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Data Wise Teams. The Step By Step Guide to Using Assessment Results to Improve Teaching and Learning Pamela Askew *(2012) Askew,P. Data Wise Improvement Process. Creating a Data Team Who’s on theTeam?. Principal School Counselor Instructional Specialist - PowerPoint PPT Presentation
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Data Wise TeamsThe Step By Step Guide to Using
Assessment Results to Improve Teaching and Learning
Pamela Askew
*(2012) Askew,P.
Data Wise Improvement Process
Act6. Develop Action Plan
7. Plan to Assess Progress8. Act and Assess
Prepare1. Organize for Collaborative Work
2. Build Assessment Literacy
Inquire3. Create Data Overview
4. Dig Into Data5. Examine Instruction
Creating a Data TeamWho’s on theTeam?
Principal School Counselor Instructional Specialist Academic Engagement Administrator (AEA) Support Staff Teachers
Principal
Provide ongoing support to classroom teachers, school counselor, instructional specialist, teachers, administrators and support staff with targeted technical assistance, coaching, and mentoring through: Formalized workshops Literacy leadership team meetings Data study groups Teacher-teacher assistance Modeling, demonstration lessons, coaching and more…
School Counselor
Collaboratively analyze data and participate in problem solving
Coordinate the completion of diagnostic assessment
Coordinate the RCT of designated students Assist in determining the need for Student
Service referral and/or a request for assistance from the School Support Team
Instructional Specialist
Coordinate the screening/progress monitoring of the specified groups of students in their school
Collaboratively analyze data Support teachers in implementing
interventions prescribed for their students Assist in establishing small group instruction
and interventions for identified students
Teachers/*AEA/School Counselor
Conduct screening/progress monitoring and diagnostic assessment of specified students
Assist teachers with the provision of small group intervention
Conduct the RCT of designated students *Monitor data use to drive decisions *Engage in data dialogues
Pair-Share Protocol-Data Teams Share with the person next to you
What personal challenges lie before you in participating in your Team role?
What resources are available to you to help you in your Team role?
School Data Inventory
Data Source Content orArea
Dates of Collection
Students Assessed
Accessibility Current Data Use
More Effective Use
DIBELS Reading: Phonological Awareness, Phonics,Fluency,Comprehension
PM:September,January, May
RCT: Ongoing
K-5 and Burst K-3 in grades 4,5 (TRC)
RCT: At-risk Students
Administration; Teacher
Data is used to form guided Readinggroups
Analyze data to guide instruction, intervention, and professional development of teachers.
Burst Reading:VocabularyLanguage
Oct-May K-3 Administration Data is used to differentiate instruction
Inform instruction regarding vocabulary development
MEAP ELAMathScienceSocial Studies
Sept-March 3-5 Administration; Teacher
Retention Decisions/Interventions
InformInstruction
MAP Reading: Fluency, Comprehension;Math
September, January, May
2-5 Administration Guide instruction/Intervention
Analyze data to guide instruction and PD
Instructional Learning Cycle,Process, Perception, Demographic
Reading:Comprehension;Attendance,
Ongoing PK-5 Teachers, Adm Benchmarking Inform instruction,Review patterns,Provide Interventions
Comprehensive Research-Based Wayne LiteracyPlan (CRWLP) Single Core reading program for all elementary
students(Open Court) Provides the basis for reading instruction and facilitates
the meaningful connection to supplemental materials and intervention programs (Renaissance Learning)
Required use of research-based intervention materials as approved by the district
CRWLP delineates a plan to assess and monitor student progress that is used to drive educational decisions: DIBELS, Burst, TRC
Open Court A reading program designed for K - 5th graders who read below or at grade
level
Focus: Phonemic Awareness and Phonics, Comprehension, and Writing
Goal: Build phonemic awareness (all sounds) Link sounds to printed text
(the 1st step toward grasping the alphabetic principle) Help build rapid decoding skills
Time Frame: 90 minutes of instruction 30 minutes of workshop
Daily lessons patterned after a 3-step model: Rereading for Fluency Reading the (new) Book (reading strategies and phonics applications) Working with Words and Writing Sentences (phonics application)
Star Reading A supplemental intervention reading program designed for students in
grades K-8 who read below or at grade level
Focus: to accelerate learning for all children of all ability levels and ethnic and social backgrounds, worldwide
Goal: Apply decoding skills and build comprehension skills
Time Frame: 30-40 minutes of intervention followed by testing
Daily lessons patterned after 5-step model: Revisiting (fluency and comprehension) Reviewing (comprehension and application of its 4 reading strategies) Rehearsing (background knowledge and relevant vocabulary) Reading and Reciprocal Teaching (comprehension) Responding/Reflecting (comprehension)
DIBELS DIBELS are procedures and measures for assessing the acquisition of early
literacy skills from K-6 grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.
Focus: phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary
Key Features: Progress Monitoring (on-going, targeted skill development) Variety of reports generated by student, by group, for parents Identifies for the teacher who needs additional literacy intervention via
immediate feedback
Levels:o RED - At risk/Deficit o YELLOW - Some risk/Emerging o GREEN - Low risk/Established
Time Frame: follow recommended schedule
Burst
Designed for students K through third grade Provides intervention via instruction and
practice in small groups: phonemic awareness language enrichment letters and sounds decoding and early spelling reading pace and style improves writing skills
TRC (recommended for 3rd-6th grades)
Combines DIBELS skills with Text, Reading, & Comprehension identifies a student’s instructional reading level so that lessons are
specific to those needs. includes: print concepts, reading behaviors, and oral
comprehension. Report out for data collection
Building Assessment Literacy (summative and formative) Assessment concepts critical to data teams
Discrimination Reliability Validity Measurement Error Score Inflation
Sampling, Discrimination andSensitivity to Change Sampling
Items are chosen that best measure an overall concept or are of content
Covers the “Broad” with the “Narrow” Discrimination
The ability of an item to differentiate between high and low performance
Sensitivity to change The ability to timely measure change
Test Qualities
Reliability The consistency of test scores
Validity Does the test score mean what it says it means? Can you generalize from the test score to
something real?
Score InflationA Major Threat to Validity Increases in scores that do not reflect a change in abilities What practices contribute to score inflation on formative?
Not using summative assessments to frame meaningful performance goals.
Not showing criteria and models in advance. Not showing criteria and models in advance. Not offering appropriate choices. Not providing feedback early and often. Not encouraging self-assessment and goal setting. Not allowing new evidence of achievement to replace old
evidence.
Oral Reading Fluency
240220200180160140120100806040200
Re
ad
ing
FC
AT
-SS
S S
core
550
500
450
400
350
300
250
200
150
100
50
Buck, J., & Torgesen, J. (2003). The relationship between performance on a measure of oral reading fluency and performance on the Florida Comprehensive Assessment Test (Technical Report 1). Tallahassee, FL: Florida Center for Reading Research,.
Above 110, the odds are 91% the student will rank “adequate” on State Assessment.
Below 80, the odds are 19% the student will rank “adequate” on State Assessment.
Linkage of Oral Reading Fluency to State Reading Outcome Assessments
PMRN
The Progress Monitoring and Reporting Network (PMRN) is a Web-based data management system for the recording, storing, and reporting of student gains in reading. The PMRN is:
a convenient place for recording and organizing the results of student reading assessments
a secure, centralized, easily accessible location for the storage of student information
a tool that provides timely and helpful reports to assist educators effectively analyze, plan, and communicate
*There are minimum system requirements. Details are available through the Privacy Statement link on the Home Page of the PMRN Website.
PMRN
Recording and reporting student progress in the PMRN is easy and can be completed from any computer with internet access*.
Assess – Assessment teams monitor student progress four (3) times per year
Enter Data – designated Data Entry Level (DEL) Users Submit the scores into the PMRN through the Website’s data entry page
Compute – The PMRN aggregates the data Access – Teachers access their students’ reports
immediately
Recommended Instructional Level
Green – Initial – the current reading program is meeting the needs of the student.
Yellow – Strategic – the student has weaknesses that are specific and need to be identified and addressed to reach grade level reading
Red – Intensive - the student needs Immediate Intensive Intervention (iii) in order to make the gains required to reach grade level reading
Initial
Strategic
Intensive
Interpreting DIBELS scores Above Average: At or above the 60th percentile
Low Risk: At grade level-above the 40th percentile
Moderate Risk: Moderately below grade level-between the 20th and 40th percentile
High Risk: Serious difficulties in reading-below the 20th percentile
Class Status Report
The Class Status Report is the primary report for the teacher. The student’s risk level for the individual progress monitoring measures are provided, as well as the Recommended Instructional Levels.
The report can be sorted in a variety of ways and provides links to numerous other reports.
Data Analysis Activity #1
Which students are in most need of additional intervention?
Which students are on the fence or need watchful eye? Which students are in most need
of an intervention program with a strong phonemic awareness component?
What does the data say about student Rcct? Pogh?
Which students appear to require more intense level of intervention?
School Status Report
Progress Report
The student’s scores are plotted against the distribution of scores for the class. The flag indicates the students score and the level of risk.
Target
Risk Level
1. Describe the progress of the class in relation to the standard from Assessments 1 to 2 and from 2 to 4. 2. Describe the progress of the student in relation to the class and the standard from Assessments 1 to 2 and from 1 to 4.
Data Analysis Activity # 2
Comparison Reports
A Comparison Report is a Box & Whiskers graph representing the range of scores, on a specific measure, for a class and 10 other classes OR a grade at a school and five (5) other schools that have similar demographics. The median score of the target class/school is plotted against the comparison group. The populations of the comparison groups are SIMILAR, but not identical.
What are the general trends for the comparison groups in relation to the standard?
What is the general trend for the target class in relation to the standard? In relation to the comparison groups?
Data Analysis Activity # 3
Levels of Service DT to SIT: Levels of Service DT to SIT: Linking Curriculum/Instruction with RTI
Core Reading Program (PM)
Intervention (PM and OPM)
Supplemental Materials/Guided Reading
Individually Designed Intervention Using Problem Solving and OPM
Evaluation ReferralSchool Improvement
Team (SIT)
DT
What Does Your Data Say?
Evaluating the Core – What Happens with the Initials Across Time? School Status Report (Progress Report)
Interventions – Who Should Receive Them? Class Status Report
Referral to SST – The Filtering Process Analyzing the Three Rules Individual Progress Report
Below Standard Comparison to Peer Group Rate of Growth
Evaluating the Core
Look at School Status Report (Progress Report) Across the Benchmarks
Analyze what happens with the Initials across time
What patterns exist across the grade levels? What conclusions can you draw regarding
the effectiveness of the core curriculum?
Interventions
Using a Class Status Report from kindergarten or first grade, determine who should have received interventions and which interventions they should have received.
Which students could have benefited from differentiated instruction?
Did the identified students actually receive differentiated instruction and/or interventions?
What questions should you ask if you have a student with this profile?
Begin Data Dialogue
Engage all staff/team members Each staff person or team member must come up with three
questions about the data: constructive and collaborative/problem solving
Determine the outcome for the discussion Keep focus on improvement, not blaming Provide adequate time ( recommended: 30-45 minutes) Be careful not to end discussions too soon. Take time to analyize
the data Make sure that everyone know the target