Use of Reading Data to Drive Instruction in

District 200

April 13, 2012

Learning Targets for Today

Participants will:• Articulate the purpose of local norms• Obtain the skills needed to identify

improvements in Tier 1 by using district local norms

• Have the knowledge to identify students in need of intervention at Tier 2

• Establish consistent District-wide terminology

School Instructional Team (School Improvement, School Leadership, etc)

Grade Level Teams Behavior - School Wide Team

Individual Problem Solving

How does the School Instructional Team use reading data?• To check on overall health of reading

instruction in building– Have 80% of students met proficiency?

Reading Data available to District 200 Elementary Teams

• District Locals• ISEL (K-1)• ISAT (Grades 3-5)• AIMSWeb (Grades 2-5)• Reading Level Data (Some Schools)

How does the School Instructional Team use AIMSWeb data?• To check on overall health of reading

instruction in building– Have 80% of students met proficiency?– What is proficiency?

District 200 3rd Grade Benchmarking Data 2011-12

School One School Two

Katie reads correctly 82 wpm… Depending on the school, where does she fall?

Established

Emerging

Local Norms

• Local norms, by definition, provide data that represent a student’s particular educational context. The norms also represent important academic outcomes tied to curriculum scope and sequence and state standards.

** Taken from Best Practices in School Psychology V**Best Practice in Developing Academic Local Norms

Local Norms- District or School??

• Remember those triangles???• Only District local norms would solve the

problem.

What are predictive norms and how were they generated ?

Predictive Norms• Reflect future performance, not relative rank

• Static over time and among schools

• Correlational, not causal

How did we define future performance?

District 200 Performance Levels• Stratosphere – Solid Exceeds; Nearly Certain to Meet and Likely

to Exceed on ACT

• Inspire Me To Exceed – Low Exceeds / Very High Meets; Nearly Certain to Meet on ACT and Can Exceed if Challenged

• On – Level - Top Half of Meets Range; Very likely to Meet on ACT

• CUSP Watch - Low Meets; Projected to fail ACT and require remedial courses in college; Needs Changes to Instruction to Close Skill Gaps

• CUSP Ready - Almost Met State Standards; Can Meet Within a Year with Targeted Assistance

• Intensive Interventions – Low Below / Warning; Needs Intensive, Long-Term Interventions and Progress Monitoring

Meets State Standards

College & Career Ready

Aimsweb-to-Comprehension Correlation Study

• Matched three years of data from Aimsweb to ISAT by D200 color codes (2,000 – 3,000 students per grade)

• Used local scores by projected ISAT for grade 2

Aimsweb Predictive Norms• Green = > 80% correlation to College & Career Ready on ISAT

• Yellow = No correlation to comprehension (need more information)

• Red = > 80% correlation to NOT scoring College & Career Ready on ISAT

D200 Norms words read correctly per minute

District Local Norms – 2nd Grade Winter 2011-12

District Local Norms – 3rd Grade Winter 2011-12

District Local Norms – 4th Grade Winter 2011-12

District Local Norms – 5th Grade Winter 2011-12

How do school teams use the reading data in Tier 1 (core instruction)?

School Instructional Team (School Improvement, School Leadership, etc)

Grade Level Teams Behavior - School Wide Team

Individual Problem Solving

Grade Level Meetings Benchmark• Three times per year• Substitute provided• Data

• ISEL• AIMSWeb• Local assessments• ISAT

• Specialists in attendance

Formative• Two or more times per month• Schools determine the time• Data driven

• Team created assessments• Specialists as needed

Grade Level Flex Time• Vertical articulation• Two times per year• Substitute provided• District tests• Specialists as needed

PLC Process

• What do we want students to learn?• How will we know if they have learned it?• What do we do with those students who

haven’t learned it?• What do we do with those who have

mastered it?

Problem Solving Process

What data do grade level teams use to improve core?• Benchmarking data (3 times a year)

– AIMSWeb– ISEL

• District Locals (2-3 times a year)• ACCESS and ISAT (once a year)• Common Assessments (Every two weeks)

– Formative or Summative• Reading Level Data (Depending on school)

Grade Level Teams (Benchmark)• Three times per year (Sept/Oct-Jan/Feb- May/June) • Compare Grade/ School Data to District Local Norms • Identify strengths & weaknesses of Tier 1 instruction

based on the data• Make measurable grade level goals & action plans to

improve student learning for the whole grade level• Place students in flexible groups in classroom• Determine which students need Tier 2 interventions

by support staff

Grade Level Teams (Formative)• Two or more times per month• Identify strengths and weaknesses of Tier 1

instruction based on (formative assessments & district data)

• Discuss effective teaching strategies to support student learning.

• Make measurable grade level goals and action plans to improve student learning for the whole grade level

• Create ways to monitor progress on the goals• Plan a date to review the goal(s)

District 200 Guidelines for Tier 2 Interventions

• Tier Two interventions are to be in addition to the core curriculum

• Progress monitoring needs to take place every two weeks using AIMSWeb

• Parent notification, not permission, is necessary (district form provided)

• System needs to allow for students to transition from one school year to the next without interruption of interventions

Sample Review of Data- Tier One • Review Grade Level Benchmark Meeting

– Structure– Roles

• How will your building manage the staff resources in order to support this process?