WASDPA Literacy Conference

Innovations in LiteracyKtO Early Impact

Session Agenda

DATA DRIVEN– Not Just a Catch Phrase

Multi-Tiered Approach to Data Analysis

DATA at Every Level• District

• Building• Grade Level

• Classroom Teacher• Individual Student

District

Building

Grade Level

Classroom

Student

Williamsport Area School District

Who Are We?Located in Lycoming County, small to medium city

100 square miles --Urban/Rural

• 5209 Students

• KtO Schools— K-5 and Head Start

• 8 buildings; 1-HS, 1-MS, 2 Elementary Intermediates, 4 Primary Schools

• 61% Economically Disadvantaged

• 18% Special Education

35.14

KtO Approach

ProjectDirector

Administrators

Faculty

Literacy Plan

Community

Instructional

Coaches

Data Liaiso

n

WASD Systems Approach

District

Building

Grade Level

Classroom

Student

WASD Data

Design

Data Informs

Every Level

WASD DATA DesignDATA DRIVEN– Not Just a Catch Phrase

Data Questions at every level…• District– Organizational changes and needs• Building-How is the building performing?

building specific needs, culture of school, curriculum alignment

• Grade-Grade level needs, grade level expectations, instruction, broad coach support

• Classroom-Support of individual teachers, instructional focus, individual pd & coaching

• Student-Tailor support, skill specific, clear goals

Multiple Measures

District Data

What can district level data tell us?• Success or not of core practices– (80%

Success rate with core instruction)• PSSA Date– Alignment to PA Core

Standards• Needed curricular work• Buildings that are over or under

performing• Trends in decreasing or increasing

grade level achievement gaps• School improvement efforts working?• Principal questions—instructional

leadership

District Data

DISTRICT SCHOOL IMPROVEMENT PROCESS• Central office conducts School Data

Team meetings—annually mid-year• Prepared Question– Attachment• Discussion of data and school

processes• Look at actual assessment results• Implementation of RtII process• Support and intervention of at-risk

and accelerated students• Goals of improvement known and

understood by all school staff

District Data

Your TurnDiscuss these examples of DISTRICT data:• 46% of all grade 3 students appear

to be reading off level (guided reading)

• Title I works with 37% of all students• 4 out of 6 elementary schools did

not make AYP• Special Education identification is at

26% of the population

Building DatA

School Data TeamsÖ The School Data team holds the "big picture"

of building success toward increasing achievement and school improvement

Ö Communicates goals to the entire school. Ö Big Picture data such as district-wide DIBELS ,

GRADE, and PSSA are analyzedÖ Generate suggestions of focus, instructional

priorities, and ways to improve Ö Facilitated by the principal and school teamÖ Meets throughout the yearÖ Meets with District Team

Building DataWhat can building level data tell us?• Success or not of core practices– (80%

Success rate with core instruction)• Comparison of building to others in

district and state• Alignment of grade level team

expectations Where instructional support is needed

• Model classrooms• School improvement efforts working?• Where instructional coaching is

needed

Building Data

Your TurnDiscuss these examples of BUILDING data:• Report card data indicates a

classroom has 12/22 students in below grade level reading groups

• End of year DIBELS assessments show that 44% of student did not make end of year benchmarks for grade 2 and are in the Intensive range

• Kindergarten classroom scored 20% points higher than others in same building on phoneme segmentation fluency

KtO Innovations

Ö Multiple Measures District CalendarÖ Core Reading Implementation GuideÖ Data RosterÖ Specific RtII Plan– RtII FlowchartÖ Instructional CoachingÖ SWAT Team Approach to DIBELS testingÖ KtO Baseline Modules and HEAT

Modules job embedded-during school day or in-service time

Ö Daily PLC TimeÖ Principals as Instructional Leaders

Implementation Guide

RtII Flowchart

Data Roster

Multiple Measures Calendar

Looking at Data

Data Pyramid

Multi-Tiered Data Reporting/Analysis

Data Liaison

Administrators

Parents

Instructional Coaches

Faculty

Students

ProjectDirector

LCLPTeam

System Data

KtO Data Examples

•DIBELS Next

•GRADEOther examples… 4-Sight, classroom based, reading levels, etc…

DIBELS Next

DIBELS SUMMARy Grade Level REport

DIBELS INDICATORS BY GRADE LEVEL

GRADE- Group Progress

GRADE--Classroom

Data Roster

DETERMINING NEEDS : Classroom Teacher, RtII, Title, Learning Support

WASD RtII Framework

Create Structure and Time

Assess and Identify Need

Go Deeper—Back-Test

Form Groups

Instruct—Skill Specific

Progress Monitor

RtII Structure

•RtII occurs during designated times

•Some students work in skill-based groups

•Other students work on enrichment activities.

Management of Skill Groups

3-5 students in skill-based groups

• Groups meet at least 3 days per week

• Students may move to another teacher in order to join a specific skill group in another classroom

• Skill groups are taught by classroom teachers, learning support teachers, Title I teachers, instructional aides, and specialists.

Are all students in a group?

•No

• This is a designated time where teachers can hone in on a specific skill(s) that students need to remediate in order to become proficient readers.

What are the other students doing?

Students not assigned to an RtII group may be working on

• Enrichment activities, centers, computer-based instruction, teacher lessons

• Gifted support teacher may offer suggestions for enrichment

• Lessons for students.

•Data is analyzed with an outcomes driven, collaborative eye during morning PLC time.

•Team determines which students need back-testing (administered by Instructional Coach or Title I teacher)

Outcomes Driven Model

Back-Testing StudentsDIBELS NEXT SURVEY

For example…

Determining

Mastery Level

Instructional

Level

Progress Monitoring

Level

Forming Realistic and ambitious goals

By January, Katarina will read 2nd grade text orally

• At a rate of 87 or more words correct per minute

• With at least 97% accuracy

Forming Groups

•Instructional Coach assists the grade level team in forming RtII groups by matching students with similar needs into groups

Instruction

It is important that you: know and understand the specific focus goal(s) of your RtII group.

Collaboration

• Must be ongoing

• Teachers: Classroom, Title I, Learning Support, and the Instructional Coach all collaborate in co-planning, developing, and sharing lessons (plans and materials).

Progress Monitoring

Progress Monitoring

•Students are progress monitored frequently to ensure instruction is working. (Frequency is determined by severity)

•Title I and Learning Support teachers work together to progress monitor students.

•This data is shared with the classroom teachers, and then used to refine groups.

How are groups refined?

• During morning PLC meetings, in conversations led by the Instructional Coach, data (mostly progress monitoring data) is presented, discussed, and used to refine either:

• Teacher’s focus/goal• student placement• Instruction• Materials

If little progress is evident check your instruction

Innovation Video

Williamsport Area School District

Innovation AwardEarly Impact

WASD Website

http://www.wasd.org/Page/5881