1. DATA REFLECTION: Providing Generally Effective Instruction Oregon Reading First Cohort B Project Level Data Erin Chaparro, Ph.D. Jean Louise Mercier Smith, Ph.D. Deni Basaraba M.A. © 2009 by the Oregon Reading First Center Center on Teaching and Learning

2. The Big Questions Are we increasing our year to year outcomes? Are we providing generally effective instruction? Are there high-priority areas that call for improvements?

3. Celebrate! Year to Year Outcomes

4. Kindergarten

5. First Grade Across Time PSF Cohort B

6. First Grade Across Time NWF Cohort B

7. First Grade Across Time ORF Cohort B

8. 2nd Grade Across Time ORF Cohort B

9. 3rd Grade Across Time ORF Cohort B

10. Providing a Context. Generally Effective Instruction

15. NWF Data Analysis: Context For the DIBELS winter benchmark assessment in First Grade, we coded the data by student strategy –Sound by Sound –Words Recoded –Partial Blends –Whole Words

16. Analyzed at the Project, School and Student levels Project Level and School Levels –Students are grouped by their “dominant” (e.g., most frequently used) strategy. –The accuracy of a strategy group was calculated by taking the mean accuracy of all the correct letter sounds using the strategy in which students were grouped. Student Level –The percentage of nonsense words using each strategy is reported –The accuracy of within each category is reported

20. Grade 1 NWF Winter Data: Project-Level Summary Established 488/864 (56.5%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 8818%93.5%438.8%98%142.9%98%34270.1%97% Emerging 241/864 (27.9%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 5824.182.7%9840.7%96.2%20.8%84.2%8334.4%89.4% Deficit 135/864 (15.6%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 6044.4%66.1%4634.1%85.5%---2921.5%76.3% Of these 488 established students, 88 students, or 18% used Sound-by- Sound as their dominant strategy 488/864, or 56.% of students in grade 1 were established on winter NWF Of the words that these students read using the Sound-by-Sound strategy, they were accurate 93.5% of the time;this accuracy percentage does NOT include words read using other strategies

21. Grade 1 NWF Winter Data: School-Level Summary Established 26/51 (51%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 311.5%73%---13.8%100%2284.6%99.9% Emerging 17/51 (33.3%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 317.6%87.6%635.3%100%---847.1%99.1% Deficit 8/51 (15.7%) Sound-by-Sound (S)Words Recoded (R)Partial Blends (P)Whole Words (W) N%AccuracyN% N% N% 337.5%76.1%112.5%100%---450%100% If there are dashes (-) in any of the cells, this means that this strategy was not used by any of the students in this risk category. Here, for example, we can see that no established students in this school used the Words Recoded strategy

22. Grade 1 NWF Winter Data: Student-Level Summary This table reports all of the same information, but at the student level. Additional information included in this table not included on the project-level and school-level tables is the following: - Total CLS: Total Correct Letter Sounds - Total WRC: Total Words Read Correct - Overall Accuracy: Percent of sounds student read accurately (total correct letter sounds / total letter sounds)

23. Summary of First Grade NWF Data Students who were Established most frequently used the whole word strategy Students who were Emerging most frequently used the Words Recoded strategy Students who were at Deficit most frequently used the Sound by Sound strategy Students who were Established were highly accurate Students who were Established made fewer errors than students at Deficit Very Few students use the Partial Blending strategy

24. Instructional Implications: With which skills do students need practice? Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5

25. Leadership Implications Action Planning: –Write Appropriate Goals –Set Actions to Match the Goals Principal Walk-Throughs: –Look for all the components of Effective Phonics Instruction Coaching: –Remind teachers and model all the components of Effective Phonics Instruction Overall: Continue Striving for the Top!