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Cohort B

This activity focuses on reviewing outcomes in terms of benchmark goals and deficits in benchmark skill areas for each grade level. It also evaluates the effectiveness of grade-level Winter to Spring Instructional Support Plans (CSI Maps) in achieving adequate progress. The activity includes analyzing school and project-wide data to assess performance and effectiveness.

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Cohort B

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  1. Cohort B Q2: How are we doing?

  2. Reviewing Outcomes • What percent of students are reaching benchmark goals in each grade level? • What percent of students have a deficit in benchmark skill areas for each grade level?

  3. What reports can we use to answer these questions?

  4. First Grade Example

  5. How are K-3 students performing at the end of the year on essential components of beginning reading instruction?

  6. First Grade Example

  7. How are K-3 students performing at the end of the year on essential components of beginning reading instruction?

  8. Activity 1 Materials Needed • breakout forms • school histograms: Spring 2005 • Oregon Reading First project-wide data Directions Break into grade level teams and complete items A and B • Using the grade level Spring histograms, complete Table 1. • Discuss end-of-year (Spring 2006) K-3 performance on the essential components of beginning reading instruction using the information from Table 1.

  9. Activity 1 (continued) C. Compare school outcomes to project-wide outcomes. How does our school compare?

  10. Insert project-wide data-histograms here:K-PSFK-NWF1-ORF2-ORF3-ORF

  11. Evaluating Support • How effective were the grade-level Winter to Spring Instructional Support Plans (CSI Maps)?

  12. What report can we use to answer this question?

  13. Summary of Effectiveness Report

  14. Time 1: ( e.g., Winter) Intensive Strategic Benchmark Time 2: (e.g., Spring) At Risk Some Risk 4. Low Risk At Risk 3. Low Risk Some Risk 1. Some Risk 2. Low Risk At Risk DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress

  15. Evaluating Support: Winter to Spring 2006 • What was the total percent of students that made adequate progress? • What percent of intensive students made adequate progress • What percent of strategic students made adequate progress? • What percent of benchmark students made adequate progress?

  16. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  17. What was the total percent of students that made adequate progress?

  18. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  19. Evaluating Support: Winter to Spring 2006 • What was the total percent of students that made adequate progress? • What percent of intensive students made adequate progress • What percent of strategic students made adequate progress? • What percent of benchmark students made adequate progress?

  20. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  21. What percent of intensive students made adequate progress?

  22. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  23. Evaluating Support: Winter to Spring 2006 • What was the total percent of students that made adequate progress? • What percent of intensive students made adequate progress • What percent of strategic students made adequate progress? • What percent of benchmark students made adequate progress?

  24. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  25. What percent of strategic students made adequate progress?

  26. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  27. Evaluating Support: Winter to Spring 2006 • What was the total percent of students that made adequate progress? • What percent of intensive students made adequate progress • What percent of strategic students made adequate progress? • What percent of benchmark students made adequate progress?

  28. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  29. What percent of benchmark students made adequate progress?

  30. How effective were the grade-level, Winter to Spring Instructional Support Plans (CSI Maps)

  31. Activity 2 Materials Needed • breakout forms • Summary of Effectiveness Reports: Winter to Spring 06 • Oregon Reading First Project-Wide Outcomes Directions Break into grade level teams and complete items A-B: • Using the grade-level Summary of Effectiveness Reports, complete Table 2. • For each grade, discuss the total percent of students making adequate progress towards the spring benchmark goals. Discuss what the data indicate for benchmark, strategic, and intensive students.

  32. Activity 2 (continued) C. Compare your school’s percent of students making adequate progress to Oregon Reading First’s project-wide data.

  33. Insert Project-Wide Summary of Effectiveness Reports K 1 2 3

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