1. Data-Based Leadership
Cohort A
October 21, 2005
© 2005 by the Oregon Reading First Center Center on Teaching and Learning

2. Data-based Lessons learned from Cohort A
Reading First is working in Oregon
Implementation Matters
Kindergarten is KEY
Stay the course, Improvement takes time...

3. Reading First is Working in Oregon: Comparison of Cohort A versus Matched Comparison Schools on Mean DIBELS Spring Outcomes

4. Reading First vs. Non-Reading First: 3rd Grade Spring 2005 ORF Mean Scores

5. Reading First vs. Non-Reading First: 2nd Grade Spring 2005 ORF Mean Scores

6. Reading First vs. Non-Reading First: 1st Grade Spring 2005 ORF Mean Scores

7. Reading First vs. Non-Reading First: Kindergarten Spring 2005 PSF & NWF Mean Scores

8. Implementation Matters
Percent of Schools Rated as High Implementers
Schools needing Continued Improvement: 100%
Schools needing Moderate Improvement: 76%
Schools needing Substantial Improvement: 50%

9. Kindergarten is KEY # of Schools with Full Day Kindergarten
Schools needing Continued Improvement: 6 out of 8
Schools needing Substantial Improvement: 2(partial) out of 9

10. Kindergarten is KEY
Primary Reading Outcomes on SAT-10 End of Year 1 by Fall Screening Performance
Now, we are breaking down the SAT-10 data from the end of the first year even further by looking at the performance of low risk vs. high risk students. Specifically, the table shows the percent of students who were considered low risk as measured by DIBELS in the Fall of the first year who went on to perform at grade level on SAT-10 vs. the percent of students who were considered high risk as measured by the DIBELS in the Fall of the first year who went on to perform at grade level on SAT-10 at the end of year 1. Note that students who come in on track stay on track. For students who come to us as intensive, it’s particularly hard to get them on track in first and second grade after just one year in the project.

11. Stay the course, Improvement takes time....
Percent of Students in Fall with Benchmark Instructional Recommendation on DIBELS
Note: This is not an intact group of students. Results would be even stronger if we just included an intact group.
Although we don’t have control over the kindergarten numbers from year to year, you can see that RF is having a positive effect on students who have participated in the program. For example, in Grade 1 in Fall of 03 (first year of project), only 28% of first graders were at benchmark. In Fall of 04, you’ll note an increase to 42% of first graders at benchmark. These are students who participated in RF as kindergarteners so are entering into first grade with stronger performance. We want to see the bars growing taller from year to year.

12. Stay the course, Improvement takes time....
Percent of Students in Fall with Intensive Instructional Recommendation on DIBELS
Note: This is not an intact group of students. Results would be even stronger if we just included an intact group.
This is just the flip side of what we just looked at. Now, we are tracking the number of intensive students we start out with in the Fall from year to year. Again, we do not have control of the number of K students who enter school with an intensive instructional recommendation, but you will see that once students have participated in the RF program for a year or two years, we decrease the number of students who are intensive. For example, in Fall of 03, we had 44% of first graders who were intensive, but in Fall of 04 we were down to 30% of first graders who were intensive. These were the first graders who participated in RF in kindergarten. We want to see these bars decreasing from year to year.

13. Using data in an Outcomes-Driven model: Decision making steps
Identify Goals for Expected Performance
2. Identify and Validate Level of Support Needed to meet Expected Performance Goals
3. Plan and Implement Level of Support
4. Evaluate and, if necessary, Modify Support Plan
5. Review Outcomes

14. Organizing Features of ODM
What level? :
State
district
school
grade
What Reports/Documents?:
Distribution Reports
Summary of Effectiveness Reports
Progress Monitoring Reports
Histograms
Summary of Theme Skills Assessments
Instructional Support Plans, Lesson Progress Reports, Coaching Observation Summaries
When:
Immediately following fall or winter benchmarking
Ongoing throughout year
What step?:
-Identify goals for expected performance
-Identify level of support needed to meet goals
-Plan and Implement support
-Evaluate and, if necessary, modify support plan
-Review Outcomes

15. Identify Goals for Expected Performance:
Primary Goal: All children reading at grade-level by the end of third grade

16. Identify Goals for Expected Performance: Primary Goal: All children reading at grade-level by the end of third grade
Measure
How Much?
By When?
Initial Sounds Fluency
25 or more
Middle of K
Phonemic Segmentation Fluency
35 or more
End of K
Nonsense Word Fluency
50 or more
Middle of 1st
Oral Reading Fluency
1st: 40 or more
2nd: 90 or more
3rd: 110 or more
1st: End of year
2nd: End of year
3rd: End of year

17. Identify and Validate Level of Support Needed to meet Expected Performance Goals

18. Identify and Validate Level of Support Needed to meet Expected Performance Goals
Student Level: What level of instructional support will students need to meet expected reading goals?
Data Source: Grade list/Class list report
Grade Level: What percent of our student are going to need additional support to meet expected reading goals?
Data Source: Distribution Report (by class)
School Level: What level of instructional support will grade levels need to meet expected reading goals? Are there certain grade levels that may need more support than other grade levels?
District Level: What level of instructional support will schools need to meet expected reading goals? Are there certain schools that may need more support than other schools?
Data Source: Distribution Report (by school)

19. Plan and Implement Levels of Instructional Support

20. Grade Level: Plan and Implement Levels of Instructional Support

21. School Level Plan

22. Evaluate and, if necessary, Modify Support Plan

23. Evaluate and, if necessary, Modify Support Plan
Student Level:
Did the student make adequate progress towards the winter benchmark goal? Is the student responding well to the intervention?
Data Source: Progress Monitoring Report, CSI map, Student Intervention Profile
Time Period: Ongoing between fall and winter benchmarking
Grade Level:
Did all of the students in second grade make adequate progress towards the winter benchmark goal? Did the second grade instructional support plans adequately support benchmark, strategic and intensive students? If not, do we need to modify parts of the plan?
Data Source: Fall to Winter Summary of Effectiveness Report (by grade), Fall to Winter CSI map, Winter to Spring CSI map
Time Period: Immediately following winter benchmarking
Grade Level: How well is our ELL (SPED) population achieving compared to our Non-ELL (Non SPED) population?
Data Source: Distribution Report (by subgroups), CSI map

24. Evaluate and, if necessary, Modify Support Plan
School Level:
Did the K-3 Instructional Support Plans adequately support all our students towards the winter benchmark goals? Are there certain grade levels that may need more support to assist all students to reach spring benchmark goals?
Did the K-3 Instructional Support Plans adequately support benchmark, strategic, and intensive students towards the winter benchmark goals? What areas need fine tuning? What areas need substantial support?
Data Source: Summary of Effectiveness Reports (by grade level), K-3 Fall to Winter CSI maps, K-3 Winter to Spring CSI maps
Timeline: Immediately following winter benchmarking
District Level:
Did each schools’ K-3 instructional support plans adequately support all of their students towards the winter benchmark goals? Are there certain schools that may need more support to assist all students reach spring benchmark goals?
Did each school’s K-3 Instructional Support Plans adequately support benchmark, strategic, and intensive students towards the winter benchmark goals? What areas need fine tuning? What areas need substantial support?
Data Source: Summary of Effectiveness Reports (by School), K-3 Fall to Winter CSI maps for each school, K-3 Winter to Spring CSI maps for each school

25. Reviewing Outcomes

26. Reviewing Outcomes
Student Level: Did Robert reach end of year benchmark goal?
Data Source: Progress Monitoring Report, Summary of Effectiveness Report (by class)
Grade Level: What percent of first grade students reached the end of year benchmark goal?
Data Source: Summary of Effectiveness Report (by grade), Histogram reports
School Level: What percent of k-3 students reached their end of year benchmark goals?
District Level: Across all of the schools in the district, what percent of k-3 students reached their end of year benchmark goals?
Data Source: Summary of Effectiveness Report (by School), District-wide Histogram reports

27. District and Principal “How are we doing” Reports
Summary of Spring ’05 Reports
Due Dates: Both District and Principal Winter reports are due February, 28th
Share Out meetings: Conducted at February District meeting

28. District Report: Winter Data 2006
1. Across the district, for each grade, what percent of student started the school year with intensive support needs? What percent started the year with strategic support needs? What percent started the year with benchmark support needs? How do these results compare with Fall 2004 data (e.g. Is there an increase in % at benchmark, decrease in % with intensive support needs)? If there is more than one school in your district address each of the above questions for each school.
Data sources to be attached:
Fall to Winter Summary of Effectiveness Reports for each grade level
Fall to Winter Summary of Effectiveness Reports for each grade level
Narrative (2 pages): Please address all of the above questions. Include information in narrative and table format. If there is a school or schools that need extra support, describe what the district will do to support these schools.

29. Across the district, for each grade, what percent of student started the school year with intensive support needs? What percent started the year with strategic support needs? What percent started the year with benchmark support needs?

30. How do these results compare with Fall 2004 data (e. g
How do these results compare with Fall 2004 data (e.g. Is there an increase in % at benchmark, decrease in % with intensive support needs)?

31. If there is more than one school in your district address each of the above questions for each school.

32. Table Format for District Question 1 of “How are we doing Report?”
First Grade Report
Percent at Benchmark
Percent at Strategic
Percent at Intensive
Fall 04
Fall 05
District 50 65
(+15) 25 15 20
(-5)
School A 30 35 45
(+10)
School B 70 80 10
(-10)
School C 55 27 18
(-7)
School D 60
(+5) 23 22

33. Narrative example for District Question 1
Across all of the schools in the district there is a range of between 25% of their students at benchmark (school a) and 80% at benchmark (school b). All schools are increasing the percent of students achieving benchmark status and decreasing student with intensive needs over time except for school a. The district plans to work with and support school a.....

34. Principal Report
1. For each grade, what percent of student started the school year with intensive support needs? What percent started the year with strategic support needs? What percent started the year with benchmark support needs? How do these results compare with Fall 2004 data (e.g. Is there an increase in % at benchmark, decrease in % with intensive support needs)?
Data sources to be attached:
Fall to Winter Summary of Effectiveness Reports for each grade level
Fall to Winter Summary of Effectiveness Reports for each grade level
Narrative (2 pages): Please address all of the above questions. Include information in narrative and table format. If there is a grade level that needs extra support, describe what you will do to support this grade level.

35. In your school, for each grade, what percent of student started the school year with intensive support needs? What percent started the year with strategic support needs? What percent started the year with benchmark support needs?

36. How do these results compare with Fall 2004 data (e. g
How do these results compare with Fall 2004 data (e.g. Is there an increase in % at benchmark, decrease in % with intensive support needs)?

37. Table Format for Principal Question 1 of “How are we doing Report?”
Percent at Benchmark
Percent at Strategic
Percent at Intensive
Fall 04
Fall 05
Kindergarten 50 65
(+15) 25 15 20
(-5)
First
Grade 30 35 45
(+10)
Second Grade 70 80 10
(-10)
Third 55 27 18
(-7)

38. Narrative example for Principal Question 1
Across all of the grades in the school there is a range of between 25% of their students at benchmark (First grade) and 80% at benchmark (Second grade). All grades are increasing the percent of students achieving benchmark status and decreasing student with intensive needs over time except in Kindergarten. As principal I plan on supporting the kindergarten teachers by.....

39. Data source to be attached:
2. (a). Across the district, for each grade, what is the total percent of students that made adequate progress towards the winter benchmark goals? How do these results compare with last year’s student performance data? Was there an increase in the total percent of students that made adequate progress towards the winter benchmark goals? If there is more than one school in your district, address each of the above questions for each school.
(b). Across the district, for each grade, what percentage of students that were benchmark in the fall achieved the winter benchmark goal? What percentage of students that were strategic in the fall achieved the winter benchmark goal? What percentage of students that were intensive in the fall achieved the Spring benchmark goal or emerging/some risk status? How do these results compare with last year’s student performance data? Was there an increase in the percent of benchmark, strategic, or intensive students that made adequate progress? If there is more than one school in your district, address each of the above questions for each school.
Data source to be attached:
Fall to Winter Summary of Effectiveness Reports for each grade level
Fall to Winter Summary of Effectiveness Reports for each grade level
Narrative (2 pages): a. Please address all of the above questions. Include information in narrative and table format. If there is a school or schools that need extra support, describe what the district will do to support these schools.

40. 2.a. What is the total percent of students that made adequate progress towards the winter benchmark goals?
54% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.

41. 2.a. How do these results compare with last year’s student performance data? Was there an increase in the total percent of students that made adequate progress towards the winter benchmark goals?
54% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.
50% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.

42. Table Format for District 2.a. of “How are we doing Report?”
Kindergarten
First Grade
Second Grade
Third Grade
Year 2
Year 3 2
District 50 65
(+15) 58
(+8) 45
(-5) 40 52
(+12)
School A 25
(-15) 35 30 38 28
(-10) 33
(-2)
School B 72 87 75
(+10) 60 42 57
School C 55 48
(+9)
(-7)
School D
(+5) 63
(+6) 54

43. District Narrative 2.a.:
*In Fien’s Public School District we had 65 percent of our kindergarten students make adequate progress toward the winter benchmark goal on ISF. This represents an additional 15% more students than last year’s data. Across the 4 schools in the district the range was between 25 (school a) -87 (school b) percent of kindergarten students making adequate progress. We will meet with the principal and coach in school a to discuss....
*Across the district, we had more students making adequate progress in every grade except for second grade. Our plan for this spring is to......

44. 2.b. What is the percent of benchmark, strategic and intensive students that made adequate progress towards the winter benchmark goals?
Benchmark Students: 70% made adequate progress towards the winter NWF benchmark goal
Strategic Students: 38% made adequate progress towards the winter NWF benchmark goal
Intensive Students: 47% made adequate progress towards the winter NWF benchmark goal

45. Table Format for 2.b. of “How are we doing Report?”
First Grade Report
% Benchmark making AP
% Strategic making AP
% Intensive making AP
Fall 04
Fall 05
District 90 95
(+5) 50 59
(+9) 25 35
(+10)
School A 58 53
(-5) 45
(+0)
(-10)
School B
100 60 75
(+15) 20 40
(+20)
School C 85 48
(+3) 18
(-7)
School D 62
(12) 22 39
(+17)

46. District Narrative 2.b.:
In Fien’s School District we supported 95% of our first grade benchmark students make adequate progress towards the winter NWF DIBELS benchmark goal. In winter 06 we achieved a 5 percentage point increase from winter 05. (We attribute this success to...) Across the district we had a range of between 53 percent (school a) to 100 percent (school b) of benchmark student making adequate progress. All of the schools supported more benchmark students to reach the winter goal in winter 06 except for school a. The district plans to support school a in the following ways....

47. Principal Report
2. (a). For each grade, what is the total percent of students that made adequate progress towards the winter benchmark goals? How do these results compare with last year’s student performance data? Was there an increase in the total percent of students that made adequate progress towards the winter benchmark goals?
(b). For each grade, what percentage of students that were benchmark in the fall achieved the winter benchmark goal? What percentage of students that were strategic in the fall achieved the winter benchmark goal? What percentage of students that were intensive in the fall achieved the Spring benchmark goal or emerging/some risk status? How do these results compare with last year’s student performance data? Was there an increase in the percent of benchmark, strategic, or intensive students that made adequate progress?
Data source to be attached:
Fall to Winter Summary of Effectiveness Reports for each grade level
Fall to Winter Summary of Effectiveness Reports for each grade level
Narrative (2 pages): a. Please address all of the above questions. Include information in narrative and table format. If there is a grade level that needs extra support, describe what you will do to support this grade level.

48. 2.a. What is the total percent of students that made adequate progress towards the winter benchmark goals?
54% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.

49. 2.a. How do these results compare with last year’s student performance data? Was there an increase in the total percent of students that made adequate progress towards the winter benchmark goals?
54% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.
50% of the first grade students made adequate progress towards winter DIBELS benchmark goal of 50cspm on NWF measure.

50. Table Format for Principal 2.a. of “How are we doing Report?”
Kindergarten
First Grade
Second Grade
Third Grade
Year 2
Year 3 2
Adams Elementary 50 65
(+15) 58
(+8) 45
(-5) 40 52
(+12)

51. Narrative:
*In Adams Elementary we had 65 percent of our kindergarten students make adequate progress toward the winter benchmark goal on ISF. This represents 15 % increase from last year’s student data.
*Across the school, we increased the total percent of students making adequate progress in every grade except for second grade. Our plan for this spring is to......

52. 2.b. What is the percent of benchmark, strategic and intensive students that made adequate progress towards the winter benchmark goals?
Benchmark Students: 70% made adequate progress towards the winter NWF benchmark goal
Strategic Students: 38% made adequate progress towards the winter NWF benchmark goal
Intensive Students: 38% made adequate progress towards the winter NWF benchmark goal

53. Table Format for Principal Report 2.b. of “How are we doing Report?”
% Benchmark making AP
% Strategic making AP
% Intensive making AP
Fall 04
Fall 05
Kindergarten 90 95
(+5) 50 59
(+9) 25 35
(+10)
First Grade 58 53
(-5) 45
(+0)
(-10)
Second Grade
100 60 75
(+15) 20 40
(+20)
Third Grade 85 48
(+3) 18
(-7)

54. District Narrative 2.b.:
In Adam’s Elementary we supported 95% of our first grade benchmark students make adequate progress towards the winter NWF DIBELS benchmark goal. In winter 06 we achieved a 5 percentage point increase from winter 05. (We attribute this success to...) Across the grades we had a range of between 53 percent (First Grade) to 100 percent (Second Grade) of benchmark student making adequate progress. All of the grade levels supported more benchmark students to reach the winter goal in winter 06 except for First Grade. As the principal I plan to work with the Reading coach to support First Grade in the following ways....

55. 3. Based on the above analyses, summarize district level actions that will improve reading performance across the district for Spring Discuss how you are addressing these concerns during District Reading First Meetings(1-2 pages).

56. 3. Based on the above analyses, summarize school level actions that will improve reading performance across the each grade level for Spring Discuss how you are addressing these concerns during Reading First Meetings (1-2 pages).