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Spring, 2009 www.cenmi.org/miblsi Cohort 4 Middle/Jr. High School Data Review and Action Planning: Schoolwide Reading

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www.cenmi.org/miblsi. Cohort 4 Middle/Jr. High School Data Review and Action Planning: Schoolwide Reading. Spring, 2009. Acknowledgements. Many slides are based upon the work of Roland Good and Ruth Kaminski, DMG The Data Review Guide is adapted from the Thumb Area Student Achievement Model - PowerPoint PPT Presentation

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Page 1: Spring, 2009

Spring, 2009

www.cenmi.org/miblsi

Cohort 4 Middle/Jr. High School Data Review and Action Planning:

Schoolwide Reading

Page 2: Spring, 2009

Acknowledgements

• Many slides are based upon the work of Roland Good and Ruth Kaminski, DMG

• The Data Review Guide is adapted from the Thumb Area Student Achievement Model

• Reading Presentation Prepared by:– Gloria Johnson– Margie McGlinchey– Jim Weaver

Page 3: Spring, 2009

Preparation for the Team Pair Share

• Review Winter Data Review Guide completed in January

• Locate the Team Pair Share Preparation Sheet • Respond to the questions regarding your

team’s assignments at Winter Data Review and be prepared to share with another team

• 10 minutes

Page 4: Spring, 2009

Team TimeTeam Time

Team Pair ShareTeam Pair Share

• Share with your partner team your school’s Share with your partner team your school’s progress with the assignments on the Team progress with the assignments on the Team Pair Share WorksheetPair Share Worksheet

• 7 minutes per team share time7 minutes per team share time

Page 5: Spring, 2009
Page 6: Spring, 2009

How Are We Doing?

What Do We Need To Know?

1. What percent of students achieved literacy goals (met targets)?

2. What percent of students are making adequate progress toward achieving literacy goals?

• Is our system of support effective enough to get students on track and to keep them there?

• How effective is our core (benchmark) support?

Page 7: Spring, 2009

How Are We Doing?

Question #1: What percent of students achieved literacy goals (met target)?

• What percent of students were established in winter on ORF? Mazes?

• What percent of students are established in spring on ORF? Mazes?

Page 8: Spring, 2009

Where Do We Find Percent of Students at Benchmark, Strategic, or Intensive Levels?

Use the Achievement % Report

Page 9: Spring, 2009

Team TimeTeam Time

• Record % established for Record % established for fall, winter, and spring on fall, winter, and spring on the Data Review Guidethe Data Review Guide

• Materials NeededMaterials Needed

– Achievement % Reports Achievement % Reports for each gradefor each grade

– Spring Data Review Spring Data Review GuideGuide

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 10: Spring, 2009

How Are We Doing?

Question #2: What percent of students are making adequate progress toward achieving literacy goals?

•Is our system of support effective enough to get students on track and to keep them there?

•How effective is our core (benchmark) support?

Page 11: Spring, 2009

Summary of Impact

Page 12: Spring, 2009

How Effective Is Our Benchmark Instruction?

• What was the average weekly gain in WCPM for established level students?

• What percent of established level students stayed at benchmark?

Page 13: Spring, 2009

Summary of Impact

Page 14: Spring, 2009

Summary of Impact: Average Weekly Gain

• (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester

(Sp - W) ÷ 18

(172-161) ÷ 18

• Use 50th %ile for benchmark and compare to Growth Table’s typical rate of improvement (ROI)

• Circle + for above, - for below

50th %ile

W Sp

Page 15: Spring, 2009

Summary of Impact: Percents

Percents of students remaining at benchmark

Page 16: Spring, 2009
Page 17: Spring, 2009

How Effective Is Our Strategic Instruction?

• What was the average weekly gain in WCPM for emerging level students?

• What percent of emerging level students moved to benchmark?

Page 18: Spring, 2009

Summary of Impact

Page 19: Spring, 2009

Summary of Impact: Average Weekly Gain

• (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester

(Sp - W) ÷ 18

(123-109) ÷ 18

• Using 25th %ile for strategic, compare to Growth Table’s typical rate of improvement (ROI).

• Circle + for above, - for below

25th %ile

W Sp

Page 20: Spring, 2009

Summary of Impact: Percents

• Percent of students moving from strategic to benchmark

Page 21: Spring, 2009
Page 22: Spring, 2009

How Effective Is Our Intensive Instruction?

• What was the average weekly gain in WCPM for deficit level students?

• What percent of deficit level students moved to strategic or benchmark?

Page 23: Spring, 2009

Summary of Impact

Page 24: Spring, 2009

Summary of Impact: Average Weekly Gain

• (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester

(Sp - W) ÷ 18

(89 - 74) ÷ 18

• Using 10th %ile for intensive, compare to Growth Table’s typical rate of improvement (ROI).

• Circle + for above, - for below10th %ile

W Sp

Page 25: Spring, 2009

Summary of Impact: Percents

• Percent of students moving from intensive to benchmark

Page 26: Spring, 2009

Steps for Determining Adequate Progress of Deficit Level Students

• Find spring cut score for strategic level from the MiBLSi Preliminary Benchmark Goals for Grades 5-8 sheet

• Look at students listed in Intensive Support column on Summary of Impact Report and make an X next to the names of students who score at or above the spring cut score for strategic level

• Add number of Xs to number of s on the report to determine the number of students making adequate progress (moving from intensive to either strategic or benchmark)

• Divide the sum of Xs and s by the total number of intensive students. Multiply by 100

[(Xs + s) ÷ Total] x 100 = %

Page 27: Spring, 2009

Steps for Determining Adequate Progress of Deficit Level Students

[(Xs + s) ÷ Total] x 100 = % [( 3 + 0) ÷ 10] x 100 = 30%

xx

x

Page 28: Spring, 2009
Page 29: Spring, 2009

Team TimeTeam Time

• Complete pages 2 & 3, sections A, B & C of Reading Complete pages 2 & 3, sections A, B & C of Reading Data Review GuideData Review Guide– Materials needed Materials needed

• Previous slides in handout for referencePrevious slides in handout for reference• Summary of Impact ReportsSummary of Impact Reports• AIMSweb Aggregate Growth TableAIMSweb Aggregate Growth Table• CalculatorCalculator

– MiBLSi Preliminary Benchmark Goals for Grades 5-8MiBLSi Preliminary Benchmark Goals for Grades 5-8• Finish early?Finish early?

– Complete the optional Summary TableComplete the optional Summary Table• Directions are on the next two slidesDirections are on the next two slides

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 30: Spring, 2009

Team TimeTeam Time

OptionalOptional• Transfer the information from the Data Review Transfer the information from the Data Review

Guide to the Summary Table, for second Guide to the Summary Table, for second semestersemester

• Highlight with yellow or green highlighters using Highlight with yellow or green highlighters using key at bottom of the tablekey at bottom of the table

• If finished before time is up, follow the same If finished before time is up, follow the same steps to transfer first semester data using Spring steps to transfer first semester data using Spring Data Review Guide completed in JanuaryData Review Guide completed in January

Page 31: Spring, 2009

Team TimeTeam Time

Complete the Middle School Summary Complete the Middle School Summary TableTable

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Using the data from Using the data from Sections A, B & C, or the Sections A, B & C, or the optional Summary Table, optional Summary Table, answer the Guiding answer the Guiding Questions on the Data Questions on the Data Review GuideReview Guide

Page 32: Spring, 2009

Schoolwide Implementation Features

• Goals, Objectives, Priorities

• Assessment

• Instructional Program and Materials

• Instructional Time

• Differentiated Instruction/Grouping/Scheduling

• Administration/Organization/Communication

• Professional Development

Page 33: Spring, 2009

Schoolwide Examples

Instructional Time

• Students receive one hour of reading instruction daily

– Explicit instruction in vocabulary, comprehension, fluency

• Additional time is allocated for struggling students

Page 34: Spring, 2009

Schoolwide Examples (con’t.)

Differentiated Instruction

• Flexible homogenous groups based on student performance

• Group size, time allotted, and instructional materials are based on student performance data

Page 35: Spring, 2009

Schoolwide Examples (con’t.)

Administration, Organization, and Communication

– Leadership maintains a focus on high-quality instruction, organizing and allocating resources to support reading instruction

– Create an organized plan to deliver Scientifically-Based Reading practices

• Grade/Content level teams

• Monthly leadership meetings

Page 36: Spring, 2009

Team TimeTeam Time

SchoolWide Evaluation and Planning Tool (SWEPT)SchoolWide Evaluation and Planning Tool (SWEPT)

School-Wide Evaluation & Planning Tool (SWEPT) for Middle

School Literacy

Adapted from the PET-R* By Authors:

Edward J. Kame’enui, Ph.D. Deborah C. Simmons, Ph.D.

August 2007

*Based on: Sugai, G., Horner, R., & Todd, A. (2000). Effective behavior support: Self-assessment survey. Eugene, OR: University of Oregon.

Team Time 5 Team Time 5 •Complete SWEPTComplete SWEPT•5 minutes per section (35 5 minutes per section (35 minutes) minutes) •Turn in one copy of page Turn in one copy of page 12 today12 today

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 37: Spring, 2009
Page 38: Spring, 2009

Action Plan Progress Monitoring• In the fall we developed an action plan with

– Two measurable goals specifying where we wanted to be by spring

– Activities needed to achieve those goals

• In winter data review we made mid-year adjustments and added one additional goal to the Action Plan (Vocabulary)

• The year is almost over…How did we do?…

Page 39: Spring, 2009

Team TimeTeam Time

Review your action plan and dataReview your action plan and data

• Did you achieve your goals?Did you achieve your goals?

• Complete section 3 of the Data Complete section 3 of the Data Review GuideReview Guide

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Page 40: Spring, 2009

Implications for Summer and Fall 2009

Considering all data sources for all grades complete Next Steps, section number 4, of the MS Reading Data Review Guide

Page 41: Spring, 2009

Team Pair ShareTeam Pair ShareTopics for sharing:Topics for sharing:

– How Are We Doing? How Are We Doing?

• Spring ‘09 Reading outcomesSpring ‘09 Reading outcomes

– Did We Achieve Our Action Plan Goals?Did We Achieve Our Action Plan Goals?

– What Are Our Next Steps?What Are Our Next Steps?

• Implications for Summer 09 Implications for Summer 09 planning/activitiesplanning/activities

• Implications for Fall 09 planning/activitiesImplications for Fall 09 planning/activities

Team TimeTeam Time

Page 42: Spring, 2009

Where Can We Use What We’ve Done Today?

A Look to the Future…

• Staff meetings to share with fellow teachers

• Board meetings to update them on the outcomes and preliminary planning for the summer and next year

• Curriculum committee or board when data suggests specific issues for which the school lacks instructional materials that have SBRR

• Basis for Fall Action Plan

• Needs assessment for SBRR professional development

• Needs assessment for grant opportunities

Page 43: Spring, 2009

Congratulations! You’ve Completed Year Three Congratulations! You’ve Completed Year Three of a Three to Five Year Change!! of a Three to Five Year Change!!

• Success can rarely be credited to only one person.Success can rarely be credited to only one person.

• Take a look around your team’s table.Take a look around your team’s table.

• Acknowledge the contributions of your teammates by Acknowledge the contributions of your teammates by writing the name of the person to your left on the back of writing the name of the person to your left on the back of a sticky note and jotting a note of appreciation on the a sticky note and jotting a note of appreciation on the front. Repeat for the person to your right. front. Repeat for the person to your right.

• Place sticky notes, comment side up in the center of the Place sticky notes, comment side up in the center of the table in random order. When all are complete, read them table in random order. When all are complete, read them aloud, guessing the name of the person being described. aloud, guessing the name of the person being described.

• Contributions can be serious or humorous. Have some Contributions can be serious or humorous. Have some fun!!fun!!

Team TimeTeam Time

Page 44: Spring, 2009

TEAMWORK is not always about winning, but working together to make things happen