Fall School Data Team Meeting. NSIF Extended Cohort October 12, 2011. AGENDA. Panel Discussion Building a School-wide Data Overview for Reading Healthy Systems Checklist - Evaluating your school’s plan for tiered reading support Action Planning
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Fall School Data Team Meeting NSIF Extended Cohort October 12, 2011
AGENDA • Panel Discussion • Building a School-wide Data Overview for Reading • Healthy Systems Checklist - Evaluating your school’s plan for tiered reading support • Action Planning Choose a time keeper and facilitator for your Data Team Meeting - chart packs and markers are available
Panel Discussion How do you begin to build a system of tiered reading support that brings more students to grade level? • Heather Hull, Principal Woodmere • Jane William, SIS Woodmere • Lori Clark, Principal Whitman • Carlos Galindo, Principal Peninsula • Brandi Streeter, SIS Peninsula • SaschaPerrins, Regional Administrator, former Principal at Jason Lee • Cathy Cowherd, Achievement Coordinator, former Reading Coach at Jason Lee
3-2-1 • 3 things you hope will come out of your work on the School Data Team • 2 concerns you have • 1 question
Role of School Data Team • Focus on systems (Tiers) level problem solving • Align school wide reading program to RtI(PPS Framework for Tiered Reading Support) • Focus on school & grade level data • Meet after each benchmarking period • Examples of questions team addresses: • How is our reading program meeting the needs of all students? • How is our reading program meeting the needs of students at each grade level? • How is our reading program meeting the needs of our black and brown students?
Role of Grade-Level Data Team • Focus on Student Level Data • Meet regularly – after benchmarking and progress monitoring • Examples of questions team addresses – • Are we rapidly accelerating the growth of at-risk students? • Are we meeting the needs of benchmark students? • Are the programs and instructional strategies we’re using working? • How can we refine our instruction to bring more students to grade level?
Systems Problem Solving vs. Individual Problem Solving Group A Student weekly growth: .5 cwpm Instructional Group Average weekly growth: .5 cwpm Group B Student weekly growth: .5 cwpm Instructional Group Average weekly growth: 1.75 cwpm
Examples of Problems Systems Level Student level • Not enough instructional time to accelerate learning • Not using a program the way it was designed • Small group instruction is not happening • Tami continues to perform below the aim line on her progress monitoring chart on ORF • Xavier has not passed his end of unit assessment for the past two units
Creating a Data Overview (45 minutes) • Goals: • To analyze fall screening data • To determine how students in each instructional tier are performing • To determine how subgroups of students in each instructional tier are performing • Materials: • DIBELS Distribution Reports • Laptops for accessing easyCBM Reports • Handout: “How are we doing?” Report
Creating a Data Overview cont. • Work: • Complete Data Overview Table 1 & Table 2 – 20 minutes • Protocol for Looking at Data: • Describe the work – 10 minutes What do you see? Avoid interpretations and judgments. • Interpret the data – 15 minutes What is significant or important about what you see? What patterns do you see? What inferences can you make?
Healthy Systems Checklist (45 minutes) • Highlighter Protocol: • Green: We do this consistently • Yellow: We do this some of the time or we do it inconsistently – some do, some don’t • Pink: We don’t yet do this • Discuss the bolded elements first and decide upon the level of implementation – highlight accordingly • If all bolded elements are green, move the discussion to non-bolded elements
Action Planning(45 minutes) • Using your data overview and the Healthy Systems Checklist, select 2-4 elements from the list. • Select from bolded elements first. If all bolded elements are highlighted in green, then select non-bolded elements. • Prioritize your selected elements. • Create a School-wide Reading Action Plan • Develop a Theory of Action for each priority element. If we … then we predict that…
3-2-1 • WRAP-UP • 3-2-1 Revision • Card Collection K-8 Reading Team Maryanne Stalnaker – email@example.com Sheila Halinan – firstname.lastname@example.org Cathy Cowherd – email@example.com Daniel Cogan – firstname.lastname@example.org Mindy Hawley – email@example.com