Cascade School District

School-wide Data AnalysisOregon RtI Spring Conference May 9th 2012Target

To develop skills in analyzing school-wide data

Today we will focus on the what rather than the how

Jon first 27 slides2Cadre 1: Core Implementation+1.7%*K NWF; 1st-5th grade ORFSchool has 90-minute (or less) reading block* (interventions occur WITHIN the core)*60 minute block for day kindergartenCadre 1: Core Implementation+8.3%+1.7%*K NWF; 1st-5th grade ORFSchool has 90-minute reading block* (interventions occur OUTSIDE of the core)

Cadre 1: Core Implementation+16.5%+8.3%+1.7%*K NWF; 1st-5th grade ORFSchool has a 90-minute reading block* (interventions occur OUTSIDE of the core) ANDCommon, agreed-upon grade-level instructional strategies.Advanced OrganizerPurpose of analyzing school-wide dataWhat data are analyzedProcess to analyze school-wide dataPurpose of School-wide Data AnalysisTo determine the effectiveness of the core programming

AND

Make necessary adjustments to the core program/instruction if it is not meeting the needs of most students

Why is it important to examine the core programming? The stronger the core programming the less support students will need through interventions.

Trust the data

School-wide Data AnalysisWhen: 2-3 times per year (following collection of your schoolwide screening data)

Who: Principal, Literacy Specialist/Title I, Counselor, Grade level team (could include Special Education teacher, ELL teacher, School Psychologist)

Use an Agenda/Guidelines

What data are used?Formative DataSummative DataCBMDIBELSDIBELS NextAIMSwebeasyCBMOAKSIn Program AssessmentsTheme TestsWeekly TestsCBMCore Program AssessmentOAKSStandardizedReliableValidMultiple forms of same difficulty levelResearch based proficiency standardsAvailability of data reportsWhat skills are analyzed?Phonemic AwarenessPhonics(Alphabetic Principle)Oral ReadingFluency & AccuracyReading ComprehensionCBM: FSF, PSF

Core Program AssessmentCBM: NWF, Accuracy

Core Program AssessmentCBM: ORF, Accuracy

Core Program AssessmentCBM: ORF, Maze, Retell, Reading Comprehension

Core Program Assessment

OAKSVocabularyeasyCBM: vocabulary School-Wide Analysis ProcessIdentify the effectiveness of the core instructionIdentify the common grade level skill needs and the desired goal for that skill/sIdentify a plan to make curricular and instructional changes to enhance the core

Should we combine #2 & 3?16#1) Identify the effectiveness of the core instruction

How effective is the core instruction currently?Determine the current overall percentage of students at proficiency for the grade levelHow has the previous instruction made an impact on the core instruction?Determine if the percentages at proficiency have changed over time

#1a) How effective is the core instruction currently?

Determine the current overall proficiency percentages for each grade level

Core Program Assessment OAKS

CBM Screening AssessmenteasyCBM, AIMSwebRank order these 18CBMCore Program AssessmentOAKSStandardizedReliableValidMultiple forms of same difficulty levelResearch based proficiency standardsAvailability of data reportsProficiency LevelsCBMType of CBMProficiency as compared to..DIBELS/NextResearch established criteria easyCBMNormsAIMSwebNormsBenchmarks vs. Norms General Proficiency Levels for CBMsExamples:Not at RiskLowSignificantly lowDIBELS NextBenchmarkBelow benchmarkWell below BenchmarkeasyCBM*Above the 20th percentileBetween 11th and 20th percentile10th Percentile AIMSWEB*Above the 25th percentileBetween the 11th and 26th percentile10th Percentile

*easyCBM & AIMSweb default percentile rank settings

Benchmarks: What does it mean to be successful?Norms: What does it mean to be like everyone else?

Benchmarks vs. Norms

Benchmarks: What does it mean to be successful?Norms: What does it mean to be like everyone else?

Benchmarks vs. NormsLiteracy in the United States(4th Grade)>99th percentile< 1st percentileNational Assessment of Educational Progress, 2011Below Basic(33%)Advanced(8%)Proficient(26%)Basic(33%)66% of 4th grade students have demonstrated no more than partial mastery of prerequisite knowledge and skills that are fundamental for proficient grade-level work.In 2008, 1 out of every 4 students who started high school, did not graduate.Core Program Assessment Proficiency as compared to..Grade level established criterion

Proficiency StandardGenerally 80%OAKSProficiency as compared toNorms/RIT scores

Proficiency StandardMeetsProficiency Levels for other Assessments#1a) How effective is our core instruction currently?

39% at or above benchmark 11% below benchmark 50% well below benchmark

Levels of Proficiency 39% 11%27%50%easyCBM Example

AIMSweb Example

3rd GradeBased on one skill (example: ORF )Talk TimeAre you currently examining the proficiency of the core at your grade level?

If nohow would you move towards examining the proficiency of the core?

If yes how are you using it to change instruction in the core?2nd Grade Core Assessment

15/24= 63% Proficient

23/23= 100% Proficient

OAKS Does not link as well to instructional changesStrands not technically reliable and valid to draw conclusions

What if the data are mixed?AssessmentDataCBMOn levelCore ProgramLowOAKSLow AssessmentDataCBMLowCore ProgramLowOAKSOn Level1a) How effective is the core instruction currently for our second grade example?

How effective is the core instruction? AssessmentProficiency LevelDIBELS Next39% at or above BenchmarkCore Program AssessmentTheme 2: 63% ProficientNot sufficient

#1b) How has the instruction made an impact on the core instruction?

Determine if the proficiency percentages have changed over timeDid the percentage of students at benchmark increase? ___________Did the percentage of students at strategic increase or decrease? ____________Did the percentage of students at intensive decrease? _____________(Might have to look at last years data)

#1b) Determine how overall proficiency has changed

Second Grade Example

#1b) Determine how overall proficiency has changed

Third Grade Example#1b) Determine how overall proficiency has changed

First Grade Example

#1b) How has the previous instruction made an impact on the core instruction for our second grade example?Core instruction is having an impact on student achievementDIBELS Next BeginningDIBELS Next Middle39% at or above Benchmark52% at or above Benchmark11% Below Benchmark6 % Below Benchmark50% Well Below Benchmark42% Well Below BenchmarkCore Program AssessmentTheme 2: 63%Theme 3: 100%

School-Wide Analysis ProcessIdentify the effectiveness of the core instructionIdentify the common grade level skill needs and the desired goal for that skill/sIdentify a plan to make curricular and instructional changes to enhance the core

422) Identify the common grade level skill needs and set the desired goal for that skill/s

Identify the common grade level skill needsCBMCore Program Assessments Set desired goal for the identified skill/sCBMVocabularyReading Comprehension (Retell/Maze)Phonemic Awareness (PSF)Phonics (Alphabetic Principle-NWF) and accuracy Oral ReadingFluency & Accuracy (ORF)# 2a) Identify the common grade levels skill needs within the core instructionWhat skills generally should the grade levels be working on?

K: Phonological Awareness (PSF) & Phonics (NWF)1st Grade: Fluency (Accuracy & ORF)2nd Grade: Fluency/Comprehension (ORF & Maze)3rd Grade: Fluency/Comprehension (ORF & Maze)4th Grade: Fluency/Comprehension (ORF & Maze)5th Grade: Fluency/Comprehension (ORF & Maze)

* Grade level may need to work on a different priority skill that it has not mastered yet

Which skills have the students reached at least 80%?

Start with the most critical of the Big 5 in Reading and determine if the students are at about 80% on that skill. Phonemic AwarenessPhonicsFluency(Vocabulary)Comprehension

#2a) Determine the most critical priority skill (most students/some students)

Balance efficiency versus need

32% 43% PhonicsPhonicsNWF: CLSDORF: Words CorrectNWF: WWR

DORF: AccuracyPhonicsFluency38% 41%2nd Grade DIBELS Next: Fall

1st Grade Practice: Winter

85%41%

PAPhonics

5th Grade Practice (Winter)62% 36% PhonicsORF5th grade DIBELS Next: 62% accuracy.. Not at that 75-80%... Should look at books to see the kinds of errors. Is it multi-syllabic, carelessnessShould probably also target fluency too. 49Third Grade

Third Grade Practice: FallDORF: Words Correct goal: 70 DORF: Accuracy goal: 95% Daze: Adjusted goal: 8Third Grade50

5th grade: winter

DORF-AccuracyDORF: Words CorrectDaze-Adjusted5th grade511st grade Practice: Winter

1st grade: they do52 1st grade continued

1st grade continued53

4TH GRADE : they do54Selection test example3rd grade

11/23=48% (comprehension)19/23=83% (vocabulary)55

11/23=48% (comprehension)19/23=83% (vocabulary)#2b) Develop an overall instructional goalLook at your current reality. What is an ambitious and attainable goal?Pick a goal for each tierAt Benchmark or above to: 80% ?Strategic to 15% ?Intensive at 5% ?

General Guidelines for Developing an Instructional GoalIncrease the percentage of Benchmark students by approximately 5-30% from the current benchmark.Decrease/Increase Strategic by approximately 5-15% from the current benchmark. Decrease Intensive percentages by approximately 5-15% from the current benchmark.

582) Identify the common grade level skill needs and the desired goal for that skill/s for our 2nd grade example

Instructional priority: phonicsgoal settingCurrent ORF: AccuracyGoal ORF: AccuracyBenchmark41%BenchmarkBelow Benchmark17%Below BenchmarkWell Below Benchmark41%Well Below Benchmark60%15%25%

41%School-Wide Analysis ProcessIdentify the effectiveness of the core instructionIdentify the common grade level skill needs and the desired goal for that skill/sIdentify a plan to make curricular and instructional changes to enhance the core

603) Identify a plan to make curricular and instructional changes to enhance the core

Instructional Strategies?More explicit modelingMore explicit guided practice More explicit corrective feedbackMore independent practiceActive engagement?c) Fidelity?

#3a) Instructional StrategiesTie the instructional strategy to the skill need

More explicit guided practice

#3b) Active engagement of all studentsExampleNon-ExampleChoral respondingWho can tell me?Partner respondingStick from the can

#3c) FidelityWhy is fidelity important?

Comprehensive plan that incorporates all components of reading

The whole school has a common language, common goal, and common tools.

Focus on priority skillInstructional Strategies/engagementEvaluate CoreImproving Your CoreQuestionsLisa Bateslbates@ttsd.k12.or.usJon Potterjpotter@ttsd.k12.or.us