cohort 5 middle/jr. high school data review and action planning: schoolwide reading spring, 2009

Cohort 5 Middle/Jr. High School Data Review and Action Planning:

Schoolwide ReadingSpring, 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?

Our focus in year 1: Evaluating and strengthening our core reading instruction and support for all students

Walk Through Training Materials

MiBLSi

MiBLSi

Data

Review

MiBLSi

MiBLSi

Schoolwide Reading: Where have we been?

Day 1:

– AIMSweb administration and scoring

Day 2:

– AIMSweb Foundations and Report interpretation

– School Wide Evaluation and Planning Tool (SWEPT)

Day 3:

– Essential Components of Reading Instruction

– Word Attack, Vocabulary, and Comprehension Strategies

Systems Review in Winter

Overview of the SWEPTEvaluation 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

Follow-up from Systems Review Training Follow-up from Systems Review Training and findings from the SWEPT:and findings from the SWEPT:

Review the next steps that you identified Review the next steps that you identified as a building leadership team during as a building leadership team during Systems Review day and from the Systems Review day and from the SWEPTSWEPT

Which tasks were completed? Which Which tasks were completed? Which tasks still need to be completed, tasks still need to be completed, revisited?revisited?

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

Leadership Team Focus• To establish capacity within the building staff

for:

– Data collection

– Data analysis, and

– Problem solving (connecting findings to instructional practices)

• This is an ongoing process: we continuously review and revise our behavior as a leadership team and our action plans

Critical Team Functions

• Creating a “live” action plan that drives the work of the SIT, as it relates to reading and behavior. Establishing implementation priorities based on self-assessments and student reading outcomes.

• Establishing capacity for the building regarding: training, coaching, evaluation

• Coordinate and manage activities and priorities at a school level

1.1. It is important to It is important to continuously develop and continuously develop and sustain schoolwide reading sustain schoolwide reading support efforts.support efforts.

2.2. Please complete the MiBLSi Please complete the MiBLSi Effective Reading Support Effective Reading Support Team Implementation Team Implementation Checklist Checklist

3.3. As a team, complete 2 As a team, complete 2 copies, keep one and turn in copies, keep one and turn in the other.the other.

Team TimeTeam Time


Reading Checklist is Pink

Walk Through Organizational Data Binder

Our School’s Data Binder

It is the end of the year, so how are we doing?

AIMSweb produces multiple reports that help you answer this question.

Box PlotsWhat Decisions?

– Have we increased the percent of students at benchmark since the previous assessment period?

– What is the range of skill level across the grade and over time?

Who?

– School Improvement Team and Grade level teachers.

How often?

– Three times per year

Box Plot(with whiskers)

Median Score 50th percentile (The score of the middle student.)

75th percentile (Students with this score preformed above 75% of all students.)

25th percentile (25% of the students scored below this score)

90th %ile

10th %ile

Box Plots

Stacked GraphsAt a glance you can see improvement over time, and can read the exact percent and number of students at each instructional level

Cohort 4 Sixth Grade

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.

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.

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

available:

– Is there an upward trend from winter to spring?

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

– What accomplishments can you celebrate? Got it done! Staff trained? Staff understand reports?

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

Review your Box Plots and Stacked Graphs:Review your Box Plots and Stacked Graphs:

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

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

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

– What are the tasks of the leadership What are the tasks of the leadership team in order for this celebration to take team in order for this celebration to take place?place?

Team TimeTeam Time


Setting Our Sights on Bigger Goals Through the Problem Solving Process

Problem Identification

Problem analysis

Plan Implementation

Plan Evaluation

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Problem Identification– 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?

• We can use the same graphs we used to identify our strengths and celebrations.

Take a few minutes to review the Stacked Take a few minutes to review the Stacked Graphs at each grade level:Graphs at each grade level:

1.1. What percent of students are at the What percent of students are at the benchmark goal for each grade level in benchmark goal for each grade level in ORF? Mazes? ORF? Mazes?

2.2. What grade levels may need additional What grade levels may need additional support? support?

3.3. What will be the instructional priorities at What will be the instructional priorities at each grade level?each grade level?

Team TimeTeam Time




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?

• Information the team gathered at systems review day, instruction, management, SWEPT, reading team checklist, class lists

Class ListsWhat Decisions?

– What will be the specific instructional priorities for each student in the class?

– How will students be grouped for differentiation?

– How intensive? – What will the 90 minute block include?

Who?– Grade Level Team and Individual

Classroom Teacher

How often?

Three times per year

Class list reports provide the following information for each student:

– Raw scores

– Percentiles

– Skill status

– Instructional Recommendation

Analysis of Class List Reports



Problem analysis

Plan Implementation

Plan Evaluation

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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, the big ideas in reading, instructional priorities, intervention, communication?

• What information will the team use today?

– Action Plan from the Systems Review Day

– AIMSweb Data, Current hypotheses

– Reading Team Implementation Checklist, SWEPT

Leadership Team Responsibility• We recommend that you schedule grade level

meetings for teaching grade level teachers to read and interpret the graphs by end of the year

• Who? When? How? Where?

• Teach all staff to read these reports:

– Stacked Achievement Graphs

– Class List Report

– Box Plots

Grade Level Meetings Problem Identification-What reports?

Problem analysis-For core instruction how might the instruction be improved?

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

Plan Evaluation-How will we know whether the changes we make to instruction are working?

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

Plan ImplementationPlan ImplementationBased on current student performance at eacheach grade level, your team checklist, and a review of your action plan from Systems Review…

– What actions will the school leadership team take to increase student achievement?

– How will this information be used to support, and integrate with your SIP?

– How will this information be shared with each grade level?

Team TimeTeam Time


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

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At a school level

• Ongoing evaluation happens at monthly leadership team meetings:– as the team reviews status of the Action

Plan– More formally, 3 times per year, when new

data are added-benchmark assessments, self assessment tools

– More intensely when progress monitoring begins for individual students

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?

• How often will the team review status?How often will the team review status?

Team TimeTeam Time


Preparing for the Next School Year

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

checklist for starting the year right…checklist 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


Team Pair ShareTeam Pair Share• As a team prepare:As a team prepare:

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 your reading needsconsidering your reading needs

3.3. Ask questions of the other teamAsk questions of the other team

• Share with your “partner” teamShare with your “partner” team

Team TimeTeam Time

cohort 5 middle/jr. high school data review and action planning: schoolwide reading spring, 2009

Documents

reading support systems

student reading outcomes

building leadership

systems review training

high school data review

school improvement team

systems review day

th percentile students