Data Wise

1. Data Wise The Step By Step Guide to Using Assessment Results to Improve Teaching and Learning*: As Applied to Student-Teacher Support Teams (ST2) Terry Vaccaro, Ph.D. and Maribel Lauber,Ed.S. *(2005) Boudett, K.P., City, E.A. and Murname, R.J.

2. Café Protocol • You are on vacation in Paris on a beautiful Spring day, strolling by café after café • Stop for a few minutes (5) at each of three cafés sharing a little about yourself with those you find there (3 others) • Choose cafés to visit where you only find new people to meet

3. Data Wise Improvement Process

4. Creating a Data TeamWho’s on the ST2 Team? • Professional development specialist • School psychologist • Reading coach • School-site administrator • School psychology intern • Hourly, certified teachers

5. Professional Development Specialist • Provide ongoing support to classroom teachers, school psychologists, school psychology interns, hourly teachers, administrators and paraprofessionals 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…

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

7. Reading Coach • 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

8. Hourly Teachers/InterventionistsSchool Psychology Interns • Conduct screening/progress monitoring and diagnostic assessment of specified students • Assist teachers with the provision of small group intervention • Conduct the OPM of designated students

9. Pair-Share Protocol • Share with the person next to you • What personal challenges lie before you in participating in your ST2 role? • What resources are available to you to help you in your ST2 role?

10. School Data Inventory

11. Comprehensive Research-Based Reading Plan (CRRP) • Single Core reading program for all elementary students (Houghton Mifflin) • Provides the basis for reading instruction and facilitates the meaningful connection to supplemental materials and intervention programs • Required use of research-based intervention materials Early Success, (grades 1-2) Soar to Success, (grades 4,5/6), Essentials Elements of Reading, Voyager Passport (K & 3) and Earobics. • CRRP delineates a plan to assess and monitor student progress that is used to drive educational decisions

12. Early Success • A supplemental intervention reading program designed for 1st and 2nd graders who read below grade level • Focus: Phonemic Awareness and Phonics • Goal: • Build P.A. to automaticity (all sounds) • Link sounds to printed text (the 1st step toward grasping the alphabetic principle) • Help build rapid decoding skills • Time Frame: 20-30 minutes of instruction • 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)

13. Soar to Success • A supplemental intervention reading program designed for students in grades 3-8 who read below grade level • Focus: Fluency, Decoding, and Comprehension • Goal: Apply decoding skills and build comprehension skills • Time Frame: 30-40 minutes of instruction (an 18-week program) • 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)

14. Voyager Passport • Intervention program for Kindergarten (Passport A) and 3rd graders (Passport D) who read below grade level • Focus: The Big 5 • Key Features: • Scripted Program (daily, targeted skill development) • Every 5th day has a measuring task • VPORT (real-time On-going Progress Monitoring and can import PMRN data • Levels: • A – P.A., Phonics, Listening Comprehension • D – Vocabulary, Fluency, and Comprehension • Time Frame: 30 - 45 minutes

15. Earobics • Designed for students pre-k through third grade • Provides foundational skills by providing instruction and practice in: • phonemic awareness • language enrichment • letters and sounds • decoding and early spelling • beginning reading • beginning writing

16. Compass Points Protocol • Decide which “Compass Point” describes you • Join others with your same “style” • Work with your group to ID your style’s strengths and weaknesses and how it is to work with other “styles” • Report out

17. Building Assessment Literacy • Assessment concepts critical to ST2 • Discrimination • Reliability • Validity • Measurement Error • Score Inflation

18. 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

19. 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?

20. Score InflationA Major Threat to Validity • Increases in scores that do not reflect a change in abilities • What practices contribute to score inflation on the FCAT? • ? • ? • ?

21. Linkage of Oral Reading Fluency to State Reading Outcome Assessments Above 110, the odds are 91% the student will rank “adequate” on the FL State Assessment. Below 80, the odds are 19% the student will rank “adequate” on the FL 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,.

22. PMRN The Progress Monitoring and Reporting Network (PMRN) is Florida’s 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

23. 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.

24. 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

25. 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

26. 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.

27. 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?

28. School Status Report

29. 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.

30. 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

31. 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.

32. 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?

33. Levels of Service ST2 to SST: Linking Curriculum/Instruction with RTI School Support Team (SST) Evaluation Referral Individually Designed Intervention Using Problem Solving and OPM Intervention (PM and OPM) Supplemental Materials/Guided Reading ST2 Core Reading Program (PM)

34. 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

35. 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?

36. 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?

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