The Impact of Data-Driven Decision Making on Student Achievement at

Chief Leschi School

Chief Leschi School is located on the

Puyallup Indian Reservation

Chief Leschi School

It is one of the largest Native American schools

in the country. It's attended by more than 700 Native American

students, ranging from birth to 12th grade, and representing nearly 60

different tribes, clans, and independent nations.

Where did we come from?In 1997, Washington State implemented the Washington Assessment of Student Learning

(WASL).

Chief Leschi’s scores were the lowest in the state.

4th grade

Reading 12.1%

Math 1.5%

Writing 15.4%

WASL Scores 1997-2006

12.0%

68.2%

1.5%

15.9% 15.4%

43.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

4thReading

4th Math 4th Writing

1997

2006

DIBELS Scores Spring 2004

61%

37%

12%

35%

30%

35% 36%

31%

33%

45%47%

7%

0%

10%

20%

30%

40%

50%

60%

70%

Kindergarten 1st grade 2nd grade 3rd grade

Intensive

Strategic

Benchmark

DIBELS Growth from Spring 2004 to Spring 2006

61%

14%

12%

73%

35%

6%

35%

64%

36%

15%

33%

67%

45%

13%

7%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Kindergarten 1st grade 2nd grade 3rd grade

Intensive '04

Intensive '06

Benchmark '04

Benchmark '06

Keys to Our Success

Informed and Supportive AdministrationReading CoachesBuy-inSupport and AccountabilityData Driven Decision MakingDifferentiated Instruction

Informed and Supportive Administration

Visible in classroomsSupportive of staff and Reading CoachesInvolved in decision makingKnowledgeable Instructional Leaders

Reading Coaches

Deep knowledge of both SBRR and current curriculum implemented in school

Classroom experienceWorking knowledge of the school, staff

and communityGood rapport with all key stakeholders

Whether you believe you can, or whether

you believe you can’t, you are

absolutely right.Henry Ford

Buy-In

Dedicated school staff Understanding and support of different stages of

concern Adequate training On-going communication within the school

community Celebration of successes and academic gains Opportunities for staff to utilize individual

strengths

Support and Accountability

Regularly scheduled grade band meetingsPacing guides and lesson plansPrincipal Walk-Throughs On-going Coaching

Pre and Post Observation Conferences Consistent feedback Training

Pacing Guide

May 2007Monday Tuesday Wednesday Thursday Friday

1

Lesson 56

2

Lesson 57

3

Lesson 58

4

Lesson 59

7Lesson 60 (checkout)

8

Lesson 61

9 10 11

Culture Day

14

No School

15 16 17 18

21 22 23 24 25

28

No School

29 30 31

Coaching Observation FormGrade Name 3/26/07 3/27/07 3/28/07 3/29/07 3/30/07

KKari ChavezJulie Dochow          

KJanee Olerich

Azure Augkhopinee          

1Teresa Harvey

Leslie LaFountaine          

1

Carolyn WhitfordShannon Timbers

Juli Donaldson          

2Kelly Dodd

Lolita Rodriguez          

2Karey WolberRick Stockstad          

3Kaili CandelasCheryl Gregory          

3Carolyn Nielsen

Gerald White          

Coaching Observation Feedback

Glows: group size was appropriate (4 to 1) room arrangement had students facing teacher and not each other lots of demonstrating and scaffolding students consistently knew the answers when called upon high expectations about appropriate behaviorsGrows: try this correction procedure:

“My turn,” “Say it with me” “Your Turn”

always read script before teaching remember:

“Think” “Get Ready” signal then validate correct responses “yes, /aaaaa/”

reduce downtime between items, quick transitions, perky pace give quick positive feedback to students who are on task

have a word or phrase, “Ready Position” to cue students when they are getting distracted but only when the distraction is truly hindering students from being successful

November 13, 2006 10:00-10:30am

Ms. Jones (Kindergarten) RM I Lesson 21

“Then it doesn't matter which way you go,”

said the Cat.

“Would you tell me, please, which way I ought to go from here?”

“That depends a good deal on where you want to get to,” said

the Cat.

“I don't much care where –” said Alice.

Data Driven Decision Making

Frequent analysis of program specific assessments

Frequent analysis of DIBELS Progress Monitoring

Data used to make placement and program decisions for students and staffing

Student Test SummaryRM III+ CO 1 CO 2 CO 3 CO 4

Lesson 10 15 20 25

Criterion Time 1 1 1 1

Errors 0-2 0-2 0-2 0-2

WPM 100 100 100 100

1. Abigail .53/0 .58/1 1.08/1

2. Erika 1.03/2 .57/1 .55/0

3. Tristan .58/1 .56/0 1/1

4.

5.

6.

Grade Band Meeting Data

NameHomeroom

Teacher Fall IRWinter

ORF (20)

PMORF(403/21/06

ReadingProgram Placement

Reading Teacher

David Harrison II 9 20 RM II 38 Harrison(A)

Isabelle Harrison I 97 106 RW 48 Harvey

Honor Whitford I 34 59 RW 36 Harvey

Wilson Harvey III 2 12 RM I 125 Dueber(A)

Jenna Harvey I 22 59 RW 36 Whitford(A)

Cody Whitford I 17 36 RW 33 Whitford(B)

Tony Dueber III 8 25 RM I 152 Dueber(B)

Brianna Harrison I 14 25 RW 31 Whitford(C)

Elisia Harrison I 12 30 RW 31 Whitford(C)

Joel Whitford I 87 125 RW 48 Harvey

Fernando Harvey II 12 30 RM II 38 Harrison(B)

Kayla Dueber III 4 12 RM I 125 Dueber(A)

Eddie Whitford I 105 90 RW 48 Harvey

Micah Harvey I 43 70 RW 34 Harvey

Student Placement Forms

Group A Unit or

Lesson #

Demarius Unit 33

Jenna

Hobart

Henri

Ilijah

RJ

Sheraz

Group B Unit or

Lesson #

Lolita Unit 35

Shaylen

Ellen

Sam

Constance

Marcel

Nikita

Differentiated Instruction

Different programs for different learnersFlexible grouping (movement)On-going analysis of individual core and

supplemental programsHighly trained staff in specific programsVarious levels of support for students,

based on need (Double and Triple dosing)

Chief Leschi Curriculum ProgramsGrades K-3rd

Kindergarten Read Well K Reading Mastery I Language for Learning

1st Grade Read Well/Harcourt Reading Mastery I & II Language for Learning/Reasoning & Writing Level A/B

2nd Grade Harcourt Reading Mastery II, II+ and III+ Read Naturally Language for Thinking/Reasoning & Writing Levels A- C

3rd Grade Harcourt Reading Mastery II-IV Read Naturally Reasoning & Writing B & C

Chief Leschi Curriculum Programs Grades 4th-6th4th Grade

Reading Mastery Plus Levels 3, 4, & 5 Read Naturally Reasoning & Writing C & D Step Up To Writing

5th Grade Reading Mastery Plus Levels 4, 5 & 6 Read Naturally Reasoning & Writing Levels C & D Step Up To Writing

6th Grade Reading Mastery Plus Levels 4, 5, & 6 Read Naturally Reasoning & Writing Levels C & D Step Up To Writing

Process for Changing Literacy PlacementsGuiding Principles: Quantitative Data will be used to make decisions. (Curriculum Based Measurements, DIBLES

progress monitoring. Qualitative data is used as a secondary factor (i.e. comments from staff members on students,

etc.) Behavior is not a primary factor for original placement or for change of placement. Staff members will work together to ensure changes are based on quantitative data and are in the

best interest of the student. IEP factors/requirements will be shared with staff members to gain and understanding of impact of

change of placement. Student movement will take place after each grade band meeting on a case by case basis as

neededPlacement Team: Instructional Specialist Classroom teacher Literacy teacher and Para educator Special Service staff (as needed) PrincipalProcess for placement changes: Student must remain in group for at least two weeks so that performance can be monitored. Teacher monitors daily progress and progress on any curriculum-based measures (mastery tests,

benchmark tests, Unit Tests) as well as DIBELS progress monitoring. Team discusses and reviews the quantitative and qualitative data to make an informed decision

about movement of student. Student either stays where placed or moves to a new reading group based on the team’s decision.

Double Dosing ScheduleFirst name Teacher

FallORF(77)

WinterORF(92)

ReadingProgram Lesson

Reading Teacher

Double Dose

TripleDose

Jerome Daarud 22 34 RM II+ 140 Getzin Mackey 3:00 AS

RoseLynn Nielsen 42 45 RM II+ 140 Getzin Mackey 3:00 AS

Michael Candelas 46 48 RM II+ 140 Getzin Mackey 3:00 AS

Sharon Candelas 60 51 RM III 67 Getzin Brossett 3:00 AS

Brandon Daarud 47 51 RM II+ 140 Getzin Mackey 3:00 AS

Ryan Nielsen 57 68 RM III 127 Candelas (A) WRC

Maile Candelas 63 71 RM III 127 Candelas (A) WRC

Joseph Nielsen 65 76 RM III 127 Candelas (A) WRC

Kalena Candelas 71 77 RM III 127 Candelas (A) WRC

Kayla Candelas 58 78 RM III 127 Candelas (A) WRC

Keshni Getzin 75 82 RM IV 6 Candelas (A) Gregory 3:00

The greatest danger for most of us is not that our aim is too high and we miss it,

but that it is too low and we reach

it.Michelangelo

The more you read, The more you know. The more you know,

The smarter you grow.The smarter you grow,

The stronger your voice, When speaking your

mind. Or making a choice.

WonderStorms

• Abigail Chandler, MA Ed.Reading Coach, Educational Trainer/Consultant

abigail@leschischools.org

253-445-6000 ext 3046

• Erika Hope, MA Ed.Reading Coach, Educational Trainer/Consultant

erika@leschischools.org

253-445-6000 ext. 3184