Benchmarking

1. Benchmarking How does this process go beyond a single assessment in a middle school setting?

2. Goals of Today’s Session Compare and contrast types of collaborative data teams District Leadership teams School Leadership teams Grade-level teams Periodic Review teams Progress Monitoring Teams

3. PA’s RtII Components (Secondary) • Universal access to high-quality, standards-aligned core instruction • Relational Support • Research-based instructional/intervention, instructional methodologies and strategies • Multi-Tiered Support Systems • Data-Based decision making • Professional Learning

4. Familiar Benchmarks?

5. Benchmark defined • What is a benchmark? • More than a single test • Multiple measures • DIBELS/Aimsweb • 4Sight / Study Island / MAPS • PVAAS Projections • Common Course Assessments

7. What Skills? • Reading Fluency / Decoding Accuracy • Automaticity with component skills of reading • Automaticity and accuracy of decoding • Comprehension • Making meaning from text • Answering Questions • Summarizing/Retelling • Written Expression • Fluency • Mechanics • Quality • Mathematics • Computation Fluency • Conceptual Understanding and Application

8. Benchmark Assessment Tools • Reading Fluency / Decoding Accuracy • DIBELS Next (through grade 6) • AimsWeb (through grade 8) • EasyCBM • Six-Minute Solution (Through Grade 9) • Comprehension • 4Sight • GRADE • MAPS • Study Island • Written Expression • Common Writing Prompts • Fluency of writing (words written in 3 minutes) • Mechanics (correct word sequences) • Quality (PA writing rubrics compare to exemplars)

9. Benchmark Assessment Tools • Mathematics • Computation Fluency • Easy CBM • AimsWeb • Monitoring Basic Skills Progress - Computation • Conceptual Understanding and Application • 4Sight • Easy CBM • AimsWeb • Monitoring Basic Skills Progress – Concepts and Applications • GMADE • Study Island • CAIU Math Benchmark Assessment

10. Special Education Gifted Education Sea of Ineligibility General Education Our System Prior to Change Does the student find the system or does the system find the student?

11. In an RtII System… • The system finds the child • Be clear what we are looking for

12. Take Stock of Where We Are • List all of the meetings that take place in your school. • Examples: • Grade Level Data Meetings • Departmental Data Meetings • Faculty Meetings • SAP • IST, CST, etc. • ER/IEP • GIEP

13. Define Each Meeting If every meeting is a data meeting, how do the participants know what to prepare? • What students are being discussed? • What data are “on the table” for the meeting? • Are all relevant members available to meet? • What results from the meeting?

14. Data Analysis Teaming in an RtII Framework

15. Data Teaming is… Staff members working together to… Access critical data on all students’ performance related to achievement of standards

16. Teaming Principles • Collaborative • Defined Purpose • Focused and analytical • Structured (time, place, etc.) • Scheduled in advance • Standard agenda • Facilitated

17. District Leadership Teaming • View skills critical to meeting state and district standards(% in each reporting category). • Scrutinize patterns in district data to inform decisions about curriculum, instruction and professional development • Set measurable goals for district-wide improvement • Monitor district improvement efforts • Establish oversight for implementation of RtII • Develop/Implement accountability and fidelity

18. District Leadership Teaming

19. Outcomes • Monitor fidelity of core instruction • Provide training or support needed for implementation of core curriculum • Set district-wide goals • Look for trends across schools and grade levels • Create detailed, achievable action plans • Plan district-wide professional development

20. School Leadership Teaming • View skills critical to meeting standards: • Identify how many (%) students have attained skill (proficient/advanced). • Identify how many (%) students are developing the skill (basic). • Identify how many (%) students are deficient in the skill (below basic) . • Scrutinize patterns in school data to inform core instruction and plan adjustments • Set measurable goals for school wide improvement • Develop and monitor progress toward school goals • Oversee school improvement efforts

21. School Leadership Meetings

22. Outcomes • Monitor fidelity of core instruction • Provide training or support needed for implementation of core curriculum • Set school-wide goals and plan to achieve them • Look for trends within and across grades • Reflection

23. Grade Level Teaming • View skills critical to meeting standards: • Identify how many (%) students have attained skill (established). • Identify how many (%) students are developing the skill (emerging). • Identify how many (%) students are deficient in the skill (deficit) . • Scrutinize core instruction and adjust based on assessment data (Tier 1) • Set measurable goals for student achievement • Identify and implement research-based instructional strategies/interventions • Identify students at risk for failure and match instruction to meet their needs (Tier 2, Tier 3) • Review student growth toward performance targets • Benchmark assessments • Progress Monitoring data • Interim Assessments

24. Grade Level Teaming • Provide Professional Development specific to the needs of the grade level team based on data • Plan collaboratively • Instructional delivery • Scaffolding strategies • Differentiation • Formative assessments • Analyze data to make decisions about instruction

25. Grade Level Data Meetings

26. Preparation Before the Meeting Facilitator: Prepares data in a teacher-friendly format Data/Agenda sent to teachers in advance Remind participants of roles assigned for each meeting Participants: Review data prior to meeting Anticipate target skill and bring ideas to share

27. Outcomes • Identification of possible weaknesses in core instruction and adjust accordingly • Common grade level goals • Selection of instructional strategies, plan for use, differentiation • Provide training or support needed for implementation • Plan and examine assessments to document student response/achievement • Monitor fidelity of strategy use • Share ownership and responsibility • Identify At-Risk Students

28. What does this look like? • Review Meeting Protocol • Walk through Facilitator’s Guide • What suggestions do you have to make review of the data better?

29. Grade Level Teaming :Periodic Review • Review implementation of plans (skill target, goal, instruction) created at grade level team meeting (benchmark) • Analyze grade level assessment (skills recheck) and/or progress monitoring data to evaluate students’ response to instruction (Tier 1) • Scrutinize instructional adjustments and adjust based on assessment data • Consider instructional adjustments toward original goal as needed or • Set new targets/goals as needed

30. Periodic Review Meetings

31. Outcomes • Examine data regarding impact of instruction on student growth and achievement • Adjust instructional strategies if needed • Select a new target, establish new goal and plan instruction collaboratively • Create plans for instruction/application of literacy and math skills in all content areas in a systematic way

32. Progress Monitoring Teaming • Establish/adjust intervention group assignments • Access grade level and progress monitoring data to consider rate of improvement • Analyze data and find which students are or are not responding to interventions (look for trends) • Scrutinize interventions and adjust based on assessment data • Consider other assessments • Set new targets/goals as appropriate

33. Intervention Level Data Meetings

34. Preparation Before the Meeting Participants: Progress monitoring data for assigned students List of interventions and strategies being used Targets for students Concerns or questions for discussion

35. Outcomes • Examine data regarding student progress • Adjust intervention programs and strategies for groups or individuals • Adjust or establish intervention group assignments • Determine need for additional data (diagnostic) • Consider referral for evaluation

36. Look at a sample schedule…

37. Reflection Review your notes on the types of data teams in an RtII Framework. In the left margin, rate your current level of implementation: We do not currently have this type of team We are in the process of establishing this team but regular meetings do not yet take place This type of team exists and meets. We are developing the expertise we need to implement this. We are proficient with this type of team meeting.

38. A final thought about meetings... Who meets with the students? Consider a system whereby students are assigned to a teacher/mentor/coach and that person reviews the student’s data with them. Students can and should set personal goals.