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1. The Impact of Data-Driven Decision Making on Student Achievement at Chief Leschi School
2. Chief Leschi School is located on the Puyallup Indian Reservation
3. Chief Leschi School It is one of the largest Native American schools in the country. It's attended by more than 700 Native American students, ranging from birth to 12th grade, and representing nearly 60 different tribes, clans, and independent nations.
4. Where did we come from? In 1997, Washington State implemented the Washington Assessment of Student Learning (WASL).
Chief Leschi’s scores were the lowest in the state.
4th grade
Reading 12.1%
Math 1.5%
Writing 15.4%
5. WASL Scores 1997-2006
6. DIBELS Scores Spring 2004
7. DIBELS Growth from Spring 2004 to Spring 2006
8. Keys to Our Success Informed and Supportive Administration
Reading Coaches
Buy-in
Support and Accountability
Data Driven Decision Making
Differentiated Instruction
9. Informed and Supportive Administration Visible in classrooms
Supportive of staff and Reading Coaches
Involved in decision making
Knowledgeable Instructional Leaders
10. Reading Coaches Deep knowledge of both SBRR and current curriculum implemented in school
Classroom experience
Working knowledge of the school, staff and community
Good rapport with all key stakeholders
11. Whether you believe you can, or whether you believe you can’t, you are absolutely right.
Henry Ford
12. Buy-In Dedicated school staff
Understanding and support of different stages of concern
Adequate training
On-going communication within the school community
Celebration of successes and academic gains
Opportunities for staff to utilize individual strengths
13. Support and Accountability Regularly scheduled grade band meetings
Pacing guides and lesson plans
Principal Walk-Throughs
On-going Coaching
Pre and Post Observation Conferences
Consistent feedback
Training
14. Pacing Guide
15. Coaching Observation Form
16. Coaching Observation Feedback
Glows:
group size was appropriate (4 to 1)
room arrangement had students facing teacher and not each other
lots of demonstrating and scaffolding
students consistently knew the answers when called upon
high expectations about appropriate behaviors
Grows:
try this correction procedure:
“My turn,”
“Say it with me”
“Your Turn”
always read script before teaching
remember:
“Think”
“Get Ready”
signal
then validate correct responses “yes, /aaaaa/”
reduce downtime between items, quick transitions, perky pace
give quick positive feedback to students who are on task
have a word or phrase, “Ready Position” to cue students when they are getting distracted but only when the distraction is truly hindering students from being successful
17. “Then it doesn't matter which way you go,” said the Cat.
18. Data Driven Decision Making Frequent analysis of program specific assessments
Frequent analysis of DIBELS Progress Monitoring
Data used to make placement and program decisions for students and staffing
19. Student Test Summary
20. Grade Band Meeting Data
21. Student Placement Forms
22. Differentiated Instruction Different programs for different learners
Flexible grouping (movement)
On-going analysis of individual core and supplemental programs
Highly trained staff in specific programs
Various levels of support for students, based on need (Double and Triple dosing)
23. Chief Leschi Curriculum ProgramsGrades K-3rd Kindergarten
Read Well K
Reading Mastery I
Language for Learning
1st Grade
Read Well/Harcourt
Reading Mastery I & II
Language for Learning/Reasoning & Writing Level A/B
2nd Grade
Harcourt
Reading Mastery II, II+ and III+
Read Naturally
Language for Thinking/Reasoning & Writing Levels A- C
3rd Grade
Harcourt
Reading Mastery II-IV
Read Naturally
Reasoning & Writing B & C
24. Chief Leschi Curriculum Programs Grades 4th-6th 4th Grade
Reading Mastery Plus Levels 3, 4, & 5
Read Naturally
Reasoning & Writing C & D
Step Up To Writing
5th Grade
Reading Mastery Plus Levels 4, 5 & 6
Read Naturally
Reasoning & Writing Levels C & D
Step Up To Writing
6th Grade
Reading Mastery Plus Levels 4, 5, & 6
Read Naturally
Reasoning & Writing Levels C & D
Step Up To Writing
25. Process for Changing Literacy Placements Guiding Principles:
Quantitative Data will be used to make decisions. (Curriculum Based Measurements, DIBLES progress monitoring.
Qualitative data is used as a secondary factor (i.e. comments from staff members on students, etc.)
Behavior is not a primary factor for original placement or for change of placement.
Staff members will work together to ensure changes are based on quantitative data and are in the best interest of the student.
IEP factors/requirements will be shared with staff members to gain and understanding of impact of change of placement.
Student movement will take place after each grade band meeting on a case by case basis as needed
Placement Team:
Instructional Specialist
Classroom teacher
Literacy teacher and Para educator
Special Service staff (as needed)
Principal
Process for placement changes:
Student must remain in group for at least two weeks so that performance can be monitored.
Teacher monitors daily progress and progress on any curriculum-based measures (mastery tests, benchmark tests, Unit Tests) as well as DIBELS progress monitoring.
Team discusses and reviews the quantitative and qualitative data to make an informed decision about movement of student.
Student either stays where placed or moves to a new reading group based on the team’s decision.
26. Double Dosing Schedule
29.
Abigail Chandler, MA Ed.
Reading Coach, Educational Trainer/Consultant abigail@leschischools.org
253-445-6000 ext 3046
Erika Hope, MA Ed.
Reading Coach, Educational Trainer/Consultant
erika@leschischools.org
253-445-6000 ext. 3184