What Can Test Scores Tell You about the State of Your School?  CRCT  DIBELS Dr.Michael McKenna Georgia Southern University.

Slides:

Advertisements

Similar presentations

Grading and Reporting Grade PLUS 4 th and 5 th Grade.

Advertisements

Response to Intervention (RTI) in Fresno Unified School District Presentation for SELPA Directors December 1 st 2005 By Sue Pellegrino, FUSD SELPA Director.

WELCOME to DIBELS Night 6:00 – 6:30 Dinner 6:30 – 7:00 Children: Story Teller Parents: DIBELS presentation on 1 st /2 nd grade assessments at Wilcox 7:00.

Comparison of Half- and Full-Day Kindergarten on Kindergarten Achievement Jack B. Monpas-Huber, Ph.D. Director of Assessment and Student Information.

PVAAS School Consultation Fall 2011 PVAAS Statewide Core Team

EiS – Education iT Services “Our passion in EiS is to make a real difference in education and ultimately children’s lives by providing innovative solutions.

Survey Level Assessment

North Penn School District Phase III Update Introduction to Response to Instruction and Intervention (RTII): A Schoolwide Framework for Student Success.

 “I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.”  ~Leonardo da Vinci.

Interpreting Achievement Results Michael C. McKenna University of Virginia.

Growth Model Considerations in Early Literacy Research Yaacov Petscher Florida Center for Reading Research.

Dana Martineau and Anita Rivers introducing Early Intervention Program.

Cohort A Project-wide Data “Our goals can only be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously.

Build Assessment Literacy and Create a Data Overview Oct. 10, 2006.

Communicating through Data Displays October 10, 2006 © 2006 Public Consulting Group, Inc.

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

Presented by: The First Grade Team

1 Project-wide Reading Results: Interpreting Student Performance Data and Designing Instructional Interventions Oregon Reading First February, 2004 Institute.

Oregon Reading First Cohort B Regional Coaches’ Meeting October, 2005

Section 3: Writing Goals and Planning Interventions through the Grouping Process. Progress Monitoring and Goal Writing.

Schoolwide Reading Improvement Model - RTI Name:___________________________ Grade:___________________________ School:__________________________ CONSULTING.

Interpreting DIBELS reports LaVerne Snowden Terri Metcalf

Assessment-Driven Instruction. Models of Reading Assessment.

SST Updates Nash-Rocky Mount Public School System.

Average National Arabic Scale Scores for Grade 1 By Gender MalesFemales Grade Level Scale Score 550.

Neither Was Intervention! Rome Wasn’t Built in a Day!

1 RtII: Response to Instruction and Intervention Wissahickon School District.

Tiered Accountability & Support (1/4/08) Tiered Accountability & Support System January 4, 2008.

DIBELS Overview Kindergarten. What is DIBELS?? Kindergarten Assessments DIBELS Report What can parents do at home?

Using Data in the EBIS System Universal Screening and Progress Monitoring.

DIBELS Overview First and Second Grade.

DIBELS Data: From Dabbling to Digging Interpreting data for instructional decision-making.

Suspension Data Fall 2009 Compared to Fall Number of Students Suspended – Grade Level.

Integrated Systems Model (ISM/OISM) Updates for District Leaders.

Data Analysis MiBLSi Project September 2005 Based on material by Ed Kameenui Deb Simmons Roland Good Ruth Kaminski Rob Horner George Sugai.

RtI Team 2009 Progress Monitoring with Curriculum-Based Measurement in Reading -DIBELS.

Data-Based Decision Making: Universal Screening and Progress Monitoring.

Using Data to Improve Student Achievement Summer 2006 Preschool CSDC.

Tallassee Elementary Summary of Effectiveness DIBELS Report Data Meeting May 9, 2012 Presenter: Cynthia Martin, ARI Reading Coach.

Principal Reporting Package MAT-8. Issues What you’ve had –Standard hard copy reports from Harcourt What you’ve been missing –Data in a spreadsheet format.

DIBELS: Doing it Right –. Big Ideas of Today’s Presentation Reading success is built upon a foundation of skills DIBELS (Dynamic Indicators of Basic Early.

Interpreting data for program evaluation and planning.

Data-based Decisions: A year in review Sharon Walpole University of Delaware.

Reading 3D Fall 2013 Lynn Holmes. Speedboat vs. Oil Tanker You do an intervention with a second grader, you’re changing direction on a speedboat,

The State of the School Goals What do we want children to know and be able to do with text in this school?

Where Do You Stand? Using Data to Size Up Your School’s Progress Michael C. McKenna University of Virginia.

The State of Our School Fall, Goals What do we want all children to know and be able to do with text in our school? K – 90% of students will reach.

University of Colorado at Boulder National Center for Research on Evaluation, Standards, and Student Testing Challenges for States and Schools in the No.

The State of the School Fall Goals What do we want children to know and be able to do with text in this school? We want our children to know how.

RtI Team 2009 Progress Monitoring with Curriculum-Based Measurement in Reading - AIMS.

RTI Trends & Issues Keith Drieberg Brad McDuffee San Bernardino City Unified School District Keith Drieberg Brad McDuffee San Bernardino City Unified School.

Addressing Questions with KN, 1st and 2nd Grade Reading

K-5: Progress Monitoring JANUARY, 2010 WAKE COUNTY PUBLIC SCHOOL SYSTEM INTERVENTION ALIGNMENT.

What is AIMSweb? AIMSweb is a benchmark and progress monitoring system based on direct, frequent and continuous student assessment.

Module 10 Assessment Logistics

Data-Based Leadership

CASD K-6 Transition Plan from DIBELS to DIBELS Next

Weaver Elementary School

mClass Training for New Staff

Reading Goals and Reading Growth A Proposal for Cohort A

Reading Goals and Reading Growth A Proposal for Cohort A

Oregon Reading First Summary Outcomes at the End of Year 1: Students at Benchmark (On Track) (C) 2005 by the Oregon Reading First Center Center on Teaching.

Oregon Reading First Summary Outcomes at the End of Year 1: Students at Benchmark (On Track) © 2005 by the Oregon Reading First Center Center on Teaching.

Program Effectiveness in DERF: State-Level Action Plan

Data Overview Elementary School ~ Marietta, Georgia Michele Lowe

Data-based Decisions: You try it

Teacher Name Teacher Name Teacher Name Teacher Name Teacher Name

Findley Oaks Elementary Data Overview

Presentation transcript:

What Can Test Scores Tell You about the State of Your School?  CRCT  DIBELS Dr.Michael McKenna Georgia Southern University

AYP Benchmarks Subject Rdg/Eng Math

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry = 22

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry =  10 = 2.2

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry =  10 = 2.2

AYP Benchmarks Subject Rdg/Eng Math Kashinkerry =  10 = 2.2

Looking Back

Grade Four-Year CRCT Results

Grade Four-Year CRCT Results

CRCT Cautions  Same-Grade Comparisons  Vertical Scaling  Year-to-Year Continuity

Looking Ahead

An Action Plan for the CRCT 1. Make a table for the past three years. 2. Contrast same-grade with cohort comparisons. 3. Consider disaggregated scores for key subgroups (special education categories, ethnicity, gender, LEP). 4. Compute equal increases through Communicate these goals to teachers at each grade level, and discuss steps that might help attain them.

What about DIBELS?

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

Test K A S L A S L ISF LNF PSF NWF ORF Sample Beginning-of-Year DIBELS Distribution

An Action Plan for DIBELS 1. Make a table for fall, including results at the three levels of risk, for each grade and test. 2. Identify points where large numbers of children are at high and moderate risk. 3. Discuss the “big picture” with teachers in grade groups. 4. Make clear to everyone that a central goal is to move all children into the low risk category. 5. Meet with individual teachers to plan for intervention and progress monitoring.