### Preparing for Data Analysis PowerPoint

```Preparing for Fall Data Analysis
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INSTRUCTIONAL TIME AND SCHEDULING
USING DATA CARDS
BUILDING INSTRUCTIONAL FOCUS GROUPS
Instructional Time


Instructional Time
Materials
See Math and ELD
Math and ELD
Math
ELD
 K-5:
 ELD Levels 1-4:
Number Corner … 15-20min/day
Core Lesson………. 60min/day
 6-8: 60 minute block
(does not include transition time)

minimum of 150 minutes per
week
 ELD Levels 1-2:

300 minutes per week
recommended
 Highlighter Protocol


highlight the elements of the Instructional Time portion of the
Find a partner that you haven’t worked with before –
Share what your school already has in place – 1 minute each
 Share how your school is meeting the needs of Tier 1 (Benchmark),
Tier II (Strategic) and Tier III (Intensive). Walk to Read? Other?



What are or will be the challenges of making these instructional time
expectations work?
A
Comprehensive
Approach to
Assessment
Building Assessment
Literacy #2
Turn and Talk
The Data Wise process
What Data Wise Is and Isn’t
It Is…
It Isn’t…
• A process
• A program
• A way to structure
improvement
• Grounded in multiple forms
of data
• Just about using test data
• Collaborative
• A solo activity
• A way of “doing business”
school-wide
using Excel, and making charts
10:23
Data Wise Improvement Process
10:21
Building Assessment
Literacy #3
 Accessing DIBELS and easyCBM Reports
 DIBELS - https://dibels.uoregon.edu/data/
Histogram
 Grade Level Report & Class List Report

Password: pps+pps employee ID (ex. pps015629)

easyCBM - http://pps.or.easycbm.com/
Benchmark Score Report
 Percentile Cut Scores for Tier I, II, III

Password: pps employee ID w/o zeroes (ex. 15629)
Nonsense Word Fluency – Correct Letter Sounds (NWF-CLS)
Histogram Report
Likely to Need
Intensive Support
32% (n=24)
Likely to Need
Strategic Support
20% (n=15)
Likely to Need
Core Support
49% (n=37)
Score range: 0-17
Well Below
Benchmark
Score range: 18-26
Below Benchmark
Score range: 27-143
At or Above
Benchmark
easyCBM Benchmark Score Report
Understanding DIBELS and easyCBM Benchmark Goals
Build Assessment Literacy #2
Composite Scores
 Handout: DIBELS Next
Benchmark Goals and
Composite Score





Read pages 1 & 2 (stop
before section: Benchmark
Goal Research)
Highlight key ideas
Jot questions in margins
Talk with a partner
Group questions
Risk Levels
 Handout: easyCBM Risk
Levels
Data Cards
Create Data Overview #3
 Composite Scores
 Risk Rating
 Scores for measures
 Raw scores and percentiles for
 Phonics Survey
 Progress Monitoring

 Other formative data



each measure
OAKS
needed
Progress Monitoring
Other formative data
Data Card Activity
Create Data Overview #3
K-3 Practice Activity
4-8 Practice Activity
Reports, identify 2
core/benchmark
students, 2 strategic
students and 2 intensive
level.
 Complete a data card for
each.
Report, identify 2 Low
Risk, 2 Some Risk and
2 High Risk students.
 Complete a data card
for each.
INSTRUCTIONAL FOCUS
GROUPS
DIFFERENTIATING TO MEET THE
INSTRUCTIONAL NEEDS OF ALL STUDENTS
Create Data Overview
Step #3
Differentiated Instructional Focus Groups
Instructional Focus #1 Description:
Students who significantly exceed DIBELS benchmark goal and
pass all sections of the Phonics Survey and Unit Assessments.
Instructional Focus: High benchmark students receive
systematic grade level core instruction (particularly explicit
vocabulary and comprehension strategy instruction) in addition
to coordinated and well-planned enrichment reading activities.
Differentiated Instructional Focus Groups
Instructional Focus #2 Description:
Students who meet DIBELS benchmark goal and pass all
sections of Phonics Survey and Unit Assessments.
systematic and explicit grade level core program
instruction to ensure mastery of grade level standards.
Use the Unit Data
Unit Test Results
Date of Test: October 14, 2008
HM Level (theme): 1
A
Alexandra
Avria
Jennifer
Andrew
Samuel
Trevor
Macaila
Jeremy
Joyce
Julissa
Elena
Emily
Natsumi
Anh-Kenny
Alec
Justin
Dasha
Angelina
Brandon
Faith
Francisco
Total % Correct
Pass
No Pass
Small Groups, Whole or Individual:
Group Level (strategic, benchmark): benchmark
B
Sequence of Making
Events
Inferences
5
5
2
2
5
4
5
5
4
4
5
5
4
4
4
5
4
5
5
4
4
4
3
4
5
4
4
5
4
4
4
3
4
5
3
5
4
5
5
3
4
5
5
5
83%
86%
C
D
E
F
G
I
Cause
and
Effect
5
2
5
5
3
5
4
4
3
3
5
3
5
4
5
3
3
3
5
3
3
5
Information
and Study
Skills
5
3
4
5
5
5
5
5
4
4
5
3
4
5
4
5
4
3
5
5
5
4
Base
Words
5
4
5
5
0
4
5
5
4
5
5
1
4
5
5
5
4
4
4
5
5
5
Syllabication
5
0
5
4
4
4
4
5
5
4
4
3
5
4
4
5
3
5
5
4
5
5
Inflected
Endings
5
3
4
4
5
5
4
4
4
5
5
4
4
4
3
4
4
4
4
5
0
4
Vocabulary
10
4
3
5
8
9
8
5
6
4
5
7
3
6
6
8
0
6
5
7
6
5
77%
88%
85%
83%
79%
55%
44%
78%
84%
73%
93%
84%
82%
78%
76%
82%
62%
76%
82%
78%
82%
60%
73%
82%
82%
73%
84%
Differentiated Instructional Focus Groups
Instructional Focus #3 Description:
Students who meet DIBELS benchmark goal and fail one or
more sections of Phonics Survey and Unit Assessments
systematic and explicit grade level core program
instruction targeted at the deficits identified on the
phonics survey and unit assessments.
Differentiated Instructional Focus Groups
Instructional Focus #4 Description:
Students who score below DIBELS benchmark goal and
pass all sections of the Phonics Survey.
systematic and explicit grade level core program
instruction. In addition, small group instruction will be
focused on fluency, vocabulary and comprehension.
(see benchmark targets for each task)
Beginning
End
Kinder
1-3
1-5
First
1-5
1 - 11
Second
5 - 11
5 - 13
Third and Up 9 – 13
9 – 13
See Phonics Survey Target & Benchmark Scores Handout
Differentiated Instructional Focus Groups
Instructional Focus #5 Description
Students who score below DIBELS benchmark goal and
do not pass one or more tasks on the Phonics Survey.
Instructional Focus: Pre-teach or re-teach to achieve
mastery of grade level Core program. Explicit small
group instruction focused on targeted phonics skills as
identified by Phonics Survey.
Differentiated Instructional Focus Groups
Instructional Focus #6 Description
Students who score well below DIBELS benchmark goal.
Instructional Focus:
Scott Foresman core instruction in vocabulary and
comprehension plus intervention program . (See Reading
Framework)
K-3 Instructional Focus Groups
PRACTICE ACTIVITY:
1. EACH PERSON TAKES A CARD
2. IN TURN, EACH PERSON READS HIS/HER
CARD.
3. THE GROUP DISCUSSES THE APPROPRIATE
INSTRUCTIONAL FOCUS GROUP
4. REPEAT STEPS 1-4 FOR EACH CARD.
Differentiated Instructional Focus Groups
Instructional Focus #1 Description:
Students who have an easyCBM Risk Rating of 0-1 and significantly
exceed the percentiles on the vocabulary and comprehension
measures, pass all sections of the Unit Assessments in Scott
Foresman or EMC, and exceed on OAKS.
Instructional Focus: High benchmark students receive
Differentiated Instructional Focus Groups
Instructional Focus #2 Description:
Students who have an easyCBM Risk Rating of 0-1 (Tier I), pass all
sections of the Unit Assessments in Scott Foresman or EMC, and
meet or exceed on OAKS.
Instructional Focus: Benchmark students receive systematic
and explicit grade-level core instruction to ensure mastery of
Differentiated Instructional Focus Groups
Instructional Focus #3 Description:
Students who have an easyCBM Risk Rating of 2-4, meet grade
level percentile on fluency measure, score below grade level
percentile on comprehension and/or vocabulary measures,
demonstrate inconsistent performance on Unit Assessments in
Scott Foresman or EMC, and may or may not meet on OAKS.
Instructional Focus: Strategic students receive systematic and
explicit grade-level core instruction along with pre-teaching
and/or re-teaching to achieve mastery of grade-level standards.
Targeted, explicit, small group instruction should be focused on
comprehension and/or vocabulary.
Differentiated Instructional Focus Groups
Instructional Focus #4 Description:
Students who have an easyCBM Risk Rating of 2-4, do not meet
Phonics Survey, demonstrate inconsistent performance on Unit
Assessments in Scott Foresman or EMC, and may or may not
meet on OAKS.
Instructional Focus: Strategic students receive systematic and
explicit grade-level core instruction to achieve mastery of gradelevel standards with targeted, explicit, small group instruction
and practice opportunities in fluency.
Differentiated Instructional Focus Groups
Instructional Focus #5 Description:
Students who have an easyCBM Risk Rating of 2-4, do not meet
grade level percentile on fluency measure, do not pass Tasks 1213 of Phonics Survey, demonstrate inconsistent performance on
Unit Assessments in Scott Foresman or EMC, and may or may
not meet on OAKS.
Instructional Focus: Strategic students receive systematic and
explicit grade-level core program instruction to achieve mastery
of grade-level standards with targeted, explicit, small group
instruction, and practice opportunities in multisyllabic word
reading. (Rewards in 4-8 or SF Enhancements 4-5)
Differentiated Instructional Focus Groups
Instructional Focus #6 Description
Students who have an easyCBM Risk Rating of 5-6.
Instructional Focus: Intensive students receive systematic and
explicit instruction in an intervention program.
4-8 Instructional Focus Groups
PRACTICE ACTIVITY:
1. EACH PERSON TAKES A CARD
2. IN TURN, EACH PERSON READS HIS/HER
CARD.
3. THE GROUP IDENTIFIES THE
APPROPRIATE INSTRUCTIONAL FOCUS
GROUP AND PLACES CARD ON THE TABLE
IN THE APPROPRIATE PLACE.
4. REPEAT STEPS 1-4 FOR EACH CARD.
Level
Team
Meetings
 Meet 5 times a year
 Fall, winter, spring –Screening and
Benchmarking data serves as focus of
data analysis
Monitoring data serves as focus of data
analysis
 Teachers will be released in grade
level groups or bands
 School Improvement Specialists
facilitate meetings and prepare
data
 Fall Grade Level Team Data Analysis Protocol
 Part I
 Observation Tool for Viewing Data Team Meeting
Protocol : Modified Final Word
1.
2.
3.
4.
5.
6.
7.
Form groups of three. Select a facilitator
questions that you would like to discuss at your table.
One person shares 1 comment or question and why it is
significant. 2-3 minute
Each listener has 1 minute to add to and build on what has
been said.
Person who originally shared, takes 1 minutes to share final
thoughts having listened to sharing by colleagues.
Repeat process with each group member. Do not repeat
selected comments or questions by other group members.
As a table, choose one unanswered question to share out
whole group. 2 minutes
Next Meeting
 Wednesday, September 7, 2:00 – 5:00
Windows Cafeteria, BESC
Daniel Cogan, [email protected]
Cathy Cowherd, [email protected]
Laurel Feldman, [email protected] (Language!)
Sheila Hallinan, [email protected]
Mindy Hawley, [email protected]
Maryanne Stalnaker, [email protected]
School Improvement Plan Goals
DIBELS and easyCBM Refreshers
DIBELS
 What is DIBELS Next
Refresher Training?
 Steps for Planning
Refresher Training
easyCBM
```