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Where Do You Stand? Using Data to Size Up Your School’s Progress

Where Do You Stand? Using Data to Size Up Your School’s Progress. Michael C. McKenna University of Virginia. Today’s Goals. Review the data available to us in RF Examine the summary of the effectiveness of your instructional plan over time, including 2006-07 results

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Where Do You Stand? Using Data to Size Up Your School’s Progress

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  1. Where Do You Stand?Using Data to Size Up Your School’s Progress Michael C. McKenna University of Virginia

  2. Today’s Goals • Review the data available to us in RF • Examine the summary of the effectiveness of your instructional plan over time, including 2006-07 results • Consider possible improvements to your whole-group, needs-based, and intervention plans

  3. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports

  4. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports • Administered Spring, Grades 1-3 • Group administration • Key subtests: • Comprehension • Vocabulary • RF 3rd outperformed non-RF in ‘06 • But is ITBS a serious focus?

  5. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports • Administered Spring, Grades 1-5 • Group administration • Revised in 2006 to reflect GPS • Reading content at grades 1-2 • Comprehension • Vocabulary • Reading content at grade 3 • Reading Skills and Vocabulary • Literary Comprehension • Reading for Information • Basis of AYP determination • CRCT is a very serious focus!

  6. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports Administered Fall & Spring in K Individual administration Requires no reading Pre-post shows significant gains in both 2004-05 and 2005-06 RF oral vocabulary efforts are having an impact in kindergarten

  7. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports Innovation Configuration form Designed to guide observations Suggests degree of RF implementation Used by LCs on a voluntary basis Can help interpret differences in classroom data trends

  8. What data can we use to assess progress? • ITBS • CRCT • PPVT-IV • Observations • DIBELS Reports • Can serve as outcome measures • Individual administration aids validity • Focus on 3 of 5 RF components • Phonemic Awareness • Phonics • Oral Reading Fluency • Based on predictive benchmarks • “Instructional Recommendation” is a • weighted average • It can help us track progress of kids at • 3 risk levels

  9. ECI, EDI and EI Indices ECI = Effectiveness of Core Instruction Percentage of students who were at Benchmark in Fall and still at Benchmark in Spring These are greens who stayed green! EDI = Effectiveness of Differentiated Instruction Percentage of students who were at Some Risk in Fall but at Benchmark by Spring These were yellows who became green! EI = Effectiveness of Intervention Percentage of students who were at High Risk in Fall but at Some Risk or Benchmark by Spring These are reds who became either yellow or green!

  10. ECI EDI EI or

  11. ECI EDI EI or

  12. ECI EDI EI or

  13. ECI EDI EI or

  14. Time to take a look at your school’s Summary of Effectiveness Report! We have generated these reports based on data on the DIBELS site; we will have access to similar reports from Wireless soon!

  15. First grade, Fall to Spring What percentage of children began the year at Benchmark? How many of them remained at Benchmark in the spring? What happened to the rest of them?

  16. Sample from Cohort 1

  17. Inferences from the data • What might explain these trends? • If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? • What could you do? • What could you ask your coach to do?

  18. First grade, Fall to Spring How many children began the year at Strategic? How many of them progressed to Benchmark in the spring? What happened to the rest of them?

  19. Sample from Cohort 1

  20. Inferences from the data • What might explain these trends? • If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? • What could you do? • What could you ask your coach to do?

  21. First grade, Fall to Spring How many children began the year at Intensive? How many of them progressed to Strategic or Benchmark by the spring? What happened to the rest of them?

  22. Sample from Cohort 1

  23. Inferences from the data • What might explain these trends? • If you looked at your school’s summary of effectiveness data and your individual teachers’ data, what types of conclusions might you draw? • What could you do? • What could you ask your coach to do?

  24. Looking Across Years

  25. Sample from Cohort 1

  26. If you are not yet getting the results you want . . Your plan is not yet effective and must be modified Your teachers are not consistently implementing your plan OR

  27. Improve Your Data Analysis Skills • Use your own school and classroom summary of effectiveness reports; they can be downloaded from the DIBELS site • Use summary reports for individual subtests to isolate particular areas that need more attention • Use individual student performance profiles to reflect on individual children, particularly children in intensive interventions • Plan school-level, grade-level, and one-on-one meetings to consider data and plan

  28. Reconsider Your Assessment Plan • Be specific about measures from your core and informal measures • Make a calendar for all assessments • Increase progress monitoring • Create a support system to use the data that you collect • Stop administering unnecessary assessments that waste time

  29. Improve Your Instructional Plan • Be specific about what, when, and how in whole-group instruction • Be specific about what, when, and how in small-group, needs-based instruction • Be specific about what, when, and how children practice independently • Support full implementation of intensive intervention

  30. Increase the Intensity of Your Instructional Plan • Don’t waste a single day! • Make sure that you have substitutes who are trained to work in your program • Increase time for needs-based instruction • Adjust your instructional diet so that teachers spend more time on the skills that are identified in the data • Move support staff into needs-based instruction

  31. Improve Your Leadership and Support System • Increase the number and quality of observations by principal and coach • Use data from observations to select topics for professional learning • Consider the quality of whole-group, needs-based, and intervention instruction • Improve collaboration

  32. Improve Your Leadership and Support System • Celebrate! • Distribute leadership • Provide observation feedback

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