cohort 4 elementary school data review and action planning: schoolwide reading spring 2009

Cohort 4 Elementary School Data Review and Action Planning:

Schoolwide Reading Spring 2009

www.cenmi.org/miblsi

Evaluation of Core/Strategic/Intensive Reading Programs

Assuming we share a common goal of teaching all students to read…

1.Are we developing reading support systems for all students?

2.Are we improving reading outcomes at each grade level and across time?

As the building leadership team, we have three tasks:1. Answer the question about how we are

doing across the whole school and across time-at all tiers, for all students.

2. Identify improvements to celebrate with the staff

3. Identify what systems and procedures need to be in place to support each grade level in the development of a collaborative plan to address the needs of each and all students.

Using the PET-R to Evaluate and Plan a Schoolwide Beginning

Reading Program

Overview of the PET-REvaluation Sections reflect critical components of a Schoolwide Model:

I. Goals, Objectives, Priorities

II. Assessment

III. Instructional Program and Materials

IV. Instructional Time

V. Differentiated Instruction/Grouping/Scheduling

VI. Administration/Organization/Communication

VII. Professional Development

Completing the PET-RPET-R can be completed individually or in school teams:

• Evaluation criteria: Each item has a value of 0, 1, or 2 to indicate the level of implementation

– Some items are designated with a factor, (e.g., x2). Items with this designation are considered more important in the overall reading program. Multiply your rating by the number in parentheses and record that number in the blank to the left of the item.

• Documentation of Evidence: In the right-hand column of the table for each section, document the evidence to support your rating for each item.

– Ex. What does it look like? How would an outsider know?

Using the PET-R to Evaluate a Schoolwide

Reading Program: Administration/Organization and

Professional Development

Activity: Complete Sections VI and VII of the PET-R

• Review and complete each item

• As a school team, report a common score for each item and document the information sources available to substantiate the score reported.

Activity: School Summary Score

1. After your team evaluates current practices on all 7 sections, proceed to page 11 in the PET

2. Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided

3. Sum your total school score and percentage

4. Retain a copy of this document for planning

5. Turn in one copy of page 11

• As a leadership team, complete As a leadership team, complete the Planning and Evaluation the Planning and Evaluation Tool-Revised (PET-R). Tool-Revised (PET-R).

• You may not have time to You may not have time to complete it all this morning. It is complete it all this morning. It is due by the end of the year June due by the end of the year June 15.15.

Team TimeTeam Time

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

PET document is Yellow

First: The celebration!Review each cross year box plot at every grade level.

– Is there an upward trend from winter to spring? Is more of the box above the grey bars?

– Across years, is there an upward trend? Do we have more successful students this year than we did last year? (“goesupness”-Roland Good)

A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.]

Using your PET-R and Cross Year Box Plots :Using your PET-R and Cross Year Box Plots :

– What results will be shared at each grade What results will be shared at each grade level in celebration?level in celebration?

– What will the celebration consist of?What will the celebration consist of?

• Who?, What?, When?, Where?Who?, What?, When?, Where?

– How will this information be integrated with How will this information be integrated with your School Improvement Plan and your School Improvement Plan and evaluation of your School Improvement evaluation of your School Improvement Plan ?Plan ?

Team TimeTeam Time


PET document is Yellow

Setting Our Sights on Bigger Goals Through the Problem Solving Process

Problem Identification

Problem analysis

Plan Implementation

Plan Evaluation

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– What are the standards? (goals, benchmarks, etc.)

– What is the actual performance?

– Is the performance acceptable?

– What information will the team use today to answer these questions?

• Histograms

MiBLSi Cohort 4: Middle-of-Year Kdg Phoneme Segmentation Fluency*

62% (n=908) Low Risk

23% (n=342) Some Risk

14% (n=207) At Risk

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Phonemic awareness skills of 35 correct sounds per minute by Spring

MiBLSi Cohort 4:Middle-of-Year 1st Grade Nonsense Word Fluency*

56% (n=785) Established

35% (n=487) Emerging

9% (n=126) Deficit

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Alphabetic principle skills of 50 correct letter sounds per minute by winter

MiBLSi Cohort 4: Middle-of-Year 5th Grade Oral Reading Fluency*

61% (n=587) Low Risk

17% (n=167) Some Risk

22% (n=211) At Risk

*Missing Data

Questions:1.What is the instructional priority?2.How are we doing? Reading fluency skills of 124 correct words per minute by Spring



Problem analysis

Plan Implementation

Plan Evaluation

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Problem Analysis• Are we confident that the results are

accurate?

• Why is the problem occurring?

• What else do we need to know about the discrepancy between the goal and the outcome?

• What information will the team use today?

• Summary of Effectiveness

• PET-R curriculum maps, goals, delivery of instruction, management etc.

Brief review of Summary of Effectiveness Report

Summary of Effectiveness Report:How effective is our system of support?

Strategic BenchmarkIntensive

School Names

District Name

All

Effectiveness Report:How are We Doing as a District?

How effective is our core (benchmark) support?

How effective is our supplemental (strategic) support?

How effective is our intervention (intensive) support?

How Effective is our Core (Benchmark) Program?

A Core Program is effective if it:

• Meets the needs of 80% of all students in the school.

• Supports 95-100% of benchmark students to make adequate progress and achieve the benchmark goal.

How Effective is our Core (Benchmark) Program?

How Effective is our Supplemental (Strategic) Support?

A Supplemental Program is effective if it:

• Meets the needs of students in the school who will need more support than the core curriculum and instruction can provide

• Supports 80% - 100% of strategic students to achieve the benchmark goal.

How Effective is our Intervention (Intensive) Support?

An Intervention Program is effective if it:

• Meets the needs of the 5% of students in the school who will need very intensive intervention to achieve literacy goals.

• Supports 80% - 100% of intensive students to reduce their risk of reading difficulty to strategic or achieve the benchmark goal.

DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress

Time 1 (e.g., Fall) Time 2 (e.g., Winter)

At-RiskIntensive 1. Some Risk

2. Low Risk

At-RiskStrategic Some Risk

3. Low Risk

At-RiskBenchmark Some Risk

4. Low Risk

What is Adequate Progress?

Benchmark Students– Effective core curriculum & instruction should:

• support 95% of benchmark students to achieve each literacy goal.

Strategic Students– Effective supplemental support should:

• support 80% of strategic students to achieve each literacy goal.

Intensive Students– Effective interventions should:

• support 80% of intensive students to achieve the goal or achieve emerging or some risk status.

Kindergarten First Semester Example: Evaluating Effectiveness of Schoolwide System Worksheet

Summary Table ExampleEvaluating the Effectiveness of School-wide System Worksheet

Summary of EffectivenessExamples

School A

School B

School C

School D

School E

Review your completed Review your completed Summary TableSummary Table

– Is it accurate?Is it accurate?

– What are the implications of the results?What are the implications of the results?

If you do not have it completed…If you do not have it completed…

– Use your own data to complete the Evaluating Use your own data to complete the Evaluating Effectiveness of Schoolwide System Worksheets Effectiveness of Schoolwide System Worksheets for the second semesterfor the second semester

– Complete the Summary Table to display your Complete the Summary Table to display your school’s relative strengths and weaknessesschool’s relative strengths and weaknesses

– As a leadership team what are your next steps?As a leadership team what are your next steps?


Team TimeTeam TimeSummary Table is Pink

Effectiveness worksheet (k-3) is Blue

Effectiveness worksheet (4-6) is Pink



Problem Analysis

Plan Implementation

Plan Evaluation

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✔

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Plan Implementation• What needs to happen differently so that more

students are reaching our reading goals at each grade level?

• What are the implications for resources, professional development needs, instructional priorities, intervention, communication?

• What information will the team use today?

– PET-R

– Current hypotheses

– Summary of Effectiveness Student Data

– Your current action plan

Based on your student data at each grade level, your PET-R, Based on your student data at each grade level, your PET-R, and a review of your action plan revised in winter…and a review of your action plan revised in winter…

– What actions will the school leadership team What actions will the school leadership team take to increase student achievement? (PD, take to increase student achievement? (PD, intervention)intervention)

– What support is needed at grade level What support is needed at grade level meetings to maximize their effectiveness and meetings to maximize their effectiveness and efficiency ( How often? Action plans?)efficiency ( How often? Action plans?)

– How will this information be used to support, How will this information be used to support, and integrate with your School Improvement and integrate with your School Improvement Plan?Plan?

Team TimeTeam Time


Grade Level Meetings• Share data with staff at least a week before

meeting so that grade level teachers have an opportunity to think about and process the data.

• Develop and distribute an Agenda

• Make sure all individuals related to supporting grade level instruction are invited.

• Review group norms, and assign roles

Grade Level Meetings

Problem Identification-What reports?

Problem analysis-For core instruction and Tier II and III

Plan Implementation-Time, PD resources, intervention at all levels

Plan Evaluation-Who will need progress monitoring? How will it get done?

Grade Level Supports on Website

A Continuous Loop

School Leadership Team Enables Planning at Grade Level

Grade Level Teams Inform School Leadership Policy

School/MiBLSi School/MiBLSi LeadershipLeadership

Grade Level Grade Level TeamTeam

CommunicationCommunication

• How will the Building Leadership Team How will the Building Leadership Team communicate and support the planning communicate and support the planning work that needs to happen at each grade work that needs to happen at each grade level?level?

• How will the results of each grade level How will the results of each grade level meeting be communicated to and meeting be communicated to and monitored by the Leadership team?monitored by the Leadership team?

Team TimeTeam Time



Problem analysis

Plan Implementation

Plan Evaluation

✔

✔

✔

✔

Plan EvaluationPlan Evaluation• How and when will implementation of the How and when will implementation of the

plan and effect of the plan be evaluated?plan and effect of the plan be evaluated?

• What information will the team use?What information will the team use?

– Results and plans from grade level team Results and plans from grade level team meetingsmeetings

– Progress monitoring assignments and Progress monitoring assignments and resultsresults

Team TimeTeam Time


Progress Monitoring Assignments and Progress Review

Not making progressNot making progressRevise InstructionRevise InstructionNot making progressNot making progressRevise InstructionRevise Instruction

Making progressContinue InstructionMaking progressContinue Instruction

Preparing for the Next School Year

Starting the year…Starting the year…• Take a few minutes to review the checklist Take a few minutes to review the checklist

for starting the year right…for starting the year right…

• When will your school use this form to When will your school use this form to assist in setting up the school year for assist in setting up the school year for success.success.

Team TimeTeam Time


Starting School Year Checklist is White

Team Pair ShareTeam Pair Share

Describe: Describe:

1.1. The results that you will celebrate with The results that you will celebrate with all staffall staff

2.2. Two critical next steps for your school Two critical next steps for your school considering reading next stepsconsidering reading next steps

Team TimeTeam Time

cohort 4 elementary school data review and action planning: schoolwide reading spring 2009

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