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TABATHA TUCKER
Leading A Team To Establish Group Norms and Leading A team To
Analyze and Display DataNovember 12, 2013
WELCOME
GROUP NORMSMission Statement:Character, Leadership, and Learning: Traditions for TomorrowVision Statement:C. T. Walker faculty and staff are honored to keep and teach the traditions of: Communication, Courtesy, Citizenship, Respect, Morals, Values, and Responsibility for one’s behavior.
PURPOSE•Analyze data using DIBELS•Moving students from “Does Not Meet” to “Meets”•Moving students from “Meet” to “Exceeds”•Helping students in the “Exceeds Category” maintain and Extend.
WHAT ARE DIBELS • The Dynamic indicators of Basic Early
Literacy Skills (DIBELS)• Early literacy skills from kindergarten
through sixth grade. • They are designed to be short (one minute)
fluency measures used to regularly monitor the development of early literacy and early reading skills.
• DIBELS are comprised of seven measures to function as indicators.
• Phonemic Awareness, Alphabetic Principle, Accuracy
• Fluency, Connected Text, Reading Comprehension
• Vocabulary.
DIVIDE STUDENTS INTO THREE CATEGORIES• Find the % of each group by dividing
the number of students in each group by the total number of students in each class.
• Example: 4/23=17%• Categorize each group by emerging,
proficient, or exemplary.
NWF DORF
BOYBeginning of year
Comp. Score109 – 140
CLSCorrect Letter
Sound53 & Below –
Emerging.54 – 60 Proficient
61 + Exemplary
WWRWhole Word Reading
12 & Below - Emerging13 – 20 Proficient21 + - Exemplary
FLUFluency
51 & Below – Emerging
52 – 60 Proficient61+ Exemplary
ACCAccuracy
92 Below – Emerging
93 – 96 Proficient97+ Exemplary
Retell
17 Below – Emerging18 – 26
Proficient27+ Exemplary
BOY
85% (17) -Met
15% (3) - DNM
10% (2) - Emerg.20% (4) - Pro.
70% (14) - Exem.
5%(1) – Emer.10%(2) - Pro.
85%(17) – Exem.
25% (5)– Emer.15% (3) – Pro.
60% (12) – Exem.
10% (2) – Emer.20% (4) – Pro.
70% (14) – Exem
15% (3) – Emer.15% (3) – Pro.
70% (14) - Exem
MOY Comp. Score190 +
EOY Comp. Score238+
Subject: Reading (DIBELS)
Total # of students tested __20_____
WHAT ARE SUB GROUPS?
A Sub Group is a distinct group within a group.
• Special Education—speech• White Students• African Americans• Asian• Hispanic• Economically Disadvantage (all students
receive free lunch)
IDENTIFY MEMBERS OF SUB GROUP
• Identify Sub Group• Does the members of my Sub
Group effect my scores?• How can I help students in my
Sub Groups?• Share Findings
Gather and
Organize Data
Review Current
PerformanceData
Describe Performance 4 Year Trend
Do we have any areas needing
Improvement?
YesPrioritize
Performance Concerns
NoSet
Performance Targets
Identify Root Causes
Legend:
Starting & End Points
Steps in Process
Decision Step
STRATEGIES Progress Monitoring: Is the practice of testing students briefly but frequently on the skill areas in which they are receiving instruction, to ensure that they are making adequate progress. By using strategies now to pull students up, we will be able to see growth over a period of time.
NEXT STEP• Your task is to work with
students who are not meeting mastery in specific domain areas.
• During our next meeting we will identify Root Cause.
• Implement treatment
NEXT STEPThe Blueprint for Intervention: Multisyllable Routine cards provide direct and explicit instruction on how to apply knowledge of syllable types and divisions in order to read multisyllable words. The routine cards can be used in two ways.Tier I—whole class instruction for five minutes a dayTier II—interventions for those students struggling to read multisyllable words.
Welcome and Purpose
What are DIBELS?
Desegrating Data
Placing Students In Sub Groups