Making the Most Making the Most Out of Your Data: Out of Your Data:

The Power of Data AnalysisThe Power of Data Analysis

Kathi Tiefenthalerktiefenthaler@bresnan.net

April 2007

Objectives of the Session

Participants will look at data in a variety of ways

Participants will make informed instructional decisions based on data

Participants will create flexible groups based on need and determine instructional needs

Research

“Data-driven decision-making can be defined as the process of selecting, gathering and analyzing data to address school improvement or student achievement problems and challenges and acting on those findings.” Steifer, 2002, pg 8

“Assessment data provides meaningful guidance in the process of continuous improvement.”

National Staff Development Council, 2001, pg 4

Three Guiding Questions

How do we get there?

How

are we doing?W

hat a

re o

ur g

oals

?

Project

District

School

Grade Level

Classroom

Student

What Are Our Goals?

• At a project level?

• At a district level?

• At a school level?

• At a grade level?

• At a classroom level?

• At a student level?

Creating a common goal for all parties involved to work toward will be a force to be reckoned with!

Guiding Questions

• How are we doing in comparison to other xyz?

• What are the successful xyz doing that can be shared &/or replicated?

How are We Doing?

• How are we at keeping benchmark students at benchmark?

• How are we at moving our strategic students?• How are we at moving our intensive students?• What professional development needs to be

provided to implement those changes?• Which students in interventions actually made

adequate growth?

Guiding Questions

• Which did not make adequate growth?

• How well are the interventions matching the skill deficits of the children in the group?

• How can the instruction be intensified to move the students as fast as we can but as slow as we have to?

• Is restructuring needed?

Summary of Impact Report

S

S

S

S

S

I

I

Lost 2/14 = 14%

Increased to Strategic 5/7 = 71%

Increased to Benchmark 3/14 = 21%Lost 5/18 = 28%

Maintained Benchmark 13/18 = 72%

Increased to Benchmark 0/7 = 0%

Benchmark

17/40=43%

Strategic

20/40=50%

Intensive

3/40=8%

Decision Factors

• Meeting to discuss data– Problem solving approach

– Protocol for discussions

– Shared responsibility

• Examining programmatic issues– Are students successful in the core program?

– Does instruction need to be intensified?

– Is there a need for an intervention program?

– Does core need to be supplemented?

Inst

ruct

ion

al

Pla

nn

ing

S

tep

s

• Determining instructional of time– Allocated time - Actual time– Engaged time - Extended time

• Grouping students by common needs– Keep high risk group size small (3-5)– Reduce group size if not making progress– Monitor frequently to regroup– Differentiate instruction based on need– Consider attitudes, behaviors, and work ethics

when forming & modifying groups

How Do We Get There?

• Who needs professional development?

• What specific level of knowledge or skill is expected?

• How and when will this support be delivered?

• When will participants implement what they learn?

• How will you know the professional development was successful?

How Do We Get There?

• Professional development plan should:– Examine data to identify instructional needs

– Be developed collaboratively by leadership team

– Be grounded in research-based practices

– Focus on what students need to learn

– Prepare teachers to use the core, supplemental, & intervention materials

– Build capacity within the school

– Be coordinated with district and state PD

– Provide teachers with a variety of continuous learning opportunities

How Do We Get There?

Phonics Survey

• Assesses– Phonics– Phonics related skills– Skills needed for beginning reading

• Pseudowords– Made up words– Assess decoding words– Prevents sight word reading

• Helps determine instructional groups• May be administered every 4-6 weeks

Why Phonics Surveys?

• Points to areas most beneficial in systematic, explicit phonics instruction

• Shows deficits of skill

• Allows reinforcement of established skills

• Allows for instruction in unconfirmed skills

• Determines when skill is mastered

• Allows for targeted instruction

CORE Phonics Screener Flexible GroupsLetter Names:

UppercaseLetter Names:

LowercaseConsonant

SoundsLong Vowel

SoundsShort Vowels Short Vowels

in CVC Words

Student Names Student Names Student Names Student Names Student Names Student Names

Short Vowels,

Digraphs/-tch

Consonant Blends w/

Short Vowels

Long Vowel Spellings

Variant Vowels and Diphthongs

R- and L-Controlled

Vowels

Multisyllabic Words

Student Names Student Names Student Names Student Names Student Names Student Names

CORE Phonics Screener Flexible Groups

CORE Phonics Screener GroupsLetter Names:

UppercaseLetter Names:

LowercaseConsonant

SoundsLong Vowel

SoundsShort Vowels Short Vowels

in CVC Words

Student Names Student Names Student Names Student Names Student Names Student Names

Student 11

Student 14

Student 18

Short Vowels,

Digraphs/-tch

Consonant Blends w/

Short Vowels

Long Vowel Spellings

Variant Vowels and Dipthongs

R- and L-Controlled

Vowels

Multisyllabic Words

Student Names Student Names Student Names Student Names Student Names Student Names

Student 9

Student 11

Student 14

Student 16

Student 18

Student 20

Student 22

Student 8

Student 12

Student 13

Student 18

Student 20

Student 21

Student 3

Student 9

Student 11

Student 17

Student 19

Student 20

Student 22

Student 3

Student 5

Student 11

Student 12

Student 16

Student 17

Student 18

Student 19

Student 20

Student 22

Student 3

Student 8

Student 14

Student 16

Student 17

Student 20

Student 22

Student 1

Student 2

Student 3

Not Tested:

3, 5, 8, 11, 12, 13, 14, 16, 17, 18, 19, 20, 22

CORE Phonics Screener Groups

Creating Instructional Groups

Another Way to Look at It

Intensifying Instruction

• Dynamic Grouping

– Changing instructional groups when students progress/struggle

– Examples

• Changing an intervention group from 1:5 to 1:3

• Changing the location of intervention

• Changing instructor

Intensifying Instruction

• Dynamic Intensity

– Increase opportunities to respond

• Students should be actively responding (orally, written) 7-10 times per minute

– Increase instructional pacing

– Increase intensity of student responses

Intensifying Instruction• Dynamic Duration

– Changing time elements of intervention– Examples:

• Beginning intervention in August rather than October

• Changing the time of day for intervention• Extending intervention from 30 minutes to 60

minutes• Allocating more time to phonics activities over

phonemic awareness activities

Other Ways to Look at Data• Fluency Gains Charts

– Determines level of fluency gain• Maximum Gains• Above Average Gains• Average Gains• Below Average Gains

• Progress Monitoring Charts– Great visual to determine movement– Automatically color codes– Intensive: 3-4x/mth, strategic: 2-3x/mth, benchmark: 1x/mth

• Adequate Progress– Overall instructional recommendation to key indicator– Maintaining benchmark– Strategic to benchmark– Intensive to strategic– Intensive to benchmark– Each state has required percent

Fluency Gains Charts

Based on 12 weeks of

instruction

1st

Grade2nd

Grade3rd

Grade4th

Grade5th

Grade

Maximum ≥ 59 ≥ 48 ≥ 29 ≥ 17 ≥ 13

Average Plus 42-58 25-47 17-28 11-16 7-12

Average 25-41 17-24 13-16 5-10 1-6

Below Average < 25 < 17 < 13 < 5 < 1

Fluency Gains Charts

Fall 2006-

DO

RF

IR

Winter 2006-

DO

RF

IR

TOTA

L GA

INS

GA

INS PER

W

EEK FO

R 110

Spring 2007-

DO

RF

IR

TOTA

L GA

INS

GA

INS PER

W

EEK

Last First 7 I Last First 7 I 0 8.6 Last First -7 -0.6

16 I 14 I -2 8.0 -14 -1.2

23 I 33 I 10 6.4 -33 -2.8

49 I 67 S 18 3.6 -67 -5.6

52 I 69 S 17 3.4 -69 -5.8

73 S 70 S -3 3.3 -70 -5.8

44 I 70 S 26 3.3 -70 -5.8

45 I 76 S 31 2.8 -76 -6.3

51 I 81 S 30 2.4 -81 -6.8

69 S 82 S 13 2.3 -82 -6.8

58 S 86 S 28 2.0 -86 -7.2

48 I 89 S 41 1.8 -89 -7.4

87 B 98 B 11 1.0 -98 -8.2

67 S 99 B 32 0.9 -99 -8.3

73 S 116 B 43 -0.5 -116 -9.7

113 B 142 B 29 -2.7 -142 -11.8

Progress Monitoring ChartsThird Grade

Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov NovORF ORF ORF ORF ORF ORF ORF ORF ORF ORF ORF

PM 1 2 3 4 5 6 7 8 9 10 1192 92 92 92 92 92 92 92 92 92 92

First NameStudent 1 86 65 81 73 92Student 2 71 57 70 61 70 92 78 62 77 94 61Student 3 15 13 21 20 19 35 19 18 25 22Student 4 72 76 86 67 95 111 79 62 91 102 55Student 5 72 59 81 66 94 93 107 94 102 60Student 6 111 85 113Student 7 68 54 66 65 81Student 8 86 54 59 75 60 81 65 73 87 55Student 9 79 58 73 87 94Student 10 100 83 113 96 121Student 11 49 27 30 40 33 27 44 25 41 35

Adequate Progress

S

S

S

S

S

I

I

Lost 2/14 = 14%

Increased to Strategic 5/7 = 71%

Increased to Benchmark 3/14 = 21%Lost 5/18 = 28%

Maintained Benchmark 13/18 = 72%

Increased to Benchmark 0/7 = 0%

AP is 13/18 B + 3/14 S + 5/7 I = 21/39 = 54%Each state may determine AP differently and have their own required percentage of progress

Intervention

• Intervention is instruction that enables struggling readers to make rapid progress and read as well as or better than their peers not struggling in reading Ann Duffy, 2001

• Instruction must be more focused, explicit and systematic

• Instruction must include word identification strategies and reading fluency practice with connected text

• Instruction must provide ample opportunities for guided practice, appropriate levels of scaffolding and responsive feedback Foorman and Torgeson, 2001

ACTS Blank Form

Teacher Directed Small Group

Assess Measure: Students Identified: Focus Skill:

Compile and Create Materials: 1. 2. 3.

Teach Content: 1st 2nd 3rd

Support Student Practice: 1. Reading connected text that is directly connected to focus skill taught 2.

Daily Progress Monday

Tuesday

Wednesday

Thursday

Friday

Group: Benchmark, Strategic or Intensive

ACTS FormStrategic Example

Teacher Directed Small Group

Assess

Measure: Dibels-Strategic Phonics Survey- long vowel spellings Students Identified: John Kurt Erica Amanda Tanner Focus Skill: long vowel spellings

Compile and Create Materials: 1. Long Vowel Sound Spelling Cards, Template # 7 (sound/spelling review) 2. Word reading with sound/spelling focus using Blending Routine Card or Template #8 (sound by sound blending). 3. .Decodables Decodable, Load the Boat (Decodable # 86), It Will Not Snow (Decodable #87) Rose Takes a Hike (Decodable #66) Routine Card for Reading Decodable Text and/or Template # 1

Teach Content: 1st- oa, a_e, i_e, o_e, ow, 2nd- boat, cake, hike, load, snow, rose, moat, bake, bike, goat, ride, low, crow, 3rd-Read sentences from decodable 4th – Preteach Word Knowledge Board, OCR

Support Student Practice: 1. Reading connected text that is directly connected to focus skill taught 2.Read and reread Decodable Text. Write beginning, middle, and end of story 3. Word Work Activities, list sound/spelling words, practice reading with partner, partner read sentences and OCR word board

Daily Progress John Kurt Erica Amanda Tanner Monday

Struggled with reading sentences and sight words

Solid Solid Struggled with sound spelling o_e

solid

Tuesday

Wednesday

Thursday

Friday

Group: Strategic

Teacher Direct Small Groups

Teacher Directed Small Reading Group: Teacher Instruction will be longer and more intense with intensive students, thus independent work will be less.

Groups Benchmark

High Strategic Strategic Intensive

Teacher Directed Connected Activities

Independent Activities High Priority

Independent Activities When High Priority Items are

Completed

Monday

Tuesday

Wednesday

Thursday

Friday

Second and Third Grade

Flexible Groupings

Teacher Directed Groups Independent or Partner Work Must Do's

How does the independent work reinforce and connect with the teacher directed group to ensure perfect practice?

May Do's

Benchmark

-Decodables and fluency practice. -Use of OCR literature leveled books utilizing Handing Off routine card for discussing the selection.

-Partner read OCR literature leveled books -Partner read Level Readers for Fluency Challenge passage and answer comprehension questions (some benchmark children may need Average passage). -Activities from OCR referring to reteach and challenge.

-Vocabulary activities from Leveled Readers for Fluency -OCR leveled classroom library books (On-Level and Advanced) -Inquiry and Investigation activities

High Strategic

-Phonics instruction based on core phonics survey deficits and fluency practice and decodables utilizing Decodable Books routine card.

-Partner reread anthology and add questions or answers to Concept Board -Partner read Level Readers for Fluency Average passage and answer the comprehension questions). -Activities from OCR, referring to reteach, intervention, and ELL.

-Vocabulary activities from Leveled Readers for Fluency -Partner read previous OCR poems -OCR leveled classroom library books (Easy and On-Level)

Strategic

-Phonics instruction based on core phonics survey deficits. Use of lower grade OCR phonics lessons and supporting decodables will be used utilizing Decodable Books routine card - Preteach grade level lesson as time allows. Remember to reference relevant sound/spelling cards.

-Reread anthology with partners or adult support and add questions or answers to Concept Board -Read grade level Decodable text -Partner read Level Readers for Fluency Easy passage and answer the comprehension questions. Activities from OCR, referring to reteach, intervention, and ELL.

-Vocabulary activities from Leveled Readers for Fluency -Partner read previous OCR poems -OCR leveled classroom library books (Easy)

Intensive

-Phonics instruction based on core phonics survey deficits. Use of lower grade OCR phonics lessons and supporting decodables will be used. -Reteach during intervention time. -Preteach grade level lesson as time allows. Remember to reference relevant sound/spelling cards.

-Partner reread decodables -Complete skill activity that supports instruction from teacher directed group. Refer to Intervention and ELL Guide for resources. -Read words that support instruction from teacher directed group (ex. le words, r-controlled words, etc.) -Partner reread previously taught decodables for building fluency. Activities from OCR, referring to reteach-, intervention, and ELL. -Horizons activities for 3rd graders as appropriate

-OCR leveled classroom library books (Easy)

Flexible Groupings

Teacher Directed Small Reading Group- Use of Open Court literature, decodables, and leveled books

Group Benchmark

Teacher Directed Connected Activities Must Dos May Dos

Monday

*Decodables and fluency practice with anthology

**Open Court seat work –refer to Challenge Resource Book *Practice fluency passage

*Open Court Leveled Literature Books. • Average • Challenge

*Partner read OCR phrases *Partner read Sight Words.

Tuesday

*Reread anthology selection independently. **Open Court seat work-refer to Challenge Resource Book *Vocabulary activity that connects with anthology selection. *Practice fluency passage

Wednesday *Reread anthology selection with partner. **Open Court seat work. *Continue Vocabulary activity

Thursday *Read Unit leveled fluency readers-Challenge.

**Open Court seat work. *Answer comprehension questions from Unit leveled Fluency Readers-Challenge.

Friday *After group reading lesson discuss comprehension questions from Unit Leveled Fluency Reader-Challenge.

*Reread Unit Leveled Fluency Book and expand on comprehension questions. **Open Court seat work.

Teacher Direct Small GroupsBenchmark Example

Teacher Directed Reading Group: Phonics instruction based on Core Phonics survey deficits and decodables (connected text). OCR anthology with preteach as necessary.

Groups High Strategic

Teacher Directed Connected Activities

Must Dos May Dos

Monday

*Rereading decodable that is connected to Phonics skill being taught. *Comprehension Activity (ex. write three events from the story).

*Word Work from decodable that connects with phonics skill taught and then practice reading. **Open Court seat work, reference Reteach, Intervention, and ELL teacher resource manuals.

*Open Court leveled classroom library books.

• Easy • Average • Challenge

*Read OCR Previous Poems and phrases *Partner read Sight Words.

Tuesday

*Partner read decodable. *Continue with Comprehension Activity

*Continue Work Work activity (could be timed reading of word lists with partners) *Read previous Word Knowledge Boards **Open Court seat work.

Wednesday

*Partner reread Anthology selection and add questions or answers to Concept and Question Board.

*Reaffirm/Extra Practice: Open Court’s comprehension skill for the week using for example graphic organizers, T-Charts, etc. *Reread core connected decodable (this may be different than the decodable used during the teacher directed group). ** Court seat work.

Thursday

*Independently read Unit Leveled (Average) Fluency Book and answer comprehension questions (2nd-3rd).

*Reread grade level decodable. *Open Court seat work. *Vocabulary activities refer to Open Court Vocabulary Activities Book.

Friday

*Quick discussion of comprehension questions from Thursday Must Dos assignment. *Reread Unit Leveled Fluency Book and expand on comprehension questions.

**Open Court seat work. **Open Court selection assessment.

Teacher Direct Small GroupsHigh Strategic Example

Teacher Directed Group: • Phonics instruction based on phonics survey deficits. Use of lower grade Open Court phonics lessons and supporting decodable will be used

utilizing decodable books, Open Court routine cards and WRRFTAC templates. • Preteach grade level lesson as time allows. Remember to reference relevant sound/spelling cards.

Groups

Strategic Connected Activities Must Dos May Dos

Monday

*Rereading decodable that is connected to Phonics skill being taught. *comprehension activity (ex. write three events from the story).

*Word work from decodable that connects with phonics skill taught and then practice reading. **Open Court seat work, reference Reteach, Intervention, and ELL teacher resource manuals.

*Open Court leveled classroom library books.

• Easy • Average • Challenge

*Read OCR previous poems and phrases *Partner read sight words.

Tuesday

*Partner read decodable. *Continue with comprehension activity

*Continue word work activity (could be timed reading of word lists with partners) *Read previous Word Knowledge Boards **Open Court seat work.

Wednesday

*Reread Anthology Selection with partners or adult support and add questions to answers to Concept and Question Board.

*Use graphic organizers, etc. to focus on reading comprehension skill for the week.

Thursday

*Read Open Court Unit Leveled Fluency Book-Easy and the comprehension questions.

**Open Court seat work *Vocabulary activities-refer to Vocabulary OCR activities book *Reread grade level decodable.

Friday

*Quick discussion of comprehension questions from Unit Leveled Fluency Book.

*Reread Unit Leveled Fluency Book and expand on comprehension questions **Open Court seat work.

Teacher Direct Small GroupsStrategic Example

Teacher Directed Reading Group • Phonics instruction based on phonics survey deficits. • Use of lower grade Open Court lessons and supporting decodables will be used. • Preteach grade level lesson as time allows. • Reteach Horizons lessons and reinforce deficit skills for students using replacement core. Students in replacement core would complete

replacement core activities first during flexible groups. Then OCR activities depending on student exposure to the comprehensive core program.

Teacher Instruction will be longer and more intense with intensive students, thus independent work will be less.

Groups Intensive

Connected Activities Must Dos May Dos

Monday *Rereading decodable that is connected to phonics skill taught. *Preteach as needed and appropriate (this will depend on the level of exposure each child has to the comprehensive core program on a daily basis)

*Word work from decodable that connects with phonics skill taught and then practice reading. *Reading of high frequency/sight words (previous grade level lists as needed-refer to scope and sequence) **Open Court seat work, reference Reteach, Intervention, and ELL teacher resource manuals.

*Open Court leveled library-Easy

Tuesday *Reread decodable connected to phonics skills taught Preteach as needed and appropriate (this will depend on the level of exposure each child has to the comprehensive core program on a daily basis) .

*Continue word work activity (could be timed reading of word lists with partners) *Read previous Word Knowledge Boards (previous grade level word boards as needed-refer to scope and sequence). *Reread grade level decodable with partner. **Open Court seat work.

Wednesday *Reread decodable connected to phonics skills taught Preteach as needed and appropriate (this will depend on the level of exposure each child has to the comprehensive core program on a daily basis) .

*Continue word work activity (could be timed reading of word lists with partners) *Read previous Word Knowledge Boards (previous grade level word boards as needed-refer to scope and sequence). **Open Court seat work. *Reread grade level decodable with partner

Teacher Direct Small GroupsIntensive Example

Quotes

“The true measure of a great team is that it accomplishes the results it sets out to achieve.”

“To stay focused, teams must publicly clarify their desired results and keep them visible.”

Lencioni, 2005

“Data driven instruction is one of the best things about Reading First, so that the needs of the children can be specifically met.” Elementary Principal

“I don’t feel that anyone is getting left behind.”Classroom teacher

“This has given me more things to celebrate through repeated progress monitoring and testing. I have a chance to celebrate even the little gains. It also gives me direction and focus for my teaching and for grouping.” Classroom teacher

“Having used DIBELS, I know better how to give strategic support more effectively and efficiently. One of the most useful things I’ve learned is to identify at-risk students early in the year and to be consistent with intervention groups. DIBELS has helped me to teach more strategically to students at the lower end of the learning profile. The most dramatic impact on my teaching has been the realization of the importance of fluency – not just knowing letters and sounds, but knowing them rapidly and accurately. I don’t feel that anyone is getting left behind.” Kindergarten teacher

Resource Pages• Creating Instructional Groups Flow Chart

• Grade Level Instructional Groups Chart

• Instructional Planning Steps Flow Chart

• Phonics Screener Table

• Fluency Gains Chart

• Acts Form

• Teacher Directed Small Group

• Flexible Grouping

• ktiefenthaler@bresnan.net for electronic version– Fluency gains charts

– Progress monitoring color coding

References• AIMSWeb.com, 2006.

• Crowl, Rhonda, Steps for Instructional Planning and Progress Monitoring, 2004.

• WRRFTAC, Fair to Good - Good to Excellent: Sharing Effective Reading First Practices, March 2007.

• Hancock PhD, Carrie, Using Data to Make Instructional Decisions, 2005.

• Hunsaker, Debbie, ACTS Forms, Flexible Grouping Forms and Teacher Directed Small Group Forms, 2007.

• Scholastic Core Phonics Survey: http://www.scholastic.com/dodea/Module_2/resources/dodea_m2_tr_core.pdf

• Tiefenthaler, Kathi, Taking Data to the Next Level, 2006.