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

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Where Do You Stand?Using Data to Size Up

Your School’s ProgressMichael C. McKennaUniversity of Virginia

Today’s GoalsReview the data available to us in RFExamine 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

What data can we use to assess progress?

ITBS CRCT PPVT-IV Observations DIBELS Reports

Administered Spring, Grades 1-3Group administrationKey subtests:

ComprehensionVocabulary

RF 3rd outperformed non-RF in ‘06But is ITBS a serious focus?

Administered Spring, Grades 1-5Group administrationRevised in 2006 to reflect GPSReading content at grades 1-2

ComprehensionVocabulary

Reading content at grade 3Reading Skills and VocabularyLiterary ComprehensionReading for Information

Basis of AYP determinationCRCT is a very serious focus!

Administered Fall & Spring in KIndividual administrationRequires no readingPre-post shows significant gains in both 2004-05 and 2005-06RF oral vocabulary efforts are having an impact in kindergarten

Innovation Configuration formDesigned to guide observationsSuggests degree of RF implementationUsed by LCs on a voluntary basisCan help interpret differences in classroom data trends

Can serve as outcome measuresIndividual administration aids validityFocus on 3 of 5 RF components

Phonemic AwarenessPhonicsOral Reading Fluency

Based on predictive benchmarks “Instructional Recommendation” is a weighted averageIt can help us track progress of kids at 3 risk levels

ECI, EDI and EI IndicesECI = 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 InstructionPercentage of students who were at Some Risk in Fall but at

Benchmark by SpringThese were yellows who became green!

EI = Effectiveness of InterventionPercentage of students who were at High Risk in Fall but at

Some Risk or Benchmark by SpringThese are reds who became either yellow or green!

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!

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?

Sample from Cohort 1

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?

How many children began the year at Strategic?

How many of them progressed to Benchmark in the spring?

• 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?

How many children began the year at Intensive?

How many of them progressed to Strategic or Benchmark by the spring?

• 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?

Looking Across Years

If you are not yet getting the results you want . .

Your plan is not yet

effective and must be modified

ORYour teachers

are not consistently

implementing your plan

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

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

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

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

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

Improve Your Leadership and Support System

• Celebrate!• Distribute leadership• Provide observation feedback

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

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