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As a group, students should maintain their achievement level (NCEs not Levels I-V) from one year to the next.
BUT, academically, students should not lose ground either.
GROWTH MEASURE STANDARD
KINDERGARTEN
Exceeded
4%
Met
22%
Not Met
74%
Schools Making Growth
Exceeded Met Not Met
Exceeded
6%
Met
45%
Not Met
49%
Teachers Making Growth
Exceeded Met Not Met
FIRST GRADE
Exceeded
13%
Met
26%Not Met
61%
Schools Making Growth
Exceeded Met Not Met
Exceeded
18%
Met
37%
Not Met
45%
Teachers Making Growth
Exceeded Met Not Met
SECOND GRADE
Exceeded
17%
Met
22%Not Met
61%
Schools Making Growth
Exceeded Met Not Met
Exceeded
11%
Met
56%
Not Met
33%
Teachers Making Growth
Exceeded Met Not Met
THIRD GRADE
Exceeded
13%
Met
65%
Not Met
22%
Schools Making Growth
Exceeded Met Not Met
Exceeded
4%
Met
83%
Not Met
13%
Teachers Making Growth
Exceeded Met Not Met
Progress Monitoring Data
Student was progress monitored three times the entire school year –on the program default skill not the weakest skill.
mClass Benchmarks and Progress Monitoring
“Why should teachers be required to frequently assess each of their students?
Because proper use and implementation of formative and benchmark assessments lets the teacher know whether or not a student is mastering the objectives being taught and if not, to provide the teacher with information as to the child’s weaknesses so the instruction for the particular child can be tailored to meet the child’s education needs.”
Howard E. Manning, Jr.
Superior Court Judge
READ AND DISCUSS AT YOUR TABLE
“The bottom line is that the principals that sit in the office, fail to analyze the assessment data at their fingertips and do not become proactive in seeing the K-3 assessment system is being properly and effectively used by all teachers to drive individualized instruction in literacy, are not performing at the level that is expected to provide their students and faculty with the leadership needed to be successful and have all children obtain a sound basic education and proficiency in reading. This principal is not a Leandro compliant principal” (p. 27).
Howard E. Manning, Jr.Superior Court Judge
Instructional Leaders can:Access each teacher’s class dataClass Summary
Student Summary
Progress Monitoring
Drill down to individual probes
View extra tools and resources
Build reports to:View Composite scores by grade
View TRC scores by grade
View DIBELS measures scores
View Composite or TRC growth
View Effectiveness Formula
SELECTING YOUR PARAMETERS
1. Population: District or Program School
Grades Classes
2. Measure Overall
Formative Assessment Measures
State or Common Core Standards
3. Time:YearPeriod (Benchmark Periods (BOY,MOY,EOY)
Date – Current Year or Multiple Years
Enrolled:On Test dayNow*
*Data is refreshed every 24-48 hours*Always check time
Select a score report for your school – What does the data tell you?
Composite Scores and TRC
Proficiency Levels
Is the overall instruction at your school having an impact on student achievement: school, group, grade, class, every student?
3D Measure Breakdown
What skills are students struggling with so you know what to explicitly address?
Composite Score Growth
this Year
How has student achievement for every group changed over the course of this year?
Correlation Effectiveness
Is the overall instruction at your school having an impact on every group of students? Core? Intervention?
Now that you have pulled a score report, begin the process again by pulling your Progress Monitoring Fidelity Report.
NOTE – the default time parameters are not correct!
Under the TIME parameter you should select:• BOY->MOY• NOW• In the past 3 weeks• In the past 5 weeks• In the past 10 weeks
PROGRESS MONITORINGTRC Progress Monitoring Fidelity as of 12/10/14
DIBELS Progress Monitoring Fidelity as of 12/10/14
“Bottom line requirement: Do the formative assessment and use the information to tailor instruction to meet the needs of the individual child. Do not put the data in the folder and continue on with the instruction for the entire class on one level. (What about this do you not understand?)”
Howard E. Manning, Jr.