1 Cohort B Institute on Beginning Reading III February 1 and 2, 2006 Achieving Healthy Grade-Level Systems in Beginning Reading

2 Cohort B, IBR III Content Development Content developed by: Carrie Thomas Beck Wayne Callender Jeanie Mercier Smith Patricia Travers Additional support: Katie Tate

3 Acknowledgments ©Oregon Department of Education ©Center on Teaching and Learning, College of Education, University of Oregon ©U.S. Department of Education

4 Copyright ©All materials are protected by copyright and should not be reproduced or used without expressed permission of the Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

5 Evaluating the Health of a Grade-Level Beginning Reading System Content developed by Patricia Travers

6 Were Grade-Level Instructional Maps Effective in Supporting Adequate Progress for Students with Benchmark, Strategic and Intensive needs? How Healthy Is Your System?

7 Grade Level Instructional Map Kindergarten Example Grade Level Instructional Map Kindergarten Example

8 DIBELS Summary of Effectiveness Reports Four Ways to Achieve Adequate Progress

9 DeficitAt Risk EmergingSome Risk EstablishedLow Risk Final Benchmark Goals and Later: Goal Skills Progressive or Midpoint Benchmark Goals: Developing Skills Instructional Status Terminology Used for all measures except ORF and LNF

10 Kindergarten Measures BeginningMiddleEnd Measure Score Status Score Status Score Status ISF < ≥ 8 At risk Some risk Low risk < ≥ 25 Deficit Emerging Established LNF < ≥ 8 At risk Some risk Low risk < ≥ 27 At risk Some risk Low risk < ≥ 40 At risk Some risk Low risk PSF < ≥18 At risk Some risk Low risk < ≥ 35 Deficit Emerging Established NWF < ≥ 13 At risk Some risk Low risk < ≥ 25 At risk Some risk Low risk Progressive Benchmarks: Are Students On-Track To Achieve the Benchmark Goal?

11 BeginningMiddleEnd Measure Score Status Score Status Score Status LNF < ≥ 37 At risk Some risk Low risk PSF < ≥ 35 Deficit Emerging Established < ≥ 35 At risk Some risk Low risk < ≥ 35 At risk Some risk Low risk NWF < ≥ 24 At risk Some risk Low risk < ≥50 Deficit Emerging Established < ≥ 50 Deficit Emerging Established ORF < ≥ 20 At risk Some risk Low risk < ≥ 40 At risk Some risk Low risk First Grade Measures Progressive Benchmarks: Are Students On-Track To Achieve the Benchmark Goal?

12 BeginningMiddleEnd Measure Score Status Score Status Score Status 2 nd Grade ORF < ≥ 44 At risk Some risk Low risk < ≥ 68 At risk Some risk Low risk < ≥ 90 At risk Some risk Low risk 3 rd Grade ORF < ≥ 77 At risk Some risk Low risk < ≥ 92 At risk Some risk Low risk < ≥ 110 At risk Some risk Low risk 2 nd & 3 rd Grade ORF Scores Progressive Benchmarks: Are Students On-Track To Achieve the Benchmark Goal?

13 Measuring the Progress of Your Students Using your K- 3 DIBELS benchmark tables, determine the following students’ skill or risk status at mid-year: 1. 1st grader with NWF of 27 Deficit 2. Kindergartener with PSF of 8 Some Risk 3. 3rd grader with ORF of 52 At Risk 4. 2nd grader with ORF of 52 At Risk 5. 1st grader with NWF of 59 Established

14 Evaluating the Health of a Grade-Level System Using Summary of Effectiveness Reports

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16 Summary of Effectiveness Reports ©Summary of Effectiveness Reports: Provide information on how students with different instructional needs (e.g., benchmark, strategic, and intensive) performed on the same measure at two points in time.  Reports can be generated for the district, school, or by classroom.  Reports can be used to evaluate the effectiveness of additional support/intervention services.

17 Finding the Summary of Effectiveness Tables on the Website ©Go to ©Select “Data System” ©Log in with your user name and password ©Select “View/Create Reports” ©Select “Summary of Effectiveness by School, District, or Project” ©Select the year and school ©Select the time of year and grade level ©Select “Download Report Here”

Summary of Effectiveness by School or District

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20 Summary of Effectiveness (We do it) Using the Test District sample, locate the following information on the Summary of Effectiveness table: __________________________________________ 1. District School Year Step (Time of Year) 2. DIBELS Measure Indicated 3. Levels of Instructional Support 4. Total Number of Students Included in the Report

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22 Using your school’s Summary of Effectiveness by School Report and locate the following information: 1. District School Year Step (Time of Year) 2. DIBELS Measure Indicated 3. Levels of Instructional Support 4. Total Number of Students Included in the Report

23 Evaluating health through the Summary of Effectiveness by School Report

24 1. Initial Skill: In the fall of kindergarten, what percentage of students were: Instructional Recommendation in the Fall 2005 % of students at Instructional Recommendation in Fall 2005 Benchmark Strategic Intensive

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26 1. Initial Skill: In the fall of kindergarten, what percentage of students were: Instructional Recommendation in the Fall 2005 % of Students at Instructional Recommendation in Fall 2005 Benchmark14.9% Strategic42.5% Intensive42.5%

27 2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the beginning of kindergarten, what percent achieved the ISF goal of 25 for the middle of kindergarten? ___________

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29 2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the beginning of kindergarten, what percent achieved the ISF goal of 25 for the middle of kindergarten? ___________ 59.9%

30 3. Adequate Progress of Strategic Students: Of the students who were Strategic in the beginning of kindergarten, what percent achieved the ISF goal of 25 for the middle of kindergarten? ___________

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32 3. Adequate Progress of Strategic Students: Of the students who were Strategic in the beginning of kindergarten, what percent achieved the ISF goal of 25 for the middle of kindergarten? ___________ 32.4%

33 4. Adequate Progress of Intensive Students: Of the students who were Intensive in the beginning of kindergarten, what percent made adequate progress towards the ISF goal of 25 for the middle of kindergarten? ___________

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35 4. Adequate Progress of Intensive Students: Of the students who were Intensive in the beginning of kindergarten, what percent made adequate progress towards the ISF goal of 25 for the middle of kindergarten? 77%

37 Evaluating health through the Summary of Effectiveness by Class Report

38 Students who began the year at benchmark Students who began the year at strategic Students who began the year at intensive

39 Benchmark student who did not meet the ISF Goal of 25 Count & percent of benchmark students meeting the ISF benchmark Benchmark students who met the ISF Goal of 25

40 Strategic student who did not meet the ISF Goal of 25 Count and Percent of strategic students meeting the ISF benchmark Strategic students who met the ISF Goal of 25

41 Intensive student who met the ISF Goal of 25 Count and Percent of intensive students meeting the ISF benchmark Intensive students who did not meet the ISF Goal of 25. However, Michael did reach emerging status.

42 This classroom is meeting the needs of the all but one student requiring benchmark instruction. How would you characterize the school’s instructional support services for students needing strategic or intensive support? StrongMediumWeak

43 Summary of Effectiveness by Class  Which benchmark students reached established (low risk) on the winter benchmark goal?  Which strategic students reached established (low risk) on the winter benchmark goal?  Which intensive students reached established (low risk) on the winter benchmark goal?  Which intensive students reached emerging (some risk) on the winter benchmark goal? ©Data Sources: Summary of Effectiveness by Class; DIBELS benchmark tables Using your own classroom summaries of effectiveness, locate and highlight in green the following information:

44 Summary of Effectiveness by Class  Which benchmark students did not reached established (low risk) on the winter benchmark goal?  Which strategic students did not reached established (low risk) on the winter benchmark goal?  Which intensive students did not reached established (low risk) or emerging (some risk) on the winter benchmark goal? ©Data Sources: Summary of Effectiveness by Class; DIBELS benchmark tables Using your own classroom summaries of effectiveness, locate and highlight in pink the following information: