Insert School Name Here Title Insert School Name Here Middle of Year 2018-2019 ELAT CO Early Literacy Assessment Tool

Agenda Title Reconnecting to Key Ideas Composite Score Analysis Tiered Instruction Analysis Measure Level Analysis Pathways of Progress Analysis Progress Monitoring Action Planning ELAT CO Early Literacy Assessment Tool

Objectives During this session, we will: Analyze MOY data trends Action plan for the remainder of the year

Reconnecting to Key Ideas

Literacy Framework

Basic Early Literacy Skills

Basic Early Literacy Skills

Outcomes Driven Model

Used with permission of Dynamic Measurement Group Outcomes Driven Model Benchmark Assessment and Data Analysis Instruction and progress monitoring for first half of school year MOY benchmark assessment data is a checkpoint to review outcomes and identify and validate need for support Used with permission of Dynamic Measurement Group The “Outcomes Driven Model” is the framework the DIBELS authors have created to guide educational decisions about DIBELS data. The 5 steps of the outcomes-drive model are shown on the left. The basic principle of the ODM is that student outcomes drive instructional change. Students who meet the DIBELS Benchmark goals are on track for future reading success. Not meeting the Benchmark goals indicates a change to instruction is needed. [CLICK] In the first two steps, we identify which students need support and validate the need for support. [CLICK] We do this using the benchmark assessments three times per year and then analyzing the data to determine which students need support. [CLICK] The bottom part of the model shows the instruction and progress monitoring we have completed during the first half of the school year. After we determine which students need support using the benchmark assessments, we plan for how we will support those students, implement the support and use progress monitoring probes to evaluate the effectiveness of our support. We repeat this cycle in between benchmarks, using progress monitoring data to inform our support for students. [CLICK] We use MOY benchmark sessions as a way to review outcomes. We analyze student benchmark assessments to determine student growth. We then use MOY benchmark assessments to also re-evaluate which students need our support and validate that need. We will use this framework as a way to think about the analysis of our school-level data.

Composite Score Report Insert screenshot of Comparing Populations Report (mCLASS) or Status Report (DMG) by grade OR copy/paste URL to the report Review the data with your staff. [Insert the % at or above benchmark at BOY and MOY for each grade to read during the presentation.] Ask the staff for trends they notice in the data, potential root causes and next steps.

Composite Score Analysis: Reflections

Tiered Instructional Analysis: Effectiveness Guidelines 80% of students should reach benchmark with core reading instruction alone. 95-100% of students who score at or above benchmark should still be at or above benchmark at subsequent benchmark times. 80-100% of students who score below benchmark should score at or above benchmark at subsequent benchmark times with core reading instruction + strategic instructional support. 80-100% of students who score well below benchmark should score below or at or above benchmark at subsequent benchmark times with core reading instruction + intensive instructional support. Review these guidelines with the staff. Then, go to the next slide to view how the school did from BOY to MOY.

Tiered Instructional Analysis Report Insert screenshot of Correlation Report (mCLASS) or Effectiveness of Instructional Supports Report (DMG) OR copy/paste URL to the report Ask staff for any trends they notice in the data. Record trends from information gathered in the “Tiered Instruction Analysis” template in the Participant Notebook here.

Tiered Instructional Analysis: Reflections Synthesize the reflections you recorded on the “Tiered Instructional Analysis” template in the Participant Notebook here.

Skills Level Analysis Report Insert screenshot of Comparing Measures report by grade (mCLASS) or School Overview (DMG), or copy/paste URL to report. This report may take more than one slide. If needed, add additional slides. Review the data with your staff. [Insert trends you recorded on the “Skills Level Analysis” in the Participant Notebook.] Ask the staff for trends they notice in the data, potential root causes and next steps.

Skills Level Analysis: Reflections Record a synthesis of your ideas for next steps from the “Skills Level Analysis” in the Participant Notebook.

Pathways of Progress Report School/District/LEA % of students making typical, above or well above typical progress in grades 1-3 Pull report from mCLASS Download Your Data or DMG Pathways of Progress. Review the table on the slide with staff. Record any other notes here. Choose school/district/LEA from title and delete the other words that do not apply to your school.

Pathways of Progress: Reflections Record a synthesis of your ideas for next steps from the “Pathways of Progress Analysis” in the Participant Notebook.

Remember! Pathways of Progress goals should be set to typical, above or well above for At/Above Benchmark students. For students who are Below Benchmark or Well Below Benchmark on their composite score, their Pathway composite score goal should be above or well above typical growth in order to close the gap. Goals are not for teacher evaluations. UGG is not based on the goals set, but the actual student growth outcome from BOY-EOY. Student pathway outcomes at MOY guide our next steps for instruction. TIMING: 1 Minute FACILITATOR ACTION: Share out each of the reminders with participants. [CLICK] through each.

Progress Monitoring Report Grade Trends School K 1 2 3 Review the table on the slide with staff. Record any other notes here.

Progress Monitoring: Reflections Record a synthesis of your ideas for next steps from the “Progress Monitoring Analysis” in the Participant Notebook.

Choose Your Own Adventure Resources Education research resources: Hard Words Literacy Primers Web resources: Literacy Framework Utah’s landing page on Amplify Pivot Table Video TIMING: 1 Minute FACILITATOR NOTES: If people want to delve further into the research we covered, here are the resources they can use.

Post-Session Survey - for School Leaders Only https://www.surveymonkey.com/r/USBEMOYLeader Delete this slide after you take the survey; this is not for your staff.

Join us for EOY Data Analysis Register at: https://tinyurl.com/USBEDataAnalysis

Support Staff and Resources Sarah McCarty Associate Director, Partnership Management staylor@amplify.com (812) 593-5776 Liz Williams Elementary ELA Assessment Specialist Utah State Board of Education liz.williams@schools.utah.gov (801) 538-7542 Jennifer McCormick Project Manager and Professional Development Designer, Professional Services jmccormick@amplify.com (202) 649-0828 Amplify Customer Service help@amplify.com (800) 823-1969 M–F 5 a.m. to 5 p.m. MT Amplify Education Support edsupport@amplify.com M–F 6 a.m. to 4 p.m. MT DMG Customer Support info@dibels.org (888) 943-1240 M–F 6 a.m. to 3 p.m. MT Utah Landing Page Statewide Benchmark windows, enrollment documents, professional development resources, and information about the solutions provided by Amplify. mCLASS Home Acadiencelearning.Net Use these websites for all levels of reporting including district, school, class, and student information based on your provider.