Where Do You Stand? Using Data to Size Up Your School

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Where Do You Stand?Using Data to Size Up Your
Schools Progress

• Michael C. McKenna
• University of Virginia

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Todays Goals

• Review the data available to us in RF
• Examine 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

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What data can we use to assess progress?

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

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What data can we use to assess progress?

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

• Administered Spring, Grades 1-3
• Group administration
• Key subtests
• Comprehension
• Vocabulary
• RF 3rd outperformed non-RF in 06
• But is ITBS a serious focus?

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What data can we use to assess progress?

• Administered Spring, Grades 1-5
• Group administration
• Revised in 2006 to reflect GPS
• Reading content at grades 1-2
• Comprehension
• Vocabulary
• Reading content at grade 3
• Reading Skills and Vocabulary
• Literary Comprehension
• Reading for Information
• Basis of AYP determination
• CRCT is a very serious focus!

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

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What data can we use to assess progress?

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

Administered Fall Spring in K Individual
administration Requires no reading Pre-post shows
significant gains in both 2004-05 and
2005-06 RF oral vocabulary efforts are having
an impact in kindergarten
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What data can we use to assess progress?

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

Innovation Configuration form Designed to guide
observations Suggests degree of RF
implementation Used by LCs on a voluntary
basis Can help interpret differences in
classroom data trends
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What data can we use to assess progress?

• ITBS
• CRCT
• PPVT-IV
• Observations
• DIBELS Reports

• Can serve as outcome measures
• Individual administration aids validity
• Focus on 3 of 5 RF components
• Phonemic Awareness
• Phonics
• Oral Reading Fluency
• Based on predictive benchmarks
• Instructional Recommendation is a
• weighted average
• It can help us track progress of kids at
• 3 risk levels

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ECI, EDI and EI Indices

• ECI 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 Instruction
• Percentage of students who were at Some Risk in
  Fall but at Benchmark by Spring
• These were yellows who became green!
• EI Effectiveness of Intervention
• Percentage of students who were at High Risk in
  Fall but at Some Risk or Benchmark by Spring
• These are reds who became either yellow or green!

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ECI EDI EI
or
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ECI EDI EI
or
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ECI EDI EI
or
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ECI EDI EI
or
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Time to take a look at your schools 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!
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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?

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Sample from Cohort 1
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Inferences from the data

• What might explain these trends?
• If you looked at your schools 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?

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First grade, Fall to Spring

• How many children began the year at Strategic?
• How many of them progressed to Benchmark in the
  spring?
• What happened to the rest of them?

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Sample from Cohort 1
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Inferences from the data

• What might explain these trends?
• If you looked at your schools 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?

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First grade, Fall to Spring

• How many children began the year at Intensive?
• How many of them progressed to Strategic or
  Benchmark by the spring?
• What happened to the rest of them?

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Sample from Cohort 1
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Inferences from the data

• What might explain these trends?
• If you looked at your schools 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?

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Looking Across Years
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Sample from Cohort 1
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If you are not yet getting the results you want .
.
Your plan is not yet effective and must be
modified
Your teachers are not consistently implementing
your plan
OR
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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

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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

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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

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Increase the Intensity of Your Instructional Plan

• Dont 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

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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

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Improve Your Leadership and Support System

• Celebrate!
• Distribute leadership
• Provide observation feedback