1. White Pages Team Grey Pages Facilitator Team & Facilitator Guide for School-wide Reading Leadership Team Meetings Elementary

2. Materials Needed Pink Assessment Binder Leadership Team School-wide Reading Worksheet DIBELS Next – UofO DIBELS Data System: Summary Report Distribution Report Cross-Year Box Plot Report DIBELS Next – DIBELSnet Status Report by Measure Status Report by Demographics Multi-Year Box Plot Report AIMSweb: Tier Transition Report Tier Transition Report by Ethnicity Norm Chart – Multiple Years Planning and Evaluation Tool-Revised (PET-R) Celebration Worksheet

3. Materials Needed Pink Assessment Binder Leadership Team School-wide Reading Worksheet DIBELS Next – UofO DIBELS Data System: Summary Report Distribution Report Cross-Year Box Plot Report DIBELS Next – DIBELSnet Status Report by Measure Status Report by Demographics Multi-Year Box Plot Report AIMSweb: Tier Transition Report Tier Transition Report by Ethnicity Norm Chart – Multiple Years Planning and Evaluation Tool-Revised (PET-R) Celebration Worksheet

4. Gather

6. Study

7. Transfer PET-R scores to Reading Data Summary Page in Pink Assessment Binder Study Program Quality / Fidelity: Preparation Planning and Evaluation Tool – Revised Transfer Data

8. This step is an activity that can be done in advance. Your team is transferring the scores so that you have all of your data summarized in one place. Study Program Quality / Fidelity: Preparation Planning and Evaluation Tool – Revised Transfer Data

9. QuestionTeam is looking atOutcome Are we confident in the accuracy of this data? Why or why not? Are we implementing a school-wide reading model with fidelity as indicated by a total score of 80 or greater on the PET-R? Assessment Binder: Reading Data Summary Product: Current status of school’s implementation of core reading program. Benefit: Leadership team knows whether they are implementing their core reading program with fidelity. Study Program Quality / Fidelity: Step 1 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do?

10. The goal is for schools to score at or above 80% on the PET-R. Ideally, schools will attain implementation levels that result in overall scores closer to 100% within a few years of MTSS implementation at the school-wide level. Help your team understand what their overall score means in general. Are you at or above criterion? Scores should be interpreted differently based on how long you have been implementing an MTSS model. It would be expected that a school who has been implementing MTSS for 3 or more years would obtain a total score closer to 100%. QuestionTeam is looking atOutcome Are we confident in the accuracy of this data? Why or why not? Are we implementing a school-wide reading model with fidelity as indicated by a total score of 80 or greater on the PET-R? Assessment Binder: Reading Data Summary Product: Current status of school’s implementation of core reading program. Benefit: Leadership team knows whether they are implementing their core reading program with fidelity. Study Program Quality / Fidelity: Step 1 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do?

11. QuestionTeam is looking atOutcome Based on the PET-R subscale scores, what are the areas of strength and need within our school-wide reading model? Assessment Binder Reading Data Summary Product: Areas of strength and need in your school-wide reading are identified by marking the areas of Strength (S) and areas of Need (N). Benefit: Leadership team knows the current areas of strength to celebrate with the staff, and they have identified the area of need to address and improve upon. Example S SN Study Program Quality / Fidelity: Step 2 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do?

12. QuestionTeam is looking atOutcome Based on the PET-R subscale scores, what are the areas of strength and need within our school-wide reading model? Assessment Binder Reading Data Summary Product: Areas of strength and need in your school-wide reading are identified by marking the areas of Strength (S) and areas of Need (N). Benefit: Leadership team knows the current areas of strength to celebrate with the staff, and they have identified the area of need to address and improve upon. Study Program Quality / Fidelity: Step 2 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? Typically, subscale “strengths” are identified when scores fall within the 80 to 100% range and subscale “needs” are identified when scores fall within 0 to 50% range. If all of your scores are in the higher range or all of your scores are in the lower range, you might have relative strengths and needs (e.g., 43% on the Instructional Time subscale would be a relative strength if scores in all other areas are lower, or 78% on the Differentiated Instruction/Grouping/Scheduling subscale would be a relative need if all other areas are higher.) Needs could also be identified as your 3 lowest subscale scores and strengths as your 3 highest subscale scores.

13. QuestionTeam is looking atOutcome Why do we see implementation deficits? Is it a: Skill Deficit? -Need training and feedback to either understand or apply the information Performance Deficit? -Need information -Need tools -Need motivators Assessment Binder Reading Data Summary Product Individual items from subscales identified as a need are examined further to determine next steps for improvement. Benefit: Leadership team has explored potential causes of implementation deficits in order to determine next steps for improvement. Study Program Quality / Fidelity: Step 3 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do?

14. Understanding your team’s implementation status (strengths and needs) will be critical for developing an action plan and using data to inform the school improvement plan. Look beyond your student reading data to develop common strategies that can be implemented across all classrooms within a grade level. Look for areas of common need and avoid reviewing all detailed areas of need and developing a plan to address everything at once. Example: If a skill deficit in data interpretation is an identified need for teachers, than an action plan will be developed to provide training and coaching for grade level teachers on how to analyze data and link it to instruction. If a performance deficit is identified as a need (staff have the knowledge and the skill, but are not implementing the plan), determine why the plan is not being implemented (i.e., scheduling conflicts, lack of materials) and create an action plan on what changes need to occur and by when. Identify the area(s) of need and determine how this information will be shared with Grade Level Teams to determine what strategies can be implemented grade-wide to improve school-wide reading efforts. Study Program Quality / Fidelity: Step 3 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? QuestionTeam is looking atOutcome Why do we see implementation deficits? Is it a: Skill Deficit? -Need training and feedback to either understand or apply the information Performance Deficit? -Need information -Need tools -Need motivators Assessment Binder Reading Data Summary Product Individual items from subscales identified as a need are examined further to determine next steps for improvement. Benefit: Leadership team has explored potential causes of implementation deficits in order to determine next steps for improvement.

15. Study Program Quality / Fidelity: Step 4 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? QuestionTeam is looking atOutcome In Future Years: In what areas have we made improvements on the PET-R since last year? Assessment Binder Reading Data Summary Product: Highlight or circle areas where scores have improved. Benefit: Leadership teams have identified areas of improvement to determine if they are impacting student outcomes and to celebrate with staff.

16. Study Program Quality / Fidelity: Step 4 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? QuestionTeam is looking atOutcome In Future Years: In what areas have we made improvements on the PET-R since last year? Assessment Binder Reading Data Summary Product: Highlight or circle areas where scores have improved. Benefit: Leadership teams have identified areas of improvement to determine if they are impacting student outcomes and to celebrate with staff. Look for growth and sustainability in scores. Have teams refer to their goals when examining growth. Identify what adjustments were made over the past year to assist with school-wide reading growth. Determine whether the growth in implementation of school-wide reading has impacted student outcome growth.

17. Study Program Quality / Fidelity: Step 5 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? QuestionTeam is looking atOutcome What celebrations do we need to share with our staff related to the implementation of our school-wide reading model? Assessment Binder Reading Data Summary Celebrations Worksheet Product: Record PET-R areas of strength and improvement on the Celebrations Worksheet. Benefit: Leadership Team has delineated what information needs to be shared with various groups within the school and district

18. Study Program Quality / Fidelity: Step 5 Planning and Evaluation Tool – Revised Are We Doing What We Said We Were Going To Do? This step is critical for being able to systematically summarize celebrations for our staff. Help teams to see the positive foundations from which they can build. Provide praise and recognition to your team during this step as a model for them. QuestionTeam is looking atOutcome What celebrations do we need to share with our staff related to the implementation of our school-wide reading model? Assessment Binder Reading Data Summary Celebrations Worksheet Product: Record PET-R areas of strength and improvement on the Celebrations Worksheet. Benefit: Leadership Team has delineated what information needs to be shared with various groups within the school and district

19. Study Student Outcome: Preparation Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? Transfer scores to the Reading Data Summary Page DIBELS Next Reading Data Summary: Summary Report (DIBELS Data System) or Status Report by Measure (DIBELSnet) AIMSweb Reading Data Summary: Tier Transition Report

20. Study Student Outcome: Preparation Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? This step is an activity that can be done in advance. Your team is transferring the scores so that you have all of your data summarized in one place.

21. Study Student Outcome: Preparation Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? Transfer scores to the Reading Data Summary Page AIMSweb: Tier Transition Report by Ethnicity DIBELS Data System: Distribution Report DIBELSnet: Status Report by Demographics

22. Study Student Outcome: Preparation Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? This step is an activity that can be done in advance. Your team is transferring the scores so that you have all of your data summarized in one place.

23. Study Student Outcome: Step 1 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? QuestionTeam is looking atOutcome Are we confident in the accuracy of this data? Why or why not? What percentage of students are at or above benchmark / low risk by grade level? Assessment Binder Reading Data Summary Product: Grade levels that have achieved 80% or higher of students at benchmark / low risk are identified. Benefit: Team understands their school- wide reading CBM data, determines if the data is accurate, and identifies across grade levels the percentage of students at or above benchmark / low risk levels.

24. Study Student Outcome: Step 1 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? MiBLSi project goals are for schools to have 80% or more of students at benchmark for each grade level. Highlight any benchmark scores at or above 80%. Assist teams with identifying which grade levels are meeting 80% or more of their students at benchmark for a particular skill measured. What resources are they using? Which classroom management and engagement activities are they implementing? How are the staff implementing Core Instruction with fidelity? QuestionTeam is looking atOutcome Are we confident in the accuracy of this data? Why or why not? What percentage of students are at or above benchmark / low risk by grade level? Assessment Binder Reading Data Summary Product: Grade levels that have achieved 80% or higher of students at benchmark / low risk are identified. Benefit: Team understands their school- wide reading CBM data, determines if the data is accurate, and identifies across grade levels the percentage of students at or above benchmark / low risk levels.

25. Study Student Outcome: Step 2 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? QuestionsTeam is looking at Outcome What percentage of students in each subgroup are at or above benchmark / low risk? Assessment Binder Reading Data Summary Product: Subgroups within grade levels that have achieved 80% or higher of students at benchmark / low risk are identified. Benefit: Leadership team knows the current status of each grade level and can began to identify and determine which strategies and activities are working to move students’ reading skills to benchmark status.

26. Study Student Outcome: Step 2 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? Assist teams with identifying which subgroups within each grade level are meeting 80% or more of their students at benchmark for a particular skill measured. What resources are they using? How are the staff implementing Core Instruction with fidelity? QuestionsTeam is looking atOutcome What percentage of students in each subgroup are at or above benchmark / low risk? Assessment Binder Reading Data Summary Product: Subgroups within each grade that have achieved 80% or higher of students at benchmark / low risk are identified. Benefit: Leadership team knows the current status of each grade level and can began to identify and determine which strategies and activities are working to move students’ reading skills to benchmark status.

27. Study Student Outcome: Step 3 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? QuestionsTeam is looking at Outcome Has there been growth in student reading performance over time (within and between school years)? Assessment Binder: Reading Data Summary Box Plot Graphs Product: Student growth for each grade level is identified. Benefit: Leadership team knows which grade levels are showing improvement in the percentage of students at or above benchmark / low risk across school years.

28. Study Student Outcome: Step 3 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? QuestionsTeam is looking at Outcome Has there been growth in student reading performance over time (within and between school years)? Assessment Binder: Reading Data Summary Box Plot Graphs Product: Student growth for each grade level is identified. Benefit: Leadership team knows which grade levels are showing improvement in the percentage of students at or above benchmark / low risk across school years. Assist the team with reviewing their Reading Data Summary sheet and determining if the percentage of students meeting benchmark / low risk is improving within the school year. Also, assist the team with looking at each grade level’s Box Plot Graph to determine if the percentage of students at or above benchmark / low risk is improving across school years.

29. Study Student Outcome: Step 4 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? QuestionTeam is looking atOutcome What celebrations do we need to share with our staff related to student reading outcomes as measured by DIBELS / AIMSweb? Assessment Binder: Reading Data Summary Celebrations Worksheet Product: Record identified areas of strength and improvement on the celebrations worksheet. Benefit: Leadership Team has delineated what information needs to be shared with various groups within the school and district

30. Study Student Outcome: Step 4 Reading Curriculum Based Measure Are We Having A Positive Impact on Student Outcomes? This step is critical for being able to systematically summarize celebrations for our staff. Help teams to see the positive foundations from which they can build. Provide praise and recognition to your team during this step as a model for them. QuestionTeam is looking atOutcome What celebrations do we need to share with our staff related to student reading outcomes as measured by DIBELS / AIMSweb? Assessment Binder: Reading Data Summary Celebrations Worksheet Product: Record identified areas of strength and improvement on the celebrations worksheet. Benefit: Leadership Team has delineated what information needs to be shared with various groups within the school and district

31. Acknowledgements: The contents of this Team & Facilitator Guide are based off of the work of Dawn Miller, Shawnee Mission School District, Kansas.