cde – elat boy data analysis - imgix
TRANSCRIPT
Amplify.
CDE – ELAT BOY Data Analysis Teachers Name __________________________
2
Agenda 1. Welcome and Introduction 2. Framing the Day 3. DIBELS Next and Basic Early Literacy Skills 4. Composite Score Data Analysis 5. Pathways of Progress 6. Measure-Level Data Analysis 7. Forming and Adjusting Small Groups 8. Progress Monitoring 9. Turnkey Work Time 10. Wrap-up and Q & A
Norms • Participate actively • Take care of yourself • Manage your technology • Stay engaged • What is learned here, leaves here
Objectives
• Interpret recent benchmark assessment data at the composite score level, measure level and probe level
• Identify and set measurable goals for students using Pathways of Progress • Identify celebrations and reflect on root causes for growth areas within the data • Form small groups using DIBELS Next measure-level data in order to address
student needs and review the strategic small groups generated on the Instruction page
• Determine high level instructional next steps for each small group • Create a turnkey action plan
Today’s Guiding Question:
How can DIBELS data identify strengths and weaknesses in my classroom to help improve student outcomes?
3
Scar
boro
ugh’
s R
ope
7
DIB
ELS
Nex
t®: S
umm
ary
of B
ench
mar
k G
oals
and
Cut
Poi
nts
for
Ris
k
3815
615
212
917
720
820
225
628
728
934
940
534
138
344
638
6411
466
435
461
478
2612
211
911
313
015
514
119
023
822
028
533
029
033
039
135
737
241
534
435
838
013
8589
9710
011
110
914
518
018
023
528
024
529
033
025
831
034
028
028
532
4
1643
1030
520 44
5647
2040
4010
2525
Cor
rect
Le
tter
Sou
nds
2840
3459
8172
1728
2743
5854
815
1833
4735
417
2521
Who
le
Wor
ds
Rea
d
18
1313
03
66
3467
6891
104
9010
511
810
412
113
312
113
314
313
914
115
1W
ords
C
orre
ct23
4752
7287
7086
100
9010
311
511
112
013
010
710
912
016
3237
5565
5568
8070
7995
9610
110
590
9295
Acc
urac
y
86%
97%
96%
99%
99%
98%
99%
99%
98%
99%
100%
99%
99%
100%
99%
99%
100%
78%
90%
90%
96%
97%
95%
96%
97%
96%
97%
98%
98%
98%
99%
97%
97%
98%
68%
82%
81%
91%
93%
89%
92%
94%
93%
94%
95%
95%
96%
97%
94%
94%
96%
Ret
ell
1725
3139
3340
4636
3946
4046
5243
4850
1516
2127
2026
3027
3033
3336
3627
2932
08
1318
1018
2014
2024
2225
2516
1824
Ret
ell
Qua
lity o
f R
espo
nse
22
22
32
23
23
32
23
11
11
21
12
12
21
12
1116
2318
2028
2121
2827
3030
811
1915
1724
1820
2418
1921
57
1410
1220
1213
1814
1415
Beg
Mid
End
Beg
Mid
End
Beg
Mid
End
Beg
Mid
End
Beg
Mid
End
Beg
Mid
End
Beg
Mid
End
Kin
derg
arte
nF
irst G
rade
Sec
ond
Gra
deT
hird
Gra
deFo
urth
Gra
deF
ifth
Gra
deS
ixth
Gra
de
Not
e: T
here
is n
o be
nchm
ark
goal
for
Lette
r N
amin
g F
luen
cy (
LNF
). T
his
is a
sum
mar
y of
the
DIB
ELS
Nex
t ben
chm
ark
goal
s. F
or a
full
desc
riptio
n, s
ee th
e D
IBE
LS N
ext B
ench
mar
k G
oals
and
Com
pos
ite S
core
doc
umen
t ava
ilabl
e fro
m h
ttp://
dibe
ls.o
rg/.
DIB
ELS
is a
reg
iste
red
trad
emar
k of
Dyn
amic
Mea
sure
men
t Gro
up, I
nc. T
his
pag
e is
ad
apte
d fr
om a
cha
rt d
evel
oped
by
Cac
he C
ount
y S
choo
l Dis
tric
t.
DIB
ELS
Com
posi
te S
core
: A c
ombi
natio
n of
mul
tiple
DIB
ELS
sco
res,
whi
ch p
rovi
des
the
best
ove
rall
estim
ate
of
the
stud
ent’s
read
ing
profi
cien
cy. F
or in
form
atio
n on
how
to c
alcu
late
the
com
posi
te s
core
, see
the
DIB
ELS
Nex
t B
ench
mar
k G
oals
and
Com
posi
te S
core
doc
umen
t ava
ilabl
e fro
m h
ttp://
dibe
ls.o
rg/.
AB
OV
E B
EN
CH
MA
RK
(sm
all b
lue
num
ber i
n ea
ch b
ox):
Stu
dent
s sc
orin
g ab
ove
the
benc
hmar
k ar
e hi
ghly
like
ly
to a
chie
ve im
port
ant r
eadi
ng o
utco
mes
(app
roxi
mat
ely
90%
to 9
9% o
vera
ll). T
hese
sco
res
are
iden
tified
as
Abo
ve
Ben
chm
ark.
Whi
le s
tude
nts
scor
ing
Abo
ve B
ench
mar
k ar
e lik
ely
to n
eed
Cor
e S
uppo
rt, s
ome
may
ben
efit f
rom
in
stru
ctio
n on
mor
e ad
vanc
ed s
kills
.
BE
NC
HM
AR
K G
OA
L (la
rge
bold
num
ber i
n th
e m
iddl
e of
the
box)
: Stu
dent
s sc
orin
g at
or a
bove
the
benc
hmar
k go
al h
ave
the
odds
in th
eir f
avor
(app
roxi
mat
ely
80%
to 9
0% o
vera
ll) o
f ach
ievi
ng la
ter i
mpo
rtan
t rea
ding
out
com
es.
Thes
e sc
ores
are
iden
tified
as
At o
r Abo
ve B
ench
mar
k an
d th
e st
uden
ts a
re li
kely
to n
eed
Cor
e S
uppo
rt.
CU
T P
OIN
T FO
R R
ISK
(sm
all r
ed n
umbe
r in
each
box
): S
tude
nts
scor
ing
belo
w th
e cu
t poi
nt fo
r ris
k ar
e un
likel
y (a
ppro
xim
atel
y 10
%–2
0%) t
o ac
hiev
e su
bseq
uent
goa
ls w
ithou
t rec
eivi
ng a
dditi
onal
, tar
gete
d in
stru
ctio
nal s
uppo
rt.
Thes
e sc
ores
are
iden
tified
as
Wel
l Bel
ow B
ench
mar
k an
d th
e st
uden
ts a
re li
kely
to n
eed
Inte
nsiv
e S
uppo
rt.
Sco
res
belo
w th
e be
nchm
ark
goal
and
at o
r abo
ve th
e cu
t poi
nt fo
r ris
k ar
e id
entifi
ed a
s B
elow
Ben
chm
ark.
In th
is
rang
e, a
stu
dent
’s fu
ture
per
form
ance
is h
arde
r to
pred
ict,
and
thes
e st
uden
ts a
re li
kely
to n
eed
Stra
tegi
c S
uppo
rt.
DIB
ELS
Com
posi
te S
core
Firs
t Sou
nd F
luen
cy (
FSF)
Pho
nem
e Se
gmen
tatio
n Fl
uenc
y (P
SF)
Non
sens
e W
ord
Flue
ncy
(NW
F)
DIB
ELS
Ora
l Rea
ding
Flu
ency
(D
OR
F)
Daz
e A
djus
ted
Scor
e
5
Outcomes driven model ODM Step Tools
Identify Need for Support • Are there students who need support? • How many students? Which students?
mCLASS: • Class Summary • Time of Year View
Validate Need for Support • Are you reasonable confident in the
accuracy of the data?
mCLASS: • Assessment Integrity Checklist
Plan and Implement Support • What are our system- and student-
level goals? • What is our plan for supporting the
instructional system and students?
mCLASS: • Student Summary • Student Probe Detail • Pathways of Progress Goal
Setting
Evaluate and Modify Support • Are we making progress?
mCLASS: • DIBELS PM Graph
Review Outcomes • Have we met our system-wide and
student goals?
mCLASS: • PM Graphs • Benchmark Assessment Scores
6
Case Study Practice
After seeing Tom’s composite score, my next steps for instruction would be: After seeing Tom’s measure level scores, my next steps would instruction would include: *Continue to revise and focus your next steps for instruction with each DIBELS Next probe detail. Jot your notes below.
7
Com
posi
te S
core
Ana
lysi
s B
ench
mar
k C
ateg
ory
Num
ber o
f Stu
dent
s in
B
ench
mar
k To
tal N
umbe
r of S
tude
nts
in C
lass
W
hat p
erce
ntag
e of
st
uden
ts a
re in
this
be
nchm
ark
cate
gory
? Ab
ove
Benc
hmar
k
At B
ench
mar
k
Belo
w B
ench
mar
k
Wel
l Bel
ow B
ench
mar
k
Wha
t gen
eral
con
clus
ions
can
you
dra
w a
bout
you
r cl
assr
oom
from
this
dat
a?
8
Com
posi
te S
core
Ref
lect
and
Sha
re
1. A
re 8
0% o
f you
r stu
dent
s at
or a
bove
ben
chm
ark
at B
OY
?
2. If
so,
wha
t im
plic
atio
ns d
oes
this
hav
e fo
r you
r ins
truct
ion?
3.
If n
ot, w
hat a
re th
e ne
xt s
teps
you
can
take
to h
elp
your
stu
dent
s re
ach
that
goa
l?
9
Turnkey Planner - Composite Score Analysis What are your top three takeaways for Composite Score Analysis?
A. B. C.
In what ways will you help your colleagues understand more about how to use the Composite Score for instruction?
Hig
hly
skill
ed le
arne
r crit
eria
p.10
11
How to Access Pathways of Progress
1. Select your class or group and click the BOY tab.
2. Click Pathways of Progress.
3. Click Set Goal for a student.
4. Set goals for four focal students, one for each performance category (blue, green, yellow, red).
5. Complete for more students, if there is time. Pathways of Progress Reflect and Share Which students did you have difficulty determining a Pathway goal for? Why do you think this was?
12
Turnkey Training Planner – Pathways of Progress What is essential to know about the Pathways of Progress?
A. B. C.
In what ways will you help your administrators and colleagues understand more about how to use Pathways of Progress for meaningful goal setting?
Am
plif
y.
Mea
sure
Lev
el A
nal
ysis
B
OY
Kin
derg
arte
n M
easu
re L
evel
Ana
lysi
s M
easu
re
Lite
racy
Ski
ll Pe
rcen
tage
of S
tude
nts
at
each
Ben
chm
ark
Wha
t adu
lt ac
tions
(ins
truc
tiona
l rou
tines
, str
ateg
ies,
or
mat
eria
ls) h
ave
impa
cted
this
mea
sure
leve
l dat
a?
FS
F
Pho
nem
ic
Aw
aren
ess
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
Am
plif
y.
Mea
sure
Lev
el A
nal
ysis
B
OY
1st G
rade
Mea
sure
Lev
el A
naly
sis
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s, o
r m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
PS
F
Pho
nem
ic
Aw
aren
ess
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
NW
F-
CLS
A
lpha
betic
P
rinci
ple
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
*Gra
de 1
con
tinue
d on
the
next
pag
e
Am
plif
y.
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s, o
r m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
NW
F-
WW
R
Bas
ic
Pho
nics
A
bove
:
At:
Bel
ow:
Wel
l Bel
ow:
Am
plif
y.
Mea
sure
Lev
el A
nal
ysis
B
OY
2nd G
rade
Mea
sure
Lev
el A
naly
sis
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s, o
r m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
NW
F-
CLS
A
lpha
betic
P
rinci
ple
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
NW
F-
WW
R
Bas
ic
Pho
nics
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
*Gra
de 2
con
tinue
d on
the
next
pag
e
Am
plif
y.
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s, o
r m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
DO
RF
-F
luen
cy
Flu
ency
A
bove
:
At:
Bel
ow:
Wel
l Bel
ow:
DO
RF
-A
ccur
acy
Acc
urat
e R
eadi
ng o
f a
Tex
t
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
*Gra
de 2
con
tinue
d on
the
next
pag
e
Am
plif
y.
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s, o
r m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
DO
RF
-R
etel
l C
ompr
ehen
sion
A
bove
:
At:
Bel
ow:
Wel
l Bel
ow:
Am
plif
y.
Mea
sure
Lev
el A
nal
ysis
B
OY
3rd G
rade
Mea
sure
Lev
el A
naly
sis
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s,
or m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
DO
RF
-F
luen
cy
Flu
ency
A
bove
:
At:
Bel
ow:
Wel
l Bel
ow:
DO
RF
-A
ccur
acy
Acc
urat
e R
eadi
ng o
f a
Tex
t
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
*Gra
de 3
con
tinue
d on
the
next
pag
e
Am
plif
y.
Mea
sure
Li
tera
cy S
kill
Perc
enta
ge o
f Stu
dent
s at
eac
h B
ench
mar
k W
hat a
dult
actio
ns (i
nstr
uctio
nal r
outin
es, s
trat
egie
s,
or m
ater
ials
) hav
e im
pact
ed th
is m
easu
re le
vel d
ata?
D
OR
F-
Ret
ell
Com
preh
ensi
on
Abo
ve:
At:
Bel
ow:
Wel
l Bel
ow:
Daz
e S
ilent
Rea
ding
C
ompr
ehen
sion
A
bove
:
At:
Bel
ow:
Wel
l Bel
ow:
21
Measure Level Reflect and Share 1. What surprised you as you analyzed your measure-level data?
2. What changes do you want to make to your instruction / in your classroom as a result of this analysis?
12
Key
Indi
cato
rs b
y T
ime
of Y
ear
Tim
e o
f Yea
r D
IBE
LS® N
ext
Mea
sure
D
IBE
LS® N
ext
Mea
sure
Kindergarten
Be
gin
nin
g
Fir
st
So
un
d F
lue
nc
y (
FS
F)
DIB
EL
S®
Co
mp
os
ite
Sc
ore
Mid
dle
P
ho
ne
me
Se
gm
en
tati
on
Flu
en
cy
(P
SF
)
No
ns
en
se
Wo
rd
Flu
en
cy
(N
WF
-CL
S)
En
d
Ph
on
em
e S
eg
me
nta
tio
n F
lue
nc
y (
PS
F)
No
ns
en
se
Wo
rd
Flu
en
cy
(N
WF
-CL
S)
Grade 1
Be
gin
nin
g
Ph
on
em
e S
eg
me
nta
tio
n F
lue
nc
y (
PS
F)
No
ns
en
se
Wo
rd
Flu
en
cy
(N
WF
-CL
S)
Mid
dle
N
on
se
ns
e W
ord
Flu
en
cy
(N
WF
-WW
R)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
En
d
No
ns
en
se
Wo
rd
Flu
en
cy
(N
WF
-WW
R)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
Grade 2
Be
gin
nin
g
No
ns
en
se
Wo
rd
Flu
en
cy
(N
WF
-WW
R)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
Mid
dle
D
IBE
LS
® O
ra
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-Ac
cu
ra
cy
)
En
d
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-Ac
cu
ra
cy
)
Grades 3-6
Be
gin
nin
g
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-WC
PM
)
DIB
EL
S®
Ora
l R
ea
din
g F
lue
nc
y (
DO
RF
-Ac
cu
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© 2013 Amplify Education, Inc. All rights reserved. Page 1 amplify.com
Phonological Awareness
Rhyming
Words in a Sentence
Syllable
Onset-Rime and Rhyming
Phonemes
Isolation, Identity, and Categorization
Blending and Segmentation
Deletion, Addition, and Substitution
FSF
PSF
Phonemic
Awareness
© 2013 Amplify Education, Inc. All rights reserved. Page 2
Alphabetic Principle
Letter Naming
Letter-Sound Linking
Initial & Final Consonants
Short Vowels
Sight Words
Digraphs & Blends
Long Vowels
Consonant Doubling
Plural Endings
Blending
Compound Words
Inflectional Endings
Contractions
Base Words
Prefixes
Multi-syllabic Words
Advanced Phonics
NWF-WWR
NWF-CLS
© 2013 Amplify Education, Inc. All rights reserved. Page 3
Fluency
Using Punctuation
Phrasing
Expressiveness
Self-corrects
Inflection
Independent Reading
Grade 1 EOY Goal: 47 WPM
Grade 2 EOY Goal: 87 WPM
Grade 3 EOY Goal: 100 WPM
Grade 4 EOY Goal: 115 WPM
Grade 5 EOY Goal: 130 WPM
Grade 6 EOY Goal: 120 WPM
DORF
© 2013 Amplify Education, Inc. All rights reserved. Page 4
Comprehension Skills
Predicts
Answers Who, What, Where ?’s
Retell: Characters, Setting, Happenings
Connects Story to Life
Predicts
Main idea
Character, Setting, Happenings
Verifies Predictions
Sequence of Events
Draws Conclusions
Summarizes
Character Traits
Fact/Opinion
Cause/Effect
Main idea/Details
Inferencing
Conclusions and Generalizations
Reading Comprehension
Listening Comprehension
© 2013 Amplify Education, Inc. All rights reserved. Page 5
Vocabulary
Names pictures/objects
Describes location, size, color, shape
Uses names & labels
Classifies vocabulary
Compound Words
Antonyms/Synonyms
Homophones/Homographs
Uses new vocab to speak/write
31
Turnkey Training Planner – Small Group Instruction List out the essential steps to developing a small group instructional plan:
In what ways will you help your colleagues understand more about how to create cohesive small groups and targeted instruction?
33
32
Turnkey Training Planner Pulling it all Together Delivery method (select one or more) Data Meeting PLC Staff Meeting PD Session Grade-level meeting Peer Coaching Informal Other:________
Date: Leader: Staff Participating: Materials:
Detailed Agenda: Include how you will break down the six hour session over the course of multiple meetings with your staff. (For example, one hourly meeting/week over the course of six weeks, or two monthly staff meetings that are three hours each, etc.)
33
34
Resources and Support Amplify
Email: [email protected] any time
Phone: (800) 823-1969, Monday - Friday from 5:00 a.m. - 5:00 p.m. MT
Live Chat: mCLASS homepage Web resources: 1. www.amplify.com/colorado 2. mclass.amplify.com
Thank you for your participation!
Join us for MOY and EOY Data Analysis Sessions!
mCLASS: DIBELS Next 2019-2020 Regional Professional Development
Scheduled Dates by Region
Region Data Analysis for Leaders
Data Analysis for Teachers
Instructional Planning and Delivery for Leaders
Instructional Planning and Delivery for Teachers
Metro Area
Host: 27J Schools
BOY: 9/23/19MOY: 2/3/20EOY: 5/18/20
BOY: 9/24/19MOY: 2/4/20EOY: 5/19/20
BOY: 9/30/19MOY: 2/5/20
BOY: 10/1/19MOY: 2/6/20
North Central
Host: Greeley
BOY: 9/25/19MOY: 1/30/20EOY: 5/27/20
BOY: 9/26/19MOY: 1/31/20EOY: 5/28/20
BOY: 10/3/19MOY: 2/6/20
BOY: 10/4/19MOY: 2/7/20
Northeast:
Host: NE BOCES
BOY: 9/23/19MOY: 1/23/20EOY: 5/26/20
BOY: 9/24/19MOY: 1/24/20EOY: 5/27/20
Not available Not available
Northwest:
Host: Eagle
BOY: 9/16/19MOY: 2/3/20EOY: 5/19/20
BOY: 9/18/19MOY: 2/5/20EOY: 5/20/20
Not available Not available
Pikes Peak
Host: Colorado Springs
BOY: 9/17/19MOY: 1/28/20EOY: 5/20/20
BOY: 9/18/19MOY: 1/29/20EOY: 5/21/20
BOY: 9/19/19MOY: 1/30/20
BOY: 9/19/19MOY: 1/30/20
Southeast
Host: SE BOCES
BOY: 9/20/19MOY: 1/31/20EOY: 5/29/20
BOY: 9/27/19MOY: 2/7/20EOY: 5/22/20
Not available Not available
Southwest:
Host: SLV BOCES
BOY: 9/23/19MOY: 2/3/20EOY: 5/18/20
BOY: 9/24/19MOY: 2/4/20EOY: 5/19/20
Not available Not available
West Central:
Host: Montrose
BOY: 9/26/19MOY: 2/10/20EOY: 5/18/20
BOY: 9/27/19MOY: 2/11/20EOY: 5/18/20
Not available Not available
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