The Impact of Data-Driven Decision Making on Student Achievement at Chief Leschi School

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The Impact of Data-Driven Decision Making on
Student Achievement at Chief Leschi School
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Chief Leschi School is located on the Puyallup
Indian Reservation
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Chief Leschi School

• It is one of the largest Native American schools
  in the country. It's attended by more than 700
  Native American students, ranging from birth to
  12th grade, and representing nearly 60 different
  tribes, clans, and independent nations.

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Where did we come from?

• In 1997, Washington State implemented the
  Washington Assessment of Student Learning (WASL).
  
• Chief Leschis scores were the lowest in the
  state.
• 4th grade
• Reading 12.1
• Math 1.5
• Writing 15.4

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WASL Scores 1997-2006
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DIBELS Scores Spring 2004
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DIBELS Growth from Spring 2004 to Spring 2006
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Keys to Our Success

• Informed and Supportive Administration
• Reading Coaches
• Buy-in
• Support and Accountability
• Data Driven Decision Making
• Differentiated Instruction

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Informed and Supportive Administration

• Visible in classrooms
• Supportive of staff and Reading Coaches
• Involved in decision making
• Knowledgeable Instructional Leaders

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Reading Coaches

• Deep knowledge of both SBRR and current
  curriculum implemented in school
• Classroom experience
• Working knowledge of the school, staff and
  community
• Good rapport with all key stakeholders

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• Whether you believe you can, or whether you
  believe you cant, you are absolutely right.
• Henry Ford

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Buy-In

• Dedicated school staff
• Understanding and support of different stages of
  concern
• Adequate training
• On-going communication within the school
  community
• Celebration of successes and academic gains
• Opportunities for staff to utilize individual
  strengths

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Support and Accountability

• Regularly scheduled grade band meetings
• Pacing guides and lesson plans
• Principal Walk-Throughs
• On-going Coaching
• Pre and Post Observation Conferences
• Consistent feedback
• Training

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Pacing Guide
May 2007 May 2007 May 2007 May 2007 May 2007
Monday Tuesday Wednesday Thursday Friday
1 Lesson 56 2 Lesson 57 3 Lesson 58 4 Lesson 59
7Lesson 60 (checkout) 8 Lesson 61 9 10 11 Culture Day
14 No School 15 16 17 18
21 22 23 24 25
28 No School 29 30 31
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Coaching Observation Form
Grade Name 3/26/07 3/27/07 3/28/07 3/29/07 3/30/07
K Kari Chavez Julie Dochow          
K Janee Olerich Azure Augkhopinee          
1 Teresa Harvey Leslie LaFountaine          
1 Carolyn Whitford Shannon Timbers Juli Donaldson          
2 Kelly Dodd Lolita Rodriguez          
2 Karey Wolber Rick Stockstad          
3 Kaili Candelas Cheryl Gregory          
3 Carolyn Nielsen Gerald White          
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Coaching Observation Feedback
November 13, 2006 1000-1030am
Ms. Jones (Kindergarten) RM I Lesson 21

• Glows
• group size was appropriate (4 to 1)
• room arrangement had students facing teacher and
  not each other
• lots of demonstrating and scaffolding
• students consistently knew the answers when
  called upon
• high expectations about appropriate behaviors
• Grows
• try this correction procedure
• My turn,
• Say it with me
• Your Turn
• always read script before teaching
• remember
• Think
• Get Ready
• signal

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Would you tell me, please, which way I ought to
go from here?
That depends a good deal on where you want to
get to, said the Cat.
I don't much care where said Alice.

• Then it doesn't matter which way you go, said
  the Cat.

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Data Driven Decision Making

• Frequent analysis of program specific assessments
  
• Frequent analysis of DIBELS Progress Monitoring
• Data used to make placement and program decisions
  for students and staffing

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Student Test Summary
RM III RM III CO 1 CO 2 CO 3 CO 4
Lesson 10 15 20 25
Criterion Time 1 1 1 1
Criterion Errors 0-2 0-2 0-2 0-2
Criterion WPM 100 100 100 100
1. Abigail .53/0 .58/1 1.08/1
2. Erika 1.03/2 .57/1 .55/0
3. Tristan .58/1 .56/0 1/1
4.
5.
6.
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Grade Band Meeting Data
Name Homeroom Teacher Fall IR Winter ORF (20) PM ORF(40 3/21/06 Reading Program Placement Reading Teacher
David Harrison II 9 20 RM II 38 Harrison(A)
Isabelle Harrison I 97 106 RW 48 Harvey
Honor Whitford I 34 59 RW 36 Harvey
Wilson Harvey III 2 12 RM I 125 Dueber(A)
Jenna Harvey I 22 59 RW 36 Whitford(A)
Cody Whitford I 17 36 RW 33 Whitford(B)
Tony Dueber III 8 25 RM I 152 Dueber(B)
Brianna Harrison I 14 25 RW 31 Whitford(C)
Elisia Harrison I 12 30 RW 31 Whitford(C)
Joel Whitford I 87 125 RW 48 Harvey
Fernando Harvey II 12 30 RM II 38 Harrison(B)
Kayla Dueber III 4 12 RM I 125 Dueber(A)
Eddie Whitford I 105 90 RW 48 Harvey
Micah Harvey I 43 70 RW 34 Harvey
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Student Placement Forms
Group A Unit or Lesson
Demarius Unit 33
Jenna Unit 33
Hobart Unit 33
Henri Unit 33
Ilijah Unit 33
RJ Unit 33
Sheraz Unit 33
Group B Unit or Lesson
Lolita Unit 35
Shaylen Unit 35
Ellen Unit 35
Sam Unit 35
Constance Unit 35
Marcel Unit 35
Nikita Unit 35
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Differentiated Instruction

• Different programs for different learners
• Flexible grouping (movement)
• On-going analysis of individual core and
  supplemental programs
• Highly trained staff in specific programs
• Various levels of support for students, based on
  need (Double and Triple dosing)

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Chief Leschi Curriculum ProgramsGrades K-3rd

• Kindergarten
• Read Well K
• Reading Mastery I
• Language for Learning
• 1st Grade
• Read Well/Harcourt
• Reading Mastery I II
• Language for Learning/Reasoning Writing Level
  A/B
• 2nd Grade
• Harcourt
• Reading Mastery II, II and III
• Read Naturally
• Language for Thinking/Reasoning Writing Levels
  A- C
• 3rd Grade
• Harcourt
• Reading Mastery II-IV
• Read Naturally
• Reasoning Writing B C

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Chief Leschi Curriculum Programs Grades 4th-6th

• 4th Grade
• Reading Mastery Plus Levels 3, 4, 5
• Read Naturally
• Reasoning Writing C D
• Step Up To Writing
• 5th Grade
• Reading Mastery Plus Levels 4, 5 6
• Read Naturally
• Reasoning Writing Levels C D
• Step Up To Writing
• 6th Grade
• Reading Mastery Plus Levels 4, 5, 6
• Read Naturally
• Reasoning Writing Levels C D
• Step Up To Writing

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Process for Changing Literacy Placements

• Guiding Principles
• Quantitative Data will be used to make decisions.
  (Curriculum Based Measurements, DIBLES progress
  monitoring.
• Qualitative data is used as a secondary factor
  (i.e. comments from staff members on students,
  etc.)
• Behavior is not a primary factor for original
  placement or for change of placement.
• Staff members will work together to ensure
  changes are based on quantitative data and are in
  the best interest of the student.
• IEP factors/requirements will be shared with
  staff members to gain and understanding of impact
  of change of placement.
• Student movement will take place after each grade
  band meeting on a case by case basis as needed
• Placement Team
• Instructional Specialist
• Classroom teacher
• Literacy teacher and Para educator
• Special Service staff (as needed)
• Principal
• Process for placement changes
• Student must remain in group for at least two
  weeks so that performance can be monitored.
• Teacher monitors daily progress and progress on
  any curriculum-based measures (mastery tests,
  benchmark tests, Unit Tests) as well as DIBELS
  progress monitoring.
• Team discusses and reviews the quantitative and
  qualitative data to make an informed decision
  about movement of student.
• Student either stays where placed or moves to a
  new reading group based on the teams decision.

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Double Dosing Schedule
First name Teacher Fall ORF (77) Winter ORF (92) Reading Program Lesson Reading Teacher Double Dose Triple Dose
Jerome Daarud 22 34 RM II 140 Getzin Mackey 300 AS
RoseLynn Nielsen 42 45 RM II 140 Getzin Mackey 300 AS
Michael Candelas 46 48 RM II 140 Getzin Mackey 300 AS
Sharon Candelas 60 51 RM III 67 Getzin Brossett 300 AS
Brandon Daarud 47 51 RM II 140 Getzin Mackey 300 AS
Ryan Nielsen 57 68 RM III 127 Candelas (A) WRC
Maile Candelas 63 71 RM III 127 Candelas (A) WRC
Joseph Nielsen 65 76 RM III 127 Candelas (A) WRC
Kalena Candelas 71 77 RM III 127 Candelas (A) WRC
Kayla Candelas 58 78 RM III 127 Candelas (A) WRC
Keshni Getzin 75 82 RM IV 6 Candelas (A) Gregory 300
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The greatest danger for most of us is not that
our aim is too high and we miss it, but that it
is too low and we reach it. Michelangelo
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The more you read, The more you know. The more
you know, The smarter you grow. The smarter you
grow, The stronger your voice, When speaking
your mind. Or making a choice. WonderStorms


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• Abigail Chandler, MA Ed.
• Reading Coach, Educational Trainer/Consultant
  abigail_at_leschischools.org
• 253-445-6000 ext 3046
• Erika Hope, MA Ed.
• Reading Coach, Educational Trainer/Consultant
• erika_at_leschischools.org
• 253-445-6000 ext. 3184