administrator (AEA) • Support Staff • Teachers

  4. Principal • Provide ongoing support to classroom teachers, school counselor, instructional specialist, teachers, administrators and support staff with targeted technical assistance, coaching, and mentoring through: • Formalized workshops • Literacy leadership team meetings • Data study groups • Teacher-teacher assistance • Modeling, demonstration lessons, coaching and more…

  5. School Counselor • Collaboratively analyze data and participate in problem solving • Coordinate the completion of diagnostic assessment • Coordinate the RCT of designated students • Assist in determining the need for Student Service referral and/or a request for assistance from the School Support Team

  6. Instructional Specialist • Coordinate the screening/progress monitoring of the specified groups of students in their school • Collaboratively analyze data • Support teachers in implementing interventions prescribed for their students • Assist in establishing small group instruction and interventions for identified students

  7. Teachers/*AEA/School Counselor • Conduct screening/progress monitoring and diagnostic assessment of specified students • Assist teachers with the provision of small group intervention • Conduct the RCT of designated students • *Monitor data use to drive decisions • *Engage in data dialogues

  8. Pair-Share Protocol-Data Teams • Share with the person next to you • What personal challenges lie before you in participating in your Team role? • What resources are available to you to help you in your Team role?

  9. School Data Inventory

  10. Comprehensive Research-Based Wayne LiteracyPlan (CRWLP) • Single Core reading program for all elementary students(Open Court) • Provides the basis for reading instruction and facilitates the meaningful connection to supplemental materials and intervention programs (Renaissance Learning) • Required use of research-based intervention materials as approved by the district • CRWLP delineates a plan to assess and monitor student progress that is used to drive educational decisions: DIBELS, Burst, TRC

  11. Open Court • A reading program designed for K - 5th graders who read below or at grade level • Focus: Phonemic Awareness and Phonics, Comprehension, and Writing • Goal: • Build phonemic awareness (all sounds) • Link sounds to printed text (the 1st step toward grasping the alphabetic principle) • Help build rapid decoding skills • Time Frame: 90 minutes of instruction • 30 minutes of workshop • Daily lessons patterned after a 3-step model: • Rereading for Fluency • Reading the (new) Book (reading strategies and phonics applications) • Working with Words and Writing Sentences (phonics application)

  12. Star Reading • A supplemental intervention reading program designed for students in grades K-8 who read below or at grade level • Focus: to accelerate learning for all children of all ability levels and ethnic and social backgrounds, worldwide • Goal: Apply decoding skills and build comprehension skills • Time Frame: 30-40 minutes of intervention followed by testing • Daily lessons patterned after 5-step model: • Revisiting (fluency and comprehension) • Reviewing (comprehension and application of its 4 reading strategies) • Rehearsing (background knowledge and relevant vocabulary) • Reading and Reciprocal Teaching (comprehension) • Responding/Reflecting (comprehension)

  13. DIBELS • DIBELS are procedures and measures for assessing the acquisition of early literacy skills from K-6 grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills. • Focus: phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary • Key Features: • Progress Monitoring (on-going, targeted skill development) • Variety of reports generated by student, by group, for parents • Identifies for the teacher who needs additional literacy intervention via immediate feedback • Levels: • RED - At risk/Deficit • YELLOW - Some risk/Emerging • GREEN - Low risk/Established • Time Frame: follow recommended schedule

  14. Burst • Designed for students K through third grade • Provides intervention via instruction and practice in small groups: • phonemic awareness • language enrichment • letters and sounds • decoding and early spelling • reading pace and style • improves writing skills

  15. TRC (recommended for 3rd-6th grades) • Combines DIBELS skills with Text, Reading, & Comprehension • identifies a student’s instructional reading level so that lessons are specific to those needs. • includes: print concepts, reading behaviors, and oral comprehension. • Report out for data collection

  16. Building Assessment Literacy (summative and formative) • Assessment concepts critical to data teams • Discrimination • Reliability • Validity • Measurement Error • Score Inflation

  17. Sampling, Discrimination andSensitivity to Change • Sampling • Items are chosen that best measure an overall concept or are of content • Covers the “Broad” with the “Narrow” • Discrimination • The ability of an item to differentiate between high and low performance • Sensitivity to change • The ability to timely measure change

  18. Test Qualities • Reliability • The consistency of test scores • Validity • Does the test score mean what it says it means? • Can you generalize from the test score to something real?

  19. Score InflationA Major Threat to Validity • Increases in scores that do not reflect a change in abilities • What practices contribute to score inflation on formative? • Not using summative assessments to frame meaningful performance goals. • Not showing criteria and models in advance. • Not showing criteria and models in advance. • Not offering appropriate choices. • Not providing feedback early and often. • Not encouraging self-assessment and goal setting. • Not allowing new evidence of achievement to replace old evidence.

  20. Linkage of Oral Reading Fluency to State Reading Outcome Assessments Above 110, the odds are 91% the student will rank “adequate” on State Assessment. Below 80, the odds are 19% the student will rank “adequate” on State Assessment. Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.

  21. PMRN The Progress Monitoring and Reporting Network (PMRN) is a Web-based data management system for the recording, storing, and reporting of student gains in reading. The PMRN is: • a convenient place for recording and organizing the results of student reading assessments • a secure, centralized, easily accessible location for the storage of student information • a tool that provides timely and helpful reports to assist educators effectively analyze, plan, and communicate

  22. PMRN Recording and reporting student progress in the PMRN is easy and can be completed from any computer with internet access*. • Assess – Assessment teams monitor student progress four (3) times per year • Enter Data – designated Data Entry Level (DEL) Users Submit the scores into the PMRN through the Website’s data entry page • Compute – The PMRN aggregates the data • Access – Teachers access their students’ reports immediately *There are minimum system requirements. Details are available through the Privacy Statement link on the Home Page of the PMRN Website.

  23. Initial Strategic Intensive Recommended Instructional Level • Green – Initial – the current reading program is meeting the needs of the student. • Yellow – Strategic – the student has weaknesses that are specific and need to be identified and addressed to reach grade level reading • Red – Intensive - the student needs Immediate Intensive Intervention (iii) in order to make the gains required to reach grade level reading

  24. Interpreting DIBELS scores • Above Average: At orabove the 60th percentile • Low Risk: At grade level-above the 40th percentile • Moderate Risk: Moderately below grade level-between the 20th and 40th percentile • High Risk: Serious difficulties in reading-below the 20th percentile

  25. Class Status Report The Class Status Report is the primary report for the teacher. The student’s risk level for the individual progress monitoring measures are provided, as well as the Recommended Instructional Levels. The report can be sorted in a variety of ways and provides links to numerous other reports.

  26. Data Analysis Activity #1 • Which students are in most need of additional intervention? • Which students are on the fence or need watchful eye? • Which students are in most need of an intervention program with a strong phonemic awareness component? • What does the data say about student Rcct? Pogh? • Which students appear to require more intense level of intervention?

  27. School Status Report

  28. Target Risk Level Progress Report The student’s scores are plotted against the distribution of scores for the class. The flag indicates the students score and the level of risk.

  29. 1. Describe the progress of the class in relation to the standard from Assessments 1 to 2 and from 2 to 4. 2. Describe the progress of the student in relation to the class and the standard from Assessments 1 to 2 and from 1 to 4. Data Analysis Activity # 2

  30. Comparison Reports A Comparison Report is a Box & Whiskers graph representing the range of scores, on a specific measure, for a class and 10 other classes OR a grade at a school and five (5) other schools that have similar demographics. The median score of the target class/school is plotted against the comparison group. The populations of the comparison groups are SIMILAR, but not identical.

  31. Data Analysis Activity # 3 • What are the general trends for the comparison groups in relation to the standard? • What is the general trend for the target class in relation to the standard? In relation to the comparison groups?

  32. Levels of Service DT to SIT: Linking Curriculum/Instruction with RTI School Improvement Team (SIT) Evaluation Referral Individually Designed Intervention Using Problem Solving and OPM Intervention (PM and OPM) Supplemental Materials/Guided Reading DT Core Reading Program (PM)

  33. What Does Your Data Say? • Evaluating the Core – What Happens with the Initials Across Time? • School Status Report (Progress Report) • Interventions – Who Should Receive Them? • Class Status Report • Referral to SST – The Filtering Process Analyzing the Three Rules • Individual Progress Report • Below Standard • Comparison to Peer Group • Rate of Growth

  34. Evaluating the Core • Look at School Status Report (Progress Report) Across the Benchmarks • Analyze what happens with the Initials across time • What patterns exist across the grade levels? • What conclusions can you draw regarding the effectiveness of the core curriculum?

  35. Interventions • Using a Class Status Report from kindergarten or first grade, determine who should have received interventions and which interventions they should have received. • Which students could have benefited from differentiated instruction? • Did the identified students actually receive differentiated instruction and/or interventions?

  36. What questions should you ask if you have a student with this profile?

  37. Begin Data Dialogue • Engage all staff/team members • Each staff person or team member must come up with three questions about the data: constructive and collaborative/problem solving • Determine the outcome for the discussion • Keep focus on improvement, not blaming • Provide adequate time ( recommended: 30-45 minutes) • Be careful not to end discussions too soon. Take time to analyize the data • Make sure that everyone know the target

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