Data based Decision Making

Valerie O’Connor

Aimsweb Bootcamp Aug 16-20Westlake City Schools O’connorv@wlake.org

AIMSWEB-INTRODUCTION

 A major responsibility of schools is to teach children the academic skills that they will eventually need to take their place as responsible members of society.

But schools not only teach crucial academic skills, they are also required to measure individual children's acquisition and mastery of these skills.

After all, only by carefully testing what a child has learned can the instructor then draw conclusions about whether that student is ready to advance to more difficult material.

3 Cornerstones of RTI

Tiered System of

Intervention

Systematic Problem Solving

Data Monitoring

and Analysis

Why Collect Data…

“If we don't change direction soon, we'll end up where we're going.”

Professor Irwin Corey

What Data Are Important? Student Achievement:

The results of teaching and learningOAA

Conditions of Learning: defines what teachers are doing to get the results they get Reading program Gifted Instructional strategies Classroom practices

A Forewarning….

“You can use all the quantitative data you can get, but you still have to distrust it and use your own intelligence and judgment.” Alvin Toffler

In other words…

Just because you keep weighing the pig it doesn’t necessarily mean it will grow bigger!

Identify the Concern

Define the Problem

Problem AnalysisDevelop

Interventions

Monitor & Evaluate Interventions

Problem Solving Process

Data Intersections

Analyzing the overlapping of data type measures enables schools to predict what they must do to meet the needs of all the students they have or will have in the future. Victoria Barnhardt, Using Data to Improve Student Learning in Elementary Schools

TriangulationA important decision will never rely on a single data source so you need to look at multiple sources of data.

Victoria Barnhart, Using Data to Improve Student Learning in Elementary Schools

Data Intersections Two-way

Demographics X achievement

Three-way Demographics X

achievement X learning processes

Four-way Demographics X

achievement X learning processes X perception

5 Generic Data Reflection Questions

What do the data seem to tell us? What don’t the data tell us? What else might we want to know? What good news is here for us to celebrate? What opportunities for improvement are

suggested by these data?

Edie Holcomb, Getting Excited About Data

Even More Specific Data Questions What is the school score for each test and sub-

domain? How do your scores compare to the State

Average? District average? How do the scores compare with where you want

to be? In which subtests did your students perform

best? Worst? Are there any subgroups of students performing

below the building average (achievement equity)?

What is the relationship between classroom/local tests and passing the state test?

Wahlstrom, Using Data to Improve Student Achievement

Now that I got the Data How Do I Organize it?

Simple Spreadsheet

First Name ISAT-read STAR PR ORF MAZE MAP

Judith B 10 58 10

Alexander E 99 115 19

Kelly E 75 112 15

Jim E 86 141 22

Dominick M 83 102 15

Simple Spreadsheet “tweaked”

Simple Spreadsheet “tweaked”

Common Web-Based Databases for Language Arts and Math

AimsWeb DIBELS Edcheckup Yearly Progress

Pro EasyCBM

AIMSweb V.23

AimsWeb Benchmark Measures Oral Reading Fluency Oral Reading Fluency Spanish* MAZE Early Literacy Midé (Spanish Early Literacy) Written Expression Math Early Numeracy

Aimsweb has tools to support…

District School Grade level Classroom level & Individual student

…Data-based decision making

What Kind of Questions Can DataHelp Answer?

Does Core Curriculum meet the need of the majority of students? Core for each Subgroup?

Benchmarking (CBM) Universal screening Who may need more help Predicts end-of-year goal

Progress Monitoring (CBM) Used to monitor student(s) rate of improving

in the curriculum and to identify students whose growth is inadequate?

What are the benefits of using the AIMSWEB monitoring system?

accelerated learning because students are receiving more appropriate instruction;

more informed instructional decisions; documentation of student progress for

accountability purposes; more efficient communication with families

and other professionals about students’ progress;

higher expectations for students by teachers; and

fewer Special Education referrals.

What are the benefits of using the AIMSWEB monitoring system? Overall, the use of continuous monitoring

results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement.

District Tools

Data-Based Question: Is Core Instruction Meeting Students’ Needs?

So what is happening with our students at Kindergarten?

Kindergarten Initial Sound Fluency

02-0301-0200-01 CCSD #5903-04 04-05 05-06

District Fall Student Distribution 2005

24.4%

Assessment and its Relation to the Tiers

Instructional Placement

Assessment

Benchmark Universal Screening 3x a year

Strategic Monthly on-grade level progress monitoring

Intensive Off-level progress monitoring 2x a month

Is the District Plan Working at the Core Level?

District Fall Student Distribution 2006

18.1%

District Student Distribution Spring 2007

10.8%

How’s the Program Working with Tier 2 and Tier 3?

Effectiveness of Reading Programs

Tier 1 Tier 2 Tier 3

School/Classroom Tools

A Case Study: Jordan

Grade/Class Level Distribution Chart

Grade/Class Level Distribution Chart (cont.)

Jordan Fluency and Comprehension: Fall

HANDOUT B5 Š COMPLETED SAMPLE

Instructional Planning Form

Student Name Goal Teacher Name

Instructional Procedures Focus or Skill Tea ching Strategy

Materials Arrangements Time Progress Monitoring Weekly AIMS Date Score

Increasing vocabulary

Teacher-Led Reading

Instruction – Focus on using

context

IL Text book Loan Guided

Reading Books

Small Group 5 min. at beginning of guided reading lesson

Teacher-Led Instruction –

Focus on comparing vocab. words via graphic

organizer

IL Text book Loan Guided

Reading Books

Small Group 5 - 10 min. at beginning of guided reading lesson

Partners work together to

complete comparing g.o.

Teacher Identified

vocab. words from ILT books

Literacy Center

15-20 minutes

Repeated partner readings

IL Text book Loan Guided

Reading Books

Literacy Center

15-20 minutes

To increase Jordan’s word attack and vocabulary skills so that he can attain a 3rd grade spring ORF rate of 78 WCPM.

Mrs. Pytlarz

Jordan

Progress Monitoring

Jordan Intervention Progress Monitoring

Progress Monitoring: Read Fluency

Progress Monitoring: Maze

Jordan Fluency and Comprehension: Spring

Jordan Fluency Improvement

Jordan Comprehension Improvement

“Ineffective instruction does not mean bad teaching. It simply means the treatment is not producing the desired behavior.”

Ken Howell

In conclusion…

So let’s look at it.... www.aimsweb.com

Box and Whiskers Graph

Box and Whiskers Graph

Student Reports

Class Reports

Student A

Student B

Student C

Norms Aggregate Norm According to their website, Aimsweb's norms are

based upon their participating customers. This is called an "aggregate norm" and reflects current population trends among all AIMSweb users. It is updated annually to reflect what is most current, which is of added benefit to the educator, as most other norms for other standardized and norm-referenced tests are typically updated approximately every 10 years or more.  

Norm Table One year’s data.

Aggregate Norm Data Table

Classroom Reports

School/Grade Level Reports

Strategic Monitoring

IATS Okay…so a student is in guided reading levels

but still not meeting benchmarks. What do I do?

IAT- develop an intervention plan PROGRESS MONITOR