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Oregon Reading First Regional Coaches’ Meeting. May 13, 2010. Materials for this Meeting. You should have received the following by email: Webinar ppt GLT Agenda GLT Action Planning Module Participant Material List NWF Performance Pattern Table ORF Performance Pattern Table - PowerPoint PPT Presentation
Citation preview
Oregon Reading First (2010) 1
Oregon Reading First Regional Coaches’
Meeting
May 13, 2010
Oregon Reading First (2010) 2
Materials for this MeetingYou should have received the following by email:• Webinar ppt• GLT Agenda• GLT Action Planning Module
– Participant Material List– NWF Performance Pattern Table– ORF Performance Pattern Table– Planning Worksheet– Student Group List
• ERT Action Planning Module
Other materials that will be referred to:• 2009-2010 Action Plan• School Literacy Plan• Instructional Focus Group/CSI Plans
Oregon Reading First (2010) 3
Sharing andCelebrations
Oregon Reading First (2010) 4
Overview of the Data-based Action Planning Process
• GLTs– Review Grade Level Data
– Identify systems that need support
– Plan Instructional Support
• ERT– Review Schoolwide Data– Create Action Plan
Oregon Reading First (2010) 5
Data-Based Action PlanGrade Level Meeting
Oregon Reading First (2010) 6
Data-Based Action PlanGLT Meeting Logistics
Preparing in Advance:– Coach can fill in grade level
data in advance for Tables 1 and 2 or the team could work on this together
– Gather Participant Materials (see attached List)
Oregon Reading First (2010) 7
June GLT A genda ® Briefly review Meeting Norms ® Select a recorder to fill out the Data Team Minutes during the meeting ® Review grade-level actions on the 2008-09 School Action Plan and report on
progress ® Review Spring DIBELS benchmark data
1. Review student scores and aim line progress. 2. Analyze error patterns and/or word reading strategies from individual
DIBELS booklets for each group (e.g., NWF General Performance Pattern Table; ORF General Performance Pattern Table).
3. Review Out comes (Table 1) for K-6 students during spring of last year and compare to spring of this year.
4. Evaluate winter to spring grade level instructional support plans (Table 2) by calculating the percent of students making adequate progress toward DIBELS benchmark goals.
5. Did you meet the 2009-2010 formative goals set on the Li teracy Plan? 6. Write new formative goals for the 2010-2011 Li teracy Plan based on the
Spring Outcomes (Table 1). ® Move DIBELS data cards on the Wall Chart according to the Spring DIBELS
Benchmark data and Assessment Plan Criteria. ® Identify any groups that did not meet benchmark goals, assessment mastery
criteria, and/or projected lesson pacing. ® Brainstorm possible group system changes or instructional strategies that could
address interferences/problems (use the June 2010 Planning Worksheet.) ® Fill out End of Year Student List. This is part of the Planning Worksheet (second
bullet for GROUPING). ® Modify Instructional Focus Group Plan/CSI Maps for any groups that are not
meeting assessment mastery criteria, and/or are not meeting projected lesson pacing progress.
® Write 2-3 measurable, high priority Grade Level Actions based on the above discussions for the 2010-2011 School Action Plan.
Due Date: Email or Fax to the ORRF Center ([email protected]) and to your Regional Coordinator:
June 18: Progress Notes for 2009-2010 Action Plan
New Action Plan 2010-2011 Revised School Literacy Plan Principal Data-Based Leadership Plan District Data-Based Leadership Plan
Oregon Reading First (2010) 8
A Good Place to Start …
What did we want to accomplish?
Oregon Reading First (2010) 9
Review grade-level actions on the 2009-2010 School Action Plan. Report on Progress (due June 18th)
Schoolwide Action Plan
Schoolwide Element
Indicate Schoolwide or Specific Grade
and Group
Action to Be Taken (be specific enough so that it is possible to determine when the
action has been implemented)
Person Responsible
Report on Progress of
Implementation 1 Assessment K-5 Phonics screeners, DIBELS, and other pertinent
assessments will be given in September so groups can be formed and reading instruction can begin during the first full week of school.
Classroom Teachers, Reading Coach, Title 1-A Staff
Ins truction st a rte d by Sept 14 using the Spring 200 9 EOY place men t she e ts ; a ll ass essmen ts w ere given a nd mino r adju stm ents w ere made o n placeme nts. Ins tructiona l focus group plans w ere dev eloped using the ass eme nts.
2 Ins truction 2nd grade 69% of the students at Benchmark in ORF by Spring 20 minutes oral reading for each student each day. Students not reading accurately will be administered the Phonics Decoder. Targeted instruction will be given in small groups in the areas of need.
Classroom Teachers, Coach, Principal
At Winte r Benchma rk there we re 59% a t ben chmar k.
3 Professiona l Developm ent
K-5 A refresher session for all intervention programs and enhancements (Templates, ERI, Horizons, and Reading Mastery) will be available to all teachers and assistants.
Coach, District School Improvement Specialist, Regional Coordinator
Refreshe rs a ll comple te d in the fall. Peg gy ha s mode led lesso ns during visits as well.
Oregon Reading First (2010) 10
Oregon Reading First (2010) 11
Review Spring DIBELS benchmark data:1. Review student scores and aimline progress.
Insert new pic of Booklets … K NWF & 2 ORF
With graph filled in forwhole year and aim lines
Oregon Reading First (2010) 12
Review Spring DIBELS benchmark data:2. Analyze error patterns and/or word reading strategies from
individual DIBELS booklets (e.g., NWF Performance Pattern Table or ORF General Performance Pattern Table).
Nonsense Word Fluency Assessment General Performance Pattern and Instructional Recommendations
Sound Only (/f/ /e/ /k/)
Not Accurate
(< 90% accuracy)
Sound Only (/f/ /e/ /k/)
Accurate
(>90% accuracy)
Sound by Sound and then Recode (/f/ /e/ /k/ /fek/)
N ot Accurate (< 90% accuracy)
Sound by Sound and then Recode (/f/ /e/ /k/ /fek/)
Accurate (>90% accuracy)
Partial Blend (/f/ /ek/)
Not Accurate
(< 90% accuracy)
Partial Blend (/f/ /ek/)
Accurate
(>90% accuracy)
Whole Word or Unit Reading
(/fek/) Not Acc urate
(< 90% accuracy)
Whole Word or Unit Reading
(/fek/) Accurate
(>90% accuracy) List Student
Names (list each
student once based on
their predominant
pattern)
Instructional Implications
• Focus on accuracy instruction at the letter -sound level.
• Identify known and unknown letter -sound combinations.
• Focus on blending fluency practice at the word level.
• Focus on accuracy instruction at the letter -sound level and then accuracy instruction at the blending level.
• Focus on blending fluency pract ice at the word level.
• Instruction in reading words as whole units.
• Focus on accuracy instruction at the letter -sound level and then accuracy instruction at the blending level.
• Focus on blending fluency practice at the word level.
• Instruction in reading wo rds as whole units.
• Focus on accuracy instruction at the letter -sound level and then accuracy instruction at the blending level.
• Focus instruction on accuracy and fluency in connected text.
Example Activities
• Continued Phonics Instruction
• Fluency with known sounds:
*1-Minute Sound Dash *Rapid Read Sounds
• Instruction in continuous blending of CVC words (i.e., Card 9). Followed by re-reading the blended words as whole words (i.e., Card 3).
• Continued Phonics Instruction
• First, Fluenc y with known sounds:
*1-Minute Dash *Rapid Read Sounds • Instruction in
continuous blending of CVC words (i.e., Card 9). Followed by re-reading the blended words as whole words (i.e., Card 3).
• Blending practice in reading words accurat ely as whole units .
*No Peeps • Fluency with
known words. *5 x 5 Matrix *Rapid Read Words *Paired Peer Practice
• Continued Phonics Instruction
• First, Fluency with known sounds:
*1-Minute Dash *Rapid Read Sounds • Instruction in
continuous blending of CVC words (i.e., Card 9). Followed by re-reading the blended words as whole words (i.e., Card 3).
• Blending practice in reading words accurately as whole units .
*No Peeps • Fluency with
known words. *5 x 5 Matrix *Rapid Read Words *Paired Peer Practice
• Continued Phonics Instruction
• First, Fluency with known sounds:
*1-Minute Dash *Rapid Read Sounds • Then, f luency
practice in reading words accurately as whole unit s.
*No Peeps
• Fluency building activities in connected text.
*Repeated Reading Strategies *Partner Reading Strategies
Oregon Reading First (2010) 13
Insert photo of booklets in piles
Oregon Reading First (2010) 14
A B C D E F G Grade/Measure Percen t at
Es tablished (Low Ris k)
S pring 2 009 (Las t Ye ar)
Percent at Established
(Low Ris k) S pring 2 010 (This Ye ar)
Percen tage Po int Inc reas e/
De creas e (+ or -)
Percen t at De ficit
(At Ris k) S pring 2009
(Last Ye ar)
Percen t at De ficit
(At Ris k) S pring 2 010 (This Ye ar)
Percen tage Po int Inc reas e/
De creas e (+ or -)
Kinde rgarten IS F
Kinde rgarte n- P S F
Kinde rgarte n- NWF
First Gra de NWF
First Gra de- OR F
Second Gra de OR F
Third Grade OR F
Fourth Grade O RF
Fifth Grade OR F
Review Spring DIBELS benchmark data3. Review Outcomes for K-6 students during spring of last year and
compare to spring of this year.
Table 1
Oregon Reading First (2010) 15
Remember that our BOTTOM LINE consideration is the percent of students that are reaching benchmark. Sometimes schools that are in the upper quartile of the adequate progress range still have room for improvement in the number of students they are supporting to
achieve the benchmark!
Oregon Reading First (2010) 16
Table 1 Reviewing Outcomes for K-5 Students Spring Last Year and Comparing to Spring Outcomes This Year
A B C D E F G
Grade/Measure Percent at Established(Low Risk)
Spring 20 ___(Last Year)
Percent at Established(Low Risk)
Spring 20 ___(This Year)
Percentage Point Increase/
Decrease (+ or -)
Percent at Deficit
(At Risk)Spring 20 ___
(Last Year)
Percent at Deficit
(At Risk)Spring 20 ___
(This Year)
Percentage Point Increase/
Decrease(+ or -)
Kindergarten- PSF
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
Third Grade ORF 31% 39% +8% 51% 36% -15%Fourth Grade ORF
Fifth Grade ORF
The percent of students at low risk has increased. That’s good! However, only about 40% of our studentsare meeting the goal, so we have room to improve.
The percent of studentsat risk has decreased, which is good. However, 36% of the students are still at-risk…that’smore than one third of the students.
Oregon Reading First (2010) 17
Review Spring DIBELS benchmark data:4. Evaluate winter to spring grade level instructional support plans by
calculating the percent of students making adequate progress toward DIBELS benchmark goals.
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate Progress
Include actual numbers of students,
e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Table 2
Oregon Reading First (2010) 18
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate
ProgressInclude actual
numbers of students, e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
KindergartenNWF
First GradeORF
Second Grade ORF
40% 43% +3% 0% 0/45
0% 0/23
25%5/19
23%5/20
90%17/19
90%20/22
Third GradeORF
Fourth Grade ORF
Fifth Grade ORF
Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of StudentsMaking Adequate Progress Toward DIBELS Benchmark Goals
Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic and/or intensive) that are healthy or that need moderate to substantial changes. Use caution when interpreting percentages for systems that only have a few students.
Oregon Reading First (2010) 19
FIGURE 1 What is the effectiveness of the grade level support plans?
Adequate Progress Relative Criteria WINTER TO SPRING
*Percentile ranks based on over 300 Oregon schools using the DIBELS data system during the 2004 - 2005 academic year. ** The DIBELS S ummary of Effectiveness report is now available for the percentage of students making adequate progres s towards NWF.
What is the overall effectiveness of the grade -level plan?
% of students who made
adequate progress in each grade
How effective is the grade -level instructional support plan for
intensive students?
% of students who made adequate progress within an instructional support range
How effective is the grade -level instructional support plan for
strategic students?
% of students who made adequate progress within an instructional
support range
How effective is the grade -level instructional support plan for
benchmark students?
% of students who made adequate progress within an instructional
support range K
(PSF)
≥ 87% Top Quartile 57% to 86% Middle Quartiles
≤ 56% Bottom Quartile
≥ 89% Top Quartile
52% to 88% Middle Quartiles ≤ 51% Bottom Quartile
≥ 76% Top Quartile
34% to 75% Middle Quartiles ≤ 33% Bottom Quartile
≥ 97% Top Quartile
76% to 96% Middle Quartiles ≤ 75% Bottom Quartile
K (NWF)
**
≥ 72% Top Quartile
39% to 71% Middle Quartiles ≤ 38% Bottom Quartile
≥ 54% Top Quartile
9% to 53% Middle Quartiles ≤ 8% Bottom Quartile
≥ 60% Top Quartile
25% to 59% Middle Quartiles ≤ 24% Bottom Quartile
≥ 94% Top Quartile
68% to 93% M iddle Quartiles ≤ 67% Bottom Quartile
1 (ORF)
≥ 72% Top Quartile
50% to 71% Middle Quartiles ≤ 49% Bottom Quartile
≥ 50% Top Quartile
22% to 49% Middle Quartiles ≤ 21% Bottom Quartile
≥ 50% Top Quartile
22% to 49% Middle Quartiles ≤ 21% Bottom Quar tile
= 100% Top Quartile
91% to 99% Middle Quartiles ≤ 90% Bottom Quartile
2 (ORF)
≥ 61% Top Quartile
40% to 60% Middle Quartiles ≤ 39% Bottom Quartile
≥ 18% Top Quartile
1% to 17% Middle Quartiles ≤ 0% Bottom Quartile
≥ 27% Top Quartile
1% to 26% Middle Quartiles ≤ 0% Bottom Quartile
≥ 91% Top Quartile
78% to 90% Middle Quartiles ≤ 77% Bottom Quartile
3 (ORF)
≥ 59% Top Quartile
43% to 58% Middle Quartiles ≤ 42% Bottom Quartile
≥ 34% Top Quartile
15% to 33% Middle Quartiles ≤ 14% Bottom Quarti le
≥ 28% Top Quartile
10% to 27% Middle Quartiles ≤ 9% Bottom Quartile
≥ 92% Top Quartile
81% to 91% Middle Quartiles ≤ 80% Bottom Quartile
Oregon Reading First (2010) 20
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate Progress
Include actual numbers of students,
e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
40% 43% +3% 0% 0/45
0% 0/23
25% 5/19
23% 5/20
90% 17/19
90% 20/22
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of StudentsMaking Adequate Progress Toward DIBELS Benchmark Goals
Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.
Oregon Reading First (2010) 21
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate Progress
Include actual numbers of students,
e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
40% 43% +3% 0% 0/45
0% 0/23
25% 5/19
23% 5/20
90% 17/19
90% 20/22
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.
Overall we increased the percent of students who made adequate progress a little bit. The total for the grade level is in the middlequartiles compared to other schoolsin the state using DIBELS. Our challenge is that less than half of our students made adequate progress. How can we make changes to improve the system next year. Let’s look at the systems within the gradeto see where we should prioritize.
None of the students in the intensive range moved to some risk or low risk on the benchmarkgoal. This system was in the bottom quartile. We have fewer students in the intensive range (23 vs. 45) but this is a system that needs support. Let’s make this a priority.
Oregon Reading First (2010) 22
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate Progress
Include actual numbers of students,
e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
40% 43% +3% 0% 0/45
0% 0/23
25% 5/19
23% 5/20
90% 17/19
90% 20/22
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.
Almost the same percent of studentsmade adequate progress in the strategic system this year comparedto last year. This system is in the middle quartile. About one quarter of our strategic students made adequate progress Winter to Spring. We couldhave more. Let’s make this system a priority.
Almost all of the studentsin the benchmark range made adequate progressthis year and last year. Only two students did not. Let’s take a look at those students’ data. Depending on that information, we may decide to prioritize this system.
After looking at the data, one student was absent for 3 months due to illness. The other student missed the cut-off by 1 point.Let’s not prioritize this system right now.
Oregon Reading First (2010) 23
Review Spring DIBELS benchmark data:5. Did you meet the 2008-2009 formative goals set on the Literacy Plan?
An Example of K-1 goals from a 2009-2010 School Literacy Plan...
School-Level Goals for Overall Improvement:Kindergarten: 90 percent of kindergarten students will reach or exceed the kindergarten spring 2008 NWF DIBELS progressive benchmark. This is an 8 percent increase from spring of 2007. 1st grade: 60 percent of first grade students will reach or exceed the spring DIBELS ORF benchmark goal of 40 correct words per minute. This is a 21 percent increase from to spring 2007.
Discuss...
Oregon Reading First (2010) 24
School Literacy Plan - Part 2
SAMPLE
Date: June 13, 2009 Literacy Plan Review Timeline: This plan will be reviewed and updated every June. If there is staff turnover, it will be reviewed with new staff at the start of every school year.
Component 1: Goals Primary Reading Goal: All children will be reading at grade level by grade 3. Formative Reading Goals: Kindergarten Phonemic Awareness Middle: 20 correct phonemes per minute
End: 35 correct phonemes per minute Phonics Middle: 15 correct sounds per minute
End: 25 correct sounds per minute with 8 whole words read accuarately First Grade: Phonics Beginning: 25 correct sounds per minute
Middle: 50 correct sounds per minute with at least 15whole words read accurately
Fluency Middle: 30 correct words per minute End: 60 correct words per minute
Second Grade Fluency Beginning: 50 correct words per minute
Middle: 70 correct words per minute End: 100 correct words per minute
Third Grade Fluency Beginning: 80 correct words per minute
Middle: 100 correct words per minute End: 120 correct words per minute
School-Level Goals for Overall Improvement: Kindergarten: 94% of K students will reach end of year benchmark goals on the DIBELS assessment up from 78% last year First Grade: 81% of 1st grade students will reach end of year benchmark goals on the DIBELS assessment up from 69% last year Second Grade: 69% of 2nd grade students will reach end of year benchmark goals on the DIBELS assessment up from 57% last year Third Grade: 71% of 3rd grade students will reach end of year benchmark goals on the DIBELS assessment up from 59% last year
Oregon Reading First (2010) 25
School-Level Goals for Overall Improvement:Kindergarten: 94% of K students will reach end of year
benchmark goals on the DIBELS assessment up from 78% last year
First Grade: 81% of 1st grade students will reach end of year benchmark goals on the DIBELS assessment up from
69% last yearSecond Grade: 69% of 2nd grade students will reach end of
year benchmark goals on the DIBELS assessment up from 57% last year
Third Grade: 71% of 3rd grade students will reach end of year benchmark goals on the DIBELS assessment up from
59% last year
Oregon Reading First (2010) 26
Review Spring DIBELS benchmark data:
6. Write new formative goals for the 2010-2011 based on the Spring Outcomes (Table 1) and revise Literacy Plan
School Literacy Plan - Part 2
SAMPLE
Date: June 13, 2009 Literacy Plan Review Timeline: This plan will be reviewed and updated every June. If there is staff turnover, it will be reviewed with new staff at the start of every school year.
Component 1: Goals Primary Reading Goal: All children will be reading at grade level by grade 3. Formative Reading Goals: Kindergarten Phonemic Awareness Middle: 20 correct phonemes per minute
End: 35 correct phonemes per minute Phonics Middle: 15 correct sounds per minute
End: 25 correct sounds per minute with 8 whole words read accuarately First Grade: Phonics Beginning: 25 correct sounds per minute
Middle: 50 correct sounds per minute with at least 15whole words read accurately
Fluency Middle: 30 correct words per minute End: 60 correct words per minute
Second Grade Fluency Beginning: 50 correct words per minute
Middle: 70 correct words per minute End: 100 correct words per minute
Third Grade Fluency Beginning: 80 correct words per minute
Middle: 100 correct words per minute End: 120 correct words per minute
School-Level Goals for Overall Improvement: Kindergarten: 94% of K students will reach end of year benchmark goals on the DIBELS assessment up from 78% last year First Grade: 81% of 1st grade students will reach end of year benchmark goals on the DIBELS assessment up from 69% last year Second Grade: 69% of 2nd grade students will reach end of year benchmark goals on the DIBELS assessment up from 57% last year Third Grade: 71% of 3rd grade students will reach end of year benchmark goals on the DIBELS assessment up from 59% last year
Oregon Reading First (2010) 27
Move DIBELS data cards on the Wall Chart according to Spring DIBELS instructional recommendation and Assessment Plan Criteria.
Oregon Reading First (2010) 28
• Identify any groups that did not meet benchmark goals, assessment criteria, and/or projected lesson pacing.
• Brainstorm possible group system changes or instructional strategies that could address interferences/problems (use the Planning Worksheet).
Where do changes need to be made? What changes will you make?
Oregon Reading First (2010) 29
Planning Worksheet, June 2010 Discuss these critical areas as a grade level team to ensure that groups start at the beginning of the
year and to continue to increase the intensity of instruction. Areas that are identified in need of support may then become clear actions for your schoolwide Action Plan.
School____________________________________ Grade Level ____________ SYSTEM KEY ELEMENTS NEEDING SUPPORT SUGGESTED ACTION
B. S. I. II. ASSESSMENT
• Administer Phonics Screener to all students in Kindergarten this spring
• Administer Phonics Screener to all students in grades 1-3 who are not in an intervention program this spring
III. MATERIALS • Take inventory and purchase programs and materials that
are needed for the fall (attached “EOY Student List” will identify programs/levels for the fall)
IV. INSTRUCTIONAL TIME • Prioritize groups by those in most critical need of
additional small group instruction • Schoolwide commitment to begin small groups by first
full week of school • All ocated time in reading programs is aligned with
program requirements (i.e. 90 min. for Horizons C/D) • Students met projections for lesson progress pacing • Independent activities are directly linked to reading
instruction
V. GROUPING • Group sizes are appropriate for instructional needs • “EOY Student List” (attached) is completed by each
teacher and electronic copy sent by coach to RC
VI. ORGANI ZATION • Lowest performers are taught by strong, well-qualif ied
instructors • Title and Spec. Ed. reading instruction is coordinated and
complimentary to general ed.
VII. PROFESSIONAL DEVELOPMENT • Training needs have been identified for each program
(i.e., core enhancements, Horizons. etc) for teachers and instructional assistants
• Identify additional support for new teachers (DIBELS, schoolwide model, PD, etc.)
• Identify in-house experts in each instructional area who can provide support to staff
• Determine means for providing monthly PD based on implementation
Other issues to consider: Who will assume extended responsibilities if there is no coach? (data collection and entry, GLT scheduling and facilitating, etc.)
Oregon Reading First (2010) 30
End-of-Year Stude nt List Spring 2010 School:_____________________ Teacher: _________________________ Grade:_____ Each teacher will electronically complete student names, reading program/level, and ending lesson number with reading instructor’s initials. RF will enter DIBELS score to collect data on program completion and DIBELS comparison, which will be shared in the fall to help with lesson pacing goals. The coach is to send a copy of each teacher list to their RC, as one of the EOY deliverables.
DIBELS Measure: ________________
Student (Last name, First name) Rdg. Program/Level Ending lesson # and instructor’s initials
DIBELS Score
Oregon Reading First (2010) 31
Modify Instructional Focus Group Plans/CSI Maps for any groups that did not meet assessment mastery criteria, and/or did not meeting projected lesson pacing progress.
Oregon Reading First (2010) 32
Write 2-3 measurable, high priority Grade
Level Actions that will address any identified areas of concern for the 2010-11 School
Action Plan.
Oregon Reading First (2010) 33
Oregon Reading First (2010) 34
Data-based Action
Planning ERT Meeting
Oregon Reading First (2010) 35
Purpose of the ERT Meeting– Review Schoolwide Data– Review the GLTs’ Suggested Actions– Create 2009-2010 Action Plan
Oregon Reading First (2010) 36
ERT Meeting LogisticsPrepare in Advance
– Coach fills in grade level data in advance and can highlight Table 2 of ERT packet.
– Gather Participant Materials (see attached List)
Oregon Reading First (2010) 37
A B C D E F G
Grade/Measure Percent at Established(Low Risk)
Spring 20__
Percent at Established(Low Risk)
Spring 20__
Percentage Point Increase/
Decrease (+ or -)
Percent at Deficit
(At Risk)Spring 20__
Percent at Deficit
(At Risk)Spring 20__
Percentage Point Increase/
Decrease(+ or -)
Kindergarten- PSF
Kindergarten- NWF
First Grade- ORF
Second Grade ORF
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Reviewing OutcomesCoach will have completed all rows in Tables 1 and 2 in the Early Reading Team booklet (and could highlight boxes in Table 2 where appropriate) before the ERT meeting.
Step 1. Review spring reading outcomes for K-3 students. Discuss as a team: •Has the percentage of students established on each measure increased? •Has the percentage of students at deficit on each measure decreased?
Table 1 Reviewing Outcomes for K-5 Students Spring Last Year and Comparing to Spring Outcomes This Year
Note: This table shows the percent of students that met the important end of year reading goals for the purpose of reviewing outcomes.
Oregon Reading First (2010) 38
Grade/Benchmark Goal Measure
Percent of Total Students that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%.
Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%.
Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%.
Percent of Benchmark Students that made Adequate
ProgressInclude actual
numbers of students, e.g., 95/100 or 95%.
Winter to Spring20__
Winter to Spring20__
Percent Change(+ or -)
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Winter to Spring20__
Total Intensive Strategic Benchmark
Kindergarten-NWF
First Grade- ORF
Second Grade ORF
Third Grade ORF
Fourth Grade ORF
Fifth Grade ORF
Evaluating SupportWhat is the effectiveness of the grade level support plans?
Step 2: Evaluate the health of the Winter to Spring support systems for grades K-3. Discuss the percentage and number of students in each grade level system that are making adequate progress.
Table 2: Evaluating Winter to Spring Instructional Support Plans: Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals
Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e. benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.
Oregon Reading First (2010) 39
Step 3: Based on Tables 1 and 2, list the systems, across grade-level (K-3 or K-5) data, that are of highest priority.
Step 4: Review grade level teams’ identified new grade level actions.
Step 5: The ERT team should consider whether any systems, other than those identified in grade level teams,
are in need of support. If so, identify questions and suggested actions.
Step 6: Based on team consensus, prioritize actions that
will have a significant impact on student achievement. Use this information to develop your 2010-2011 Action Plan.
Oregon Reading First (2010) 40
2010-2011 Action PlanSchool: _____________________
Column Hint: Refer to GLT Table 3 for Roman numerals that reference schoolwide element from Healthy Systems Checklist. List that element in this column.
Column Hint: Possible examples include “All 2nd graders”, “All 2nd graders in HM”, “All 2nd graders within ten words of the benchmark”, “The 2nd graders in the Reading Mastery Bluebirds group.”
Column Hint: Actions should not be a continuation of already established practices. Instead, the action plan is intended to highlight the new practices that will be implemented during the coming year to improve student outcomes. If the ERT team would like to ensure that certain current practices are continued, considering adding a _______________(e.g., John Henry Elementary) School Expectations document to the end of your action plan.
Schoolwide Element
Indicate Schoolwide or Specific Grade and
Group
Action to Be Taken (Be specific enough so that it is possible to determine when the
action has been implemented.)
Person Responsible
Report on Progress of
Implementation
1
Oregon Reading First (2010) 41
Due Date: June 18, 2010
• 2009-2010 Action Plan progress notes• 2010-2011 Action Plan• Revised School Literacy Plan• Principal Spring Data-based Leadership
Plan
Oregon Reading First (2010) 42
Mini Review:How to Read a Summary Of
Effectiveness Report
Oregon Reading First (2010) 43
Summary of Effectiveness Report• Time Period, Grade Level, and Measure
• Number of students:
• Total included in the report
• Number with a Benchmark, Strategic, or Intensive in the middle of the year
• Number at each benchmark statusMiddle of Kindergarten
Instructional Recommendation to End
of Year Kindergarten Benchmark Status on
PSF
Intensive at Middle of Year to Strategic at Middle of Year to Benchmark at Middle of Year to Benchmark Status on PSF in End of Kindergarten (Total)
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
Adams 7 Students Intensive at Middle of K8.5% of Total Students
34 Students Strategic at Middle of K41.5% of Total Students
41 Students Benchmark at Middle of K50% of Total Students
N = 82
Count 1 3 3 0 7 27 0 3 38Deficit 1.2%% of Instructional Recommendation
14.3% 42.9% 42.9% 0% 20.6% 79.4% 0% 7.3% 92.7%Emerging 15.9%
% of Total 1.2% 3.7% 3.7% 0% 8.5% 32.9% 0% 3.7% 46.3%Established 82.9%
Oregon Reading First (2010) 44
At Risk
Intensive Strategic Benchmark
Time 1: ( e.g., Winter)
Time 2: (e.g., Spring)
1. Some Risk
2. Low Risk
At Risk
Some Risk
3. Low Risk
At Risk
Some Risk
4. Low Risk
DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress
Oregon Reading First (2010) 45
Middle of the Year Instructional Recommendation
Intensive Strategic Benchmark
Middle of Kindergarten Instructional
Recommendation to End of Year Kindergarten Benchmark Status on
PSF
Intensive at Middle of Year to Strategic at Middle of Year to Benchmark at Middle of Year to Benchmark Status on PSF in End of Kindergarten (Total)
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
Adams 7 Students Intensive at Middle of K8.5% of Total Students
34 Students Strategic at Middle of K41.5% of Total Students
41 Students Benchmark at Middle of K50% of Total Students
N = 82
Count 1 3 3 0 7 27 0 3 38Deficit 1.2%% of Instructional Recommendation
14.3% 42.9% 42.9% 0% 20.6% 79.4% 0% 7.3% 92.7%Emerging 15.9%
% of Total 1.2% 3.7% 3.7% 0% 8.5% 32.9% 0% 3.7% 46.3%Established 82.9%
Oregon Reading First (2010) 46
End of Year Benchmark Status
At Risk
1. Some Risk
2. Low Risk
At Risk
Some Risk
3. Low Risk
At Risk
Some Risk
4. Low Risk
Middle of Kindergarten Instructional
Recommendation to End of Year Kindergarten
Benchmark Status on PSF
Intensive at Middle of Year to Strategic at Middle of Year to Benchmark at Middle of Year to Benchmark Status on PSF in End of Kindergarten (Total)
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
Adams 7 Students Intensive at Middle of K8.5% of Total Students
34 Students Strategic at Middle of K41.5% of Total Students
41 Students Benchmark at Middle of K50% of Total Students
N = 82
Count 1 3 3 0 7 27 0 3 38Deficit 1.2%% of Instructional Recommendation
14.3% 42.9% 42.9% 0% 20.6% 79.4% 0% 7.3% 92.7%Emerging 15.9%
% of Total 1.2% 3.7% 3.7% 0% 8.5% 32.9% 0% 3.7% 46.3%Established 82.9%
Oregon Reading First (2010) 47
Defining Adequate Progress– (a) a benchmark instructional recommendation (i.e., at low risk for
reading difficulty based on DIBELS screening measures) and ended the year with “low risk/established” reading performance on the primary DIBELS measure administered at the end of the year;
– (b) a strategic instructional recommendation (i.e., at some risk for reading difficulty based on DIBELS screening measures) and ended the year with “low risk/established” reading performance on the primary DIBELS measure administered at the end of the year;
– (c) an intensive instructional recommendation (i.e., at risk for reading difficulty based on DIBELS screening measures) and ended the year with “low risk/established” OR “emerging/some risk” reading performance on the primary DIBELS measure administered at the end of the year.
Oregon Reading First (2010) 48
Summary of Effectiveness Report: Review
Count = Number of students
% of Instructional Recommendation = How many students within the instructional range (i.e., benchmark, strategic, intensive) made adequate progress?
% of Total = How many students made adequate progress at this grade level?
Middle of Kindergarten Instructional
Recommendation to End of Year Kindergarten
Benchmark Status on PSF
Intensive at Middle of Year to Strategic at Middle of Year to Benchmark at Middle of Year to Benchmark Status on PSF in End of Kindergarten (Total)
End of Year
Deficit
End of Year Emerging
End of Year Established
End of Year
Deficit
End of Year Emerging
End of Year Established
End of Year Deficit
End of Year Emerging
End of Year Established
Adams 7 Students Intensive at Middle of K8.5% of Total Students
34 Students Strategic at Middle of K41.5% of Total Students
41 Students Benchmark at Middle of K50% of Total Students
N = 82
Count 1 3 3 0 7 27 0 3 38 Deficit 1.2%
% of Instructional Recommendation
14.3% 42.9% 42.9% 0% 20.6% 79.4% 0% 7.3% 92.7% Emerging 15.9%
% of Total 1.2% 3.7% 3.7% 0% 8.5% 32.9% 0% 3.7% 46.3% Established 82.9%