The Impact of DataDriven 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
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Coaching Observation Form
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Coaching Observation Feedback

• 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
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Grade Band Meeting Data
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Student Placement Forms
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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
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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