MOY Data Analysis Teachers and Coaches Post MOY Benchmark 18-19SY.

MOY Data Analysis Teachers and Coaches Post MOY Benchmark 18-19SY

Welcome! As you find your seat, please make sure you have access to these reports. Amplify - mCLASS DMG - Acadience For a select classroom: Class Summary Time of Year View Progress Monitoring Class Summary Class Report Progress Monitoring Class Report Pathways of Progress TIMING: 1 Minute FACILITATOR NOTES: You can have this posted for participants as they enter the room.

Resources for Today WiFi name: Web resources: WiFi password:
# Resources for Today WiFi name: WiFi password: Web resources: Amplify.com/Utah mCLASShome.com Acadiencelearning.org Acadiencelearning.net TIMING: 1 Minute FACILITATOR NOTES: Participant Notebooks will be referred to as PN in all future notes. PNs should have the pages numbered. However, if the shipment arrives and the PNs are not numbered for some reason, please have participants quickly number the pages now. The cover page should be page 1. Facilitator will need to fill in WiFi name and password. FACILITATOR ACTION: We have several resources you can reference today. The Utah landing page on Amplify’s homepage has lots of Utah-specific information. We also have a Participant Notebook you can use as a resource. If a slide references or is included in the Participant Notebook, you’ll see an orange symbol in the top right corner, as is shown above. You should also make sure you have access to the web platform you use — either mCLASS Home or Acadience. Lastly, you should make sure you have on hand your pre-work, which was the data for your three focus students. 1 2 3 4 Hard copy resources: Participant Notebook

Agenda 1 Introduction Reconnecting to Key Ideas from BOY
Composite Score & Pathways of Progress Analysis Break Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (6 minutes for this section) FACILITATOR ACTION: Direct participants to page 2 of their Participant Notebook (PN) and explain that this will house all of their work for the day. Note that anytime the PN will be used, there will be an orange rectangle in the upper right-hand corner of the screen with the corresponding page number. Review the agenda aloud (participants can follow along in their PN). You could also ask participants to popcorn read if you want to ensure they have found the correct page and to increase active participation.

Welcome and Introduction
Name Location Background/credentials One fun fact Insert picture of self in right box → TIMING: 30 seconds FACILITATOR NOTES: Facilitator, make sure to put a picture of yourself in the right image box and delete the last bullet point.

Norms Participate actively Take care of yourself
1 Norms Participate actively Take care of yourself Manage your technology Stay engaged What is learned here, leaves here TIMING: 1 Minute FACILITATOR ACTION: For take care of yourself, we have one break built into the morning and 60 minutes for lunch, but people should feel free to take care of their needs as they arise. For manage technology, ask that people try to only go to reports that are needed and avoid the black hole of . This also helps ensure everyone can access the internet (by not overloading the wifi with going to tons of web pages.)

1 Objectives By the end of the session you will be able to: Use the USBE literacy framework and current educational research to identify strengths and growth areas in literacy instruction. Analyze composite scores, measure scores, and probe details to reflect on growth made from BOY to MOY. Analyze student progress monitoring data to refine instruction. Analyze student outcomes on Pathways and reflect on root causes. Action plan changes based on data analysis. Form and adjust small groups based on data. TIMING: 2 Minutes FACILITATOR ACTION: Here are our objectives for today. Invite participants to call out what stands out to them in each objective to make this more interactive.

Acadience Reading Acadience™ Reading (formerly published under the name DIBELS Next®) is the current version of the K-6 reading assessment developed by the original authors of DIBELS®, Roland Good and Ruth Kaminski at Dynamic Measurement Group. The DIBELS Next assessment is now Acadience Reading. mCLASS:DIBELS Next will remain as such through June 30, Then the name will change to mCLASS:Acadience Reading. The assessment will remain the same under both names. TIMING: 1 Minute FACILITATOR NOTES: Very important slide to clarify the name change of DIBELS to Acadience FACILITATOR ACTION: As many of you are already aware, DMG’s DIBELS Next trademark (the name) is now owned by the University of Oregon, but the assessment itself is still owned by DMG. Therefore, the name has been changed to Acadience Reading. You will see Acadience used throughout our presentation where it used to say DIBELS Next. Please know these are the same websites and tools, just with a new name. Acadience™ is a trademark of Dynamic Measurement Group, Inc. The copyright to DIBELS Next is owned by Dynamic Measurement Group, Inc. DIBELS Next® is a registered trademark of the University of Oregon.

Polling the Room DMG – Acadiencelearning.net Amplify – mCLASShome.com
TIMING: 30 seconds FACILITATOR ACTION: Ask participants to raise a hand if they are an Acadience user; then ask participants to raise a hand if they are an Amplify mCLASS user. Amplify – mCLASShome.com

Composite Score & Pathways of Progress Analysis Break Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 30 seconds (Entire section is 60 minutes) FACILITATOR ACTION: We are going to reconnect to key ideas from our BOY session to kick off today’s content.

Reconnecting to Key Ideas
USBE Literacy Framework Basic Early Literacy Skills TIMING: 1 Minute FACILITATOR ACTION: Before we reflect, we are going to reconnect to these key ideas that we covered in BOY, and for those of you who are joining us for the first time, introduce you to these key ideas! The USBE framework Use the framework to ground ourselves in Utah’s vision for best practices for teaching and assessing literacy skills. Basic Early Literacy Skills Know the specific skills students need to master in order to become proficient readers Outcomes Driven Model Analyze the data for assessing the skills to understand strengths and gaps in instruction. We are going to start by reconnecting to the Literacy Framework. Outcomes Driven Model

Literacy Framework 2-7 TIMING: 1 minute FACILITATOR ACTION:
The literacy framework is one of the tools that our work is grounded in today. The framework outlines a compelling vision for literacy instruction in Utah, highlighting expectations and best practices. It’s important that we reconnect with it to understand how our work today connects to the larger picture.

Accessing the Literacy Framework
TIMING: 2 minutes FACILITATOR ACTION: There is a copy of sections of the Literacy Framework in your participant notebook. However, if you would like to access it online, go to the posted website. From there, on the Elementary Language Arts page, click on the 5th tab, called Resources. The Literacy Framework will be the first resource listed. You can download the Literacy Framework to have a soft copy available to you. Facilitator calls on a few people from BOY who already connected with Framework to share their biggest connection/aha.

Five Elements of the Literacy Framework
TIMING: 1 minute FACILITATOR ACTION: Invite a participant to share the overview of Element 1.

Diving Deeper 8 Review each Element and its Critical Indicators
What is one Critical Indicator that you’ve had a success in since BOY? Be prepared to share with the group. TIMING: 6 minutes FACILITATOR ACTION: Allow 4 minutes for reading. For people who did not attend BOY, let them know that they should still review and see if there was anything they were doing, regardless of attendance at BOY. After 4 minutes, invite at least three people who were at BOY to share a success/win they’ve had with either an Element or a Critical Indicator.

Facilitator Think Aloud
Review each Element Identify an Element or Critical Indicator that you want to grow in based on the work we’ll be doing today TIMING: 2 minutes FACILITATOR ACTION: In a moment, you are going to have an opportunity to review the Literacy Framework more in depth, and connect it to our work today. I will model what I mean with Element 4 (so please look at other Elements unless you feel very passionate about this one!) [CLICK] In Element 4, I see a connection to today’s work immediately, because I know I am going to be bringing this professional learning back to my school. [CLICK] I also know that I will have an opportunity to tailor during Turnkey work time to make sure this is responsive to my school’s needs. I also see a connection to my school and the work today with Critical Indicator A [CLICK]. We have a literacy goal that we’ve set for my school, and today I’ll have an opportunity to analyze our data and see if we are on track to meet our goal. If we are not, I’ll have time to make a plan to adjust. Now you are going to take yourself through the same process, and identify an area you need to grow in, and that our work today will connect to. This means you need to pick a Critical Indicator/Element that is relevant to the work we are doing today. Some will be more relevant than others. Likely you will look to Elements 2 or 3. Regardless of whether or not you attended the BOY session, this is work that everyone can do. This is an opportunity to continue working on something you started at BOY, or to pick something else if your school has a new need. If this is your first time attending a session, you can just pick Critical Indicator or Element to grow in.

Facilitator Think Aloud
8 Facilitator Think Aloud Review each Element Identify an Element or Critical Indicator that you want to grow in based on the work we’ll be doing today What is challenging about this Indicator? TIMING: 5 minutes FACILITATOR ACTION: Participants review the elements for four minutes and identify the Element or Critical Indicator that they want to work on today. Make sure participants record their growth area in their PN - we will return to it at the end of the day. Invite participants to share if interested (also ok to keep private).

Turn and Talk What wins have you experienced since BOY in meeting the expectations of the Literacy Framework? Pick an Element from the Literacy Framework. Which Critical Indicators in that Element do you feel like you can grow in as a result of our session today? TIMING: 5 minutes FACILITATOR ACTION: Guide people to turn and talk with a partner around these two questions. After 4 minutes, invite groups to share out the connections they saw between the literacy framework and our work today, as well as the work they do in their classrooms.

TIMING: 2 minutes FACILITATOR NOTE: Ideally these points will be generated by participants in their discussion. If not, highlight the below. If so, just quickly review to show all participants. FACILITATOR ACTION: Connection to work today: Universal literacy components (phonological awareness, phonics, vocabulary, fluency, oral language, comprehension) → All skills assessed by DIBELS and in the data we’ll be looking at Driven by student data Aligned to student needs Monitored Connection to work in classrooms: Guidance around 120 minutes

TIMING: 2 minutes FACILITATOR NOTE: Ideally these points will be generated by participants in their discussion. If not, highlight the below. If so, just quickly review to show all participants. FACILITATOR ACTION: Connection to work today: Analyze assessment data to guide planning Connection to work in classrooms: Progress monitor students

The Framework and Basic Early Literacy Skills
TIMING: 2 minutes FACILITATOR ACTION: If we return to Element 2, Instruction and Intervention, and look at Critical Indicator E, we’ll see a connection between the framework and basic early literacy skills. The framework calls out skills students need to become proficient readers - the basic early literacy skills. Let’s return to an image you are familiar with - and see if you remember all of the basic early literacy skills!

USBE Literacy Framework Basic Early Literacy Skills TIMING: 1 Minute FACILITATOR ACTION: Now we are going to reconnect with the Basic Early Literacy Skills. Before we do that, we are going to take you through a simulation of what it’s like to not have some of the basic early literacy skills, and connect to some research about reading. Outcomes Driven Model

The Simple View of Reading
When you are presented with a passage of text, how do you get meaning from it? According to research you need to do two things: (1) Convert written words into speech. (2) Understand that speech. Decoding of text Comprehension of language TIMING: 1 Minute FACILITATOR ACTION: In 1986, two researchers who had connected through the University of Texas, Philip Gough and Bill Tunmer, proposed an easy way to understand the complex combination of skills that result in reading. They called it the Simple View of Reading. The main idea behind the Simple View of Reading is that the combination of decoding of text and language comprehension is what leads students to gain meaning from text. Reading to gain meaning

The Simple View points out that if you can’t decode the symbols on the page, you can’t read it, even if you know the language it’s written in. Here is an English sentence rewritten in a made-up system. Try decoding it. By the way, it is written right-to-left. The Simple View of Reading TIMING: 2 Minutes FACILITATOR ACTION: The Simple View points out that if you can’t decode the symbols on the page, you can’t read it, even if you know the language it’s written in. Quick check: What does it mean by symbols? What are symbols? (The letters.) What Basic Early Literacy Skill does this connect with? (Phonics.) Invite a participant to try to decode this sentence for the group. When they say they can’t, prompt why? (What it says is: The girl ran from the cat.)

“England’s openers labored 34 balls before scoring their first boundary as Strauss cracked two fours through the leg side. Cook made a patient start before motoring past his skipper.” If you can’t decode, you can’t read. But even if you can decode, that may not be enough. Try this sentence. TIMING: 3 Minutes FACILITATOR ACTION: If you can’t decode, you can’t read. But even if you can decode, that made not be enough. Let’s try this sentence. [CLICK] Ask a volunteer to read this sentence out loud to the group. [CLICK] Then ask them if they know what it means. Ask if any participants in the room know what this means? When participants say no, ask them if they were able to read the sentence? Yes. Do they know what some of the words mean? (Yes.) You know the code, but you also need the vocabulary and background knowledge. Any guesses as to what this passage is about?

It’s about cricket! TIMING: 1 Minute FACILITATOR ACTION: The passage was actually about cricket. It’s a good example of how even if you can decode, you need to have the vocabulary and background knowledge to understand what this passage is saying. “England’s openers labored 34 balls before scoring their first boundary as Strauss cracked two fours through the leg side. Cook made a patient start before motoring past his skipper.”

When children first learn to read, they already understand a lot of spoken language. But written words and letters are as strange to them as (“this is”). Decoding of text Comprehension of language TIMING: 30 seconds FACILITATOR ACTION: When children first learn to read, they already understand a lot of spoken language. However, written words and letters are as strange to them as this is. Reading to gain meaning

The best way to help students begin to read for themselves is to get decoding started. It’s important to teach children that words are made up of sounds (phonemes) and symbols represent those sounds. TIMING: 1 Minute FACILITATOR ACTION: That means that the best way to help students begin to read for themselves is to get decoding started. So it’s important to teach children that words are made up of sounds (the technical term is phonemes) and what sounds the symbols stand for. Look at the language comprehension skills—background knowledge, vocabulary, being able to handle complicated syntax, etc. These are all skills you’ve seen before in a familiar image… [CLICK] These are all skills that you can improve through reading! And when we know better, we do better.

Students also need language comprehension skills—background knowledge, vocabulary, etc. You are familiar with seeing these skills as a braid... TIMING: 1 Minute FACILITATOR ACTION: That means that the best way to help students begin to read for themselves is to get decoding started. So it’s important to teach children that words are made up of sounds (the technical term is phonemes) and what sounds the symbols stand for. Look at the language comprehension skills—background knowledge, vocabulary, being able to handle complicated syntax, etc. These are all skills you’ve seen before in a familiar image… [CLICK] These are all skills that you can improve through reading! And when we know better, we do better.

Interested in reading the research?
TIMING: 1 Minute FACILITATOR ACTION: Are you interested in learning more about this research? The Center for Early Reading at Amplify put out two primers that you can access on the Amplify home page. If you are interested, we will have time later today where you can return to this research and learn more. Includes: Latest research on how children learn to read Science behind how the brain works Specific research-backed strategies you can use

Basic Early Literacy Skills
8 Stepping Stones (DMG) TIMING: 2 Minutes FACILITATOR ACTION: Using what we just focused on in the previous slides, we are going to connect the braid with these Stepping Stones. This is an image from DMG that is probably familiar to many of you, but here, the stones are blank! Do you know what goes in each of them? The literacy framework specifically called out some of the stones. Can you name them all - from memory? In your participant notebook, you have one minute to fill in each of the blank stepping stones. Do you remember all of the basic early literacy skills? If you want, you can use the word bank provided. However, know that not all of the words in the word bank are used, and some of them are used more than once. Describe the connection between each of these

Basic Early Literacy Skills
8 Stepping Stones (DMG) TIMING: 1 Minute FACILITATOR ACTION: This is what your stepping stones image should have looked like. If it doesn’t, take a moment to fix it now!

USBE Literacy Framework Basic Early Literacy Skills TIMING: 1 Minute FACILITATOR ACTION: Now we are going to reconnect with the Outcomes Driven Model, which is a process we use to analyze the data we have gathered on students’ basic early literacy skills. Outcomes Driven Model

Outcomes Driven Model 9 TIMING: 2 minutes FACILITATOR NOTES: There is a copy of this model on page 4 of the PN for participant’s reference. FACILITATOR ACTION: If you attended the BOY sessions, this model may be familiar to you. The outcomes driven model, or ODM, was created by the authors of Acadience Reading as a framework for data interpretation. This is our last key idea to connect to - now that we know what the basic early literacy skills are, and how the literacy framework guides us to teach them, the last step is to use an outcomes driven model to assess our data. The five steps of the outcomes driven model are shown on the slide here. The basic principle of the ODM is that student outcomes drive instructional change. Students who meet the DIBELS benchmark goals are on track for future reading success. Not meeting benchmark goals indicates a change to instruction is needed. For each step of the ODM there are questions to ask and specific DIBELS data to reference. As we go through our session today, we will focus on many steps of this model. We will be sure to always call out where in the data analysis process we are, so you can see how the work fits into using student outcomes to drive instruction change. This graphic also shows the iterative nature of the model. Benchmark scores are used in the steps shown in the top half of the model in green. We will be using the top half of the model today when we analyze our MOY data. Progress monitoring scores are used in the steps shown at the bottom in orange. We will use the bottom half of the model when we analyze our progress monitoring data from BOY to MOY. There is some overlap in the colors for the step of “Plan Support”. Today, we will be planning support using our MOY benchmark data. Going forward, this data will be “old” and you will use progress monitoring data to continue to plan support. We only plan support using benchmark data directly after the benchmark period. Finally, before we move on, I wanted to touch on the “Validate Need for Support” step in the ODM. This step is used if a student has scores that do not seem consistent with their performance in the classroom. If this occurs, we recommend retesting that student with a PM probe in the same measure, so that you can get an accurate understanding of the students’ ability level in a particular skill. Used with permission from Dynamic Measurement Group.

10 Reflection Which key idea resonates most with you? Which one do you find to be most valuable for our work today? Why? Which key idea do you feel least connected to? How will you work today to ensure you engage with this key idea? Key Ideas TIMING: 5 minutes FACILITATOR ACTION: Facilitator models: “When I think about the three key ideas we just reflected on, I am really connected to the outcomes driven model, because I know it’s what’s driving our work today. I naturally think about student outcomes and am always curious about trends in student data, so I think there will be great value in spending time looking at the data. The key idea that I feel least connected to is the Literacy Framework, because I haven’t connected with it since our BOY session. Today I am going to intentionally engage with it by thinking about how I want to connect the data I review today back to Critical Indicator C under Element 3 - making sure that data is connecting not only to my Tier 1 instruction, but also the intervention and extension that I provide for students.” That is just an example of how to think about it - your reflection can and should be different from mine. Please take four minutes to reflect, and then set a goal for yourself. Based on your reflection, set a goal for today.

Turnkey Time Planning 11 How will you:
Engage in this activity with your colleagues? In what setting? Scaffold or accelerate these activities to customize to your school’s needs? Leverage your time with colleagues to connect to the Element or Critical Indicator that you want to focus on from the Framework? Use the “Turnkey Training Planner” to guide your thinking. TIMING: 5 minutes FACILITATOR ACTION: As you know, at the end of the session, you will have the opportunity to make a copy of the PPT that we use today to adapt it to meet your school’s needs. After each portion of our session, we will give you some time to reflect on the activity that we completed together to determine if this is an activity you would like to use at your school site, and if so, how you may modify the activity to meet the needs of your colleagues. Use the guiding questions on the slide (review the questions) and the “turnkey training planner” to guide your thinking and record your notes. Survey if there is anyone who is not turnkey. This should NOT be the case, but we had this at BOY so ask. If there are people attending who are NOT expected to turnkey, say: If you are a teacher who is not turnkeying this back at your school, you can use this time to further read the Literacy Framework. As time allows, take a few share outs.

Composite Score & Pathways of Progress Analysis Break Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (59 minutes for whole section) FACILITATOR ACTION: We are going to start our first level of analysis by looking at students’ composite scores.

Composite Score Reports
mCLASS - MOY View Acadience - Classroom Report TIMING: 30 seconds FACILITATOR ACTION: This is what the reports look like for mCLASS and Acadience reading.

What Does the Composite Score Tell Us?
12 What Does the Composite Score Tell Us? Likelihood of success on future benchmark 10%-20% %-60% %- 90% Type of support needed for student Intensive Support Strategic Support Core Support TIMING: 1 minute FACILITATOR ACTION: To begin, let’s take a quick look at what the composite tells us. Please turn to page 13 in your participant notebook to fill in the note catcher for this section. First of all, the composite score tells us the likelihood of success on the next benchmark. Then it helps us know what type of support a student needs. This leads to helping us know which students receive progress monitoring. Keep in mind, students who are at/above benchmark with their composite scores can have measures that are at risk or on the lower end of proficient. 3. Which students should likely receive progress monitoring Inform system level decisions

Composite Score Analysis
13 TIMING: 1 minute FACILITATOR ACTION: In order to complete our composite score analysis, we will be using the template in your participant notebook. Before you dig into your analysis, however, I am going to demonstrate a quick model of how we will use the composite scores to drive reflection and planning next steps for instruction for our students. CLICK. This analysis corresponds to the “Evaluate Effectiveness of Support” step in the ODM, because we will be looking to see if the number of students who are at benchmark has increased since BOY, which would indicate effective instruction. CLICK. This analysis also corresponds to the ”Review Outcomes” step of the ODM, since you will also be reviewing students’ MOY outcomes. Review Outcomes Evaluate Effectiveness of Support

Composite Score Analysis Model
19 13 31 38 32 3/16 2/16 5/16 6/16 TIMING: 2 minutes FACILITATOR ACTION: I am going to model how to complete the template using an mCLASS report, and the same template can be used for an Acadience report as well. If we look at this classroom, we can see the students who were below benchmark at BOY. If you click on Comp. Score, it will sort students in order. Because this is a screenshot, I have it sorted at BOY, because that is where we will start with our analysis. However, when you do it live on your computer, you can change MOY to sort by benchmark level as well. I will go through and count how many students were well below benchmark, denoted with a red circle. I see 6 of of my 16 students were well below benchmark, and record that in my template. [CLICK]. Next I’ll count how many students were below benchmark at BOY, which I see is 5/16 [CLICK]. I had 2/16 who were at benchmark [CLICK] and 3/16 who were above benchmark. [CLICK]. I will do some quick math to calculate the percentage for each of these categories [CLICK] [CLICK] [CLICK] [CLICK]. Next, I need to add my above benchmark and at benchmark students, which gives me a total of 32% of students at or above benchmark at BOY. Now, I am going to do the same exact thing looking at MOY composite scores. 13 13 38 38 26 2/16 2/16 6/16 6/16 Decrease Decrease Same Increase Same Evaluate Effectiveness of Support Review Outcomes

Evaluate Effectiveness of Support
Now It’s Your Turn 13 You have 10 minutes to complete an analysis of your composite score data. TIMING: 10 minutes FACILITATOR ACTION: Tell participants that they will have 10 minutes to complete an analysis of their composite score data. Review Outcomes Evaluate Effectiveness of Support

Pathways of Progress Reports
TIMING: 2 minutes FACILITATOR ACTION: After looking at our composite scores, we are now going to move to Pathways of Progress. In order to get to this view, you must be clicked on MOY. (CLICK). In the upper right hand corner, you will see where it says “Pathways of Progress”. Click that button and students’ progress toward their set pathway will be revealed. If we look at the two students on the mCLASS visual who scored below benchmark on the composite score MOY [CLICK to reveal orange box], we can see that both students made above typical growth by seeing 4 boxes filled in and the word Above under the bar. If we look at the triangle on top, the teacher set growth goals for the students at typical and below typical growth. When thinking about next steps, an important place to start would be to work to set more ambitious goals for students next year, however we aren’t adjusting goals at MOY. This is what the report looks like in Acadience with the stars on the right. Review Outcomes Evaluate Effectiveness of Support

Understanding Growth and Proficiency
TIMING: 3 Minutes FACILITATOR ACTION: PARAPHRASE: Pathways are important because they give information about student growth. As you can see at the top of the image, a student’s benchmark status will give you information on their proficiency towards grade level standards, whereas Pathways gives you information on student’s growth. If we look at the first box in the top left, this student is well below benchmark (denoted by the red circle) and also made well below growth from BOY to MOY. This means that this student has a 10–20% overall likelihood of achieving subsequent early literacy goals. In addition, this student is making Well Below typical growth as compared to students who began the year with the same BOY scores. This is a dangerous place to be. Students who are Well Below Benchmark need to be making above typical or well above typical growth in order to catch up to benchmark goals which are the minimum levels of proficiency. Here again, the pathway goal the teacher set at BOY was well below. We need to set ambitious goals for our struggling students and marshal whatever resources possible to help them achieve them. In the box in the upper right, this student scored Above Benchmark at MOY for the Composite Score (denoted by the blue circle). This means that this student has a 90–99% overall likelihood of achieving subsequent early literacy goals. However, if you look at this student’s pathway, s/he is making well below typical growth as compared to students who began the year with the same BOY scores. In addition, the set pathway (denoted by the upside-down triangle) is well-below typical. We never want to set goals that are below typical, even for our high-performing students. If we go down to the bottom left, we see the student who scored Below Benchmark (denoted by the yellow circle). This means the student has a 40–60% overall likelihood of achieving subsequent early literacy goals. When we look at the pathway achieved, we see this student is making above typical growth as compared to students who began the year with the same BOY scores. This shows us that although this student has not yet met Benchmark for the Composite Score, the instruction this student is receiving is resulting in above typical growth. If the student is able to continue to grow at this rate or better, the student may reach Benchmark by the end of the year. The pathways goal the teacher set for this student at BOY was typical. We can do better! Finally, let’s look at the bottom right corner. We have the best case scenario. This student is at benchmark. This means this student has 60–90% overall likelihood of achieving subsequent literacy goals. This student is also making above typical progress. Therefore, we know this student is on track to receive subsequent literacy goals. We want students to be in the bottom row of this image, making above typical growth to ensure future literacy success. The colors at the bottom are what the student achieves, and the triangle is what the teacher has set as the goal.

Connecting to the Literacy Framework
Pathways of Progress promotes high expectations! Don’t change the goal. Change instruction. TIMING: 1 minute FACILITATOR ACTION: Element 5 of the Literacy Framework lays out what a supportive culture looks like. You can look to this in your participant notebook. I’d like to draw your attention to the last bullet point (read aloud or have a participant read aloud.) Notice the phrase [CLICK] high [CLICK] expectations. [CLICK] Pathways of Progress is a way of promoting high expectations. Students should all have ambitious Pathways goals that you set for them at the beginning of the year. At this midpoint, when people see that students are not reaching their goals, you may be tempted to change the goal to something easier. DO NOT DO THIS! [CLICK] Pathways goals should not be changed at MOY. If students are not reaching their Pathways goal, dig into the data to learn how you need to change your instruction.

This is the minimum goal. Achieving higher than 60% is encouraged!
State Requirement USBE requirement: 60% of students in grades 1–3 achieve typical or better growth. This is the minimum goal. Achieving higher than 60% is encouraged! TIMING: 30 seconds FACILITATOR ACTION: This is an important reminder that the state has a requirement that 60% of students in grades 1–3 achieve typical or better growth. This is a minimum. You should aim higher for your students!

Remember! Pathways of Progress goals should be set to typical, above or well above for At/Above Benchmark students. For students who are Below Benchmark or Well Below Benchmark on their composite score, their Pathway composite score goal should be above or well above typical growth in order to close the gap. Goals are not for teacher evaluations. UGG is not based on the goals set, but the actual student growth outcome from BOY-EOY. Student pathway outcomes at MOY guide our next steps for instruction. TIMING: 1 Minute FACILITATOR ACTION: Share out each of the reminders with participants. [CLICK] through each.

Pathways of Progress Analysis Model
Time: 2 minutes Facilitator action: I am going to model how to complete the Pathways of Progress Analysis template with the Acadience report, and this same template can also be used with your mCLASS report. Looking at the Acadience report, on the right side I can see the Pathways of Progress. I count how many students made Well Above Typical progress - 5 out of 20 - and record that here [CLICK]. I then count how many students made above typical progress (four stars) and see there were 7. I record that here [CLICK]. There were four students who made typical progress so I record that here [CLICK]. Two students made below typical progress [CLICK] and Two students made well below typical progress [CLICK] Now I can calculate the percentage of each of these. I am lucky to have a class of 20 so the math is pretty easy, but feel free to use a calculator if you need to. I can quickly calculate that 25% of students made well above typical progress [CLICK], 35% made above typical [CLICK], 20% made typical [CLICK], and 10% made below typical [CLICK] while another 10% made well below typical [CLICK]. Overall, 80% of my students made typical or better progress. I am meeting (and exceeding) USBE’s goal. Hooray! 25 35 20 10 10 5/20 7/20 4/20 2/20 2/20 80

Pathways of Progress in mCLASS
TIMING: 30 seconds FACILITATOR ACTION: For those of you using mCLASS, this is what the report should look like for you.

Now It’s Your Turn 14 You have 7 minutes to complete an analysis of your Pathways of Progress data based on MOY Composite Score. TIMING: 7 minutes FACILITATOR ACTION: Tell participants that they will have 7 minutes to complete an analysis of their composite score data. Review Outcomes Evaluate Effectiveness of Support

Composite Score and Pathways of Progress Reflection
17 TIMING: 1 Minute FACILITATOR ACTION: Now that you have analyzed both Composite Scores and Pathways of Progress, you are going to complete a reflection to aid in synthesizing your data. Before you do that, we want to point you to two resources that may help with your reflection--the Utah MTSS and Underlying Cause Analysis.

Tiers of Instruction 15 TIMING: 1 minute FACILITATOR ACTION:
When celebrating successes and thinking of growth areas, it is important to think of the different tiers of instruction you have within your classroom, and which tiers led to successes, and which tiers are areas for growth. If you are not familiar with Utah’s tiers of instruction, or if you would like a refresher, you can find this on page 16 of your participant notebook.

Underlying Cause Analysis
16 Underlying Cause Analysis Instruction (All Tiers): Is core instruction being implemented with fidelity? Is intervention in place? Scheduling and Time: Are all students that need intervention receiving it? Are students in the correct intervention? How much time is being spent in core/intervention? Does it match the recommendations of the Literacy Framework? Staffing: Does the allocation of supplemental staff support the instructional needs of all students (both in core and intervention)? Are the most highly qualified teachers leading intervention groups? Assessment Practices: Are assessment staff adequately trained on Acadience Reading to ensure accurate data collection? Effective Data Review Practices: Have instructional staff reviewed current data and know where instruction needs to be for each student? Professional Development: Has there been sufficient training on all resources (universal instruction/intervention)? Does instructional staff have a deep knowledge of early literacy skills and how to teach struggling students on the skills? TIMING: 1 Minute FACILITATOR ACTION: 1 minute As you think about challenges, it can be helpful to also consider underlying causes. We have provided the underlying cause analysis worksheet from BOY in your Participant Notebook to return to to help you dive deeper into the underlying causes of your data.

Now It’s Your Turn You have 15 minutes to complete your reflection.
17 You have 15 minutes to complete your reflection. Use this time to think deeply about your data. Use the Underlying Cause Analysis and Tiers of Instruction to help you think about your classroom. TIMING: 15 Minutes FACILITATOR ACTION: You have 15 minutes to complete this reflection. Please note this is a significant amount of time - we want you to be able to think deeply about your data.

Engage in this activity with your colleagues? In what setting? Scaffold or accelerate these activities to customize to your school’s needs? Share your data analysis takeaways with colleagues? Connect to Element 5 of the Literacy Framework? Use the “Turnkey Training Planner” to guide your thinking. TIMING: 5 minutes FACILITATOR ACTION: As you know, at the end of the session, you will have the opportunity to make a copy of the PPT that we use today to adapt it to meet your school’s needs. After each portion of our session, we will give you some time to reflect on the activity that we completed together to determine if this is an activity you would like to use at your school site, and if so, how you may modify the activity to meet the needs of your colleagues. Use the guiding questions on the slide (review the questions) and the “turnkey training planner” to guide your thinking and record your notes. Survey if there is anyone who is not turnkey. This should NOT be the case, but we had this at BOY so ask. If there are people attending who are NOT expected to turnkey, say: If you are a teacher who is not turnkeying this back at your school, you can use this time to further read the Literacy Framework. As time allows, take a few share outs.

Turn and Talk What are your 1-2 highest priority next steps that you’ll take? When you return at EOY, what will be different based on the plan you have created? TIMING: 2 minutes FACILITATOR ACTION: Prompt participants to reflect and share with a partner what takeaways or questions they have. Closing: We have a semester to change instruction. What will that look like? What will stay the same if working well? What will be different? Invite people to share.

Composite Score & Pathways of Progress Analysis Break Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 30 seconds

Break! 10 minutes TIMING: 10 minutes FACILITATOR ACTION:
We are breaking for 10 minutes. Please make sure you are back in your seats, ready to begin when 10 minutes have passed.

Composite Score & Pathways of Progress Analysis Break Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 30 seconds (48 minutes total for section) Now that we have looked at our composite scores, let’s dive deeper and look at students’ skill level performance.

Measure Level Reports mCLASS - MOY View Acadience - Classroom Overview
TIMING: 30 seconds FACILITATOR ACTION: This is what the reports look like for mCLASS and Acadience.

Why Look at Measure Level Data?
19 Why Look at Measure Level Data? What the Composite Score Does Not Tell Us Areas of instructional focus or where the gaps are in early literacy skills What skills to progress monitor TIMING: 1 Minute FACILITATOR ACTION: Please turn to page 20 in your participant notebook to fill in the note catcher for this section. Composite scores give us a big picture understanding of where students are, but they do not tell us specific skills to progress monitor, focus on with our instruction, or point to gaps. We need to look at measure level data in order to be able to truly drive instruction from the data. Why do we need to look at Measure Level data? Measure Level data accomplishes both of these! Teachers need to get to this level in order to truly be driving instruction based on data.

Measure Level Analysis
19-21 TIMING: 2 minutes FACILITATOR ACTION: We just drew general conclusions on the effect of different levels of our instruction using composite score data. Now, we are going to dig deeper into the effectiveness of our instruction by looking at student performance on individual measures. Since we are still analyzing student data to evaluate the effectiveness of our instruction, you can see that step of the ODM in the bottom left-hand corner of these slides. However, we will also be planning for additional supports that can be put into place, so for that, we will cycle to the ”Plan Support” step of the ODM. Again, we will be using students who scored below benchmark in each measure as our example group. You will complete this analysis for students who scored below benchmark, but also for students who scored at or above or well below benchmark in each measure as well. Please note: There may be some measures that have been grayed out, like NWF-CLS on this slide, since the measure is not assessed MOY in 2nd grade. However, as you will see in the note in the box, it is important that we continue to PM students in this area who did not reach proficiency at BOY, since they may still have gaps in that area and will not become fluent readers without having that basic early literacy skill mastered. Review Outcomes Evaluate Effectiveness of Support

Measure Level Analysis Model
16/23 70 16/23 70 Same TIMING: 3 minutes FACILITATOR ACTION: First, we will look at how to gather data for a Measure level analysis in the mCLASS system and then we will review how to do it in the Acadience system. Let’s first look at the number of students who were at/above benchmark benchmark in DORF accuracy BOY. To do this, I will click on the BOY tab and then organize the data by clicking on the measure (CLICK). Then, I can see which students were at and above benchmark in DORF-Acc (CLICK). We then need to look at the MOY data, so I will click on the MOY tab. (CLICK for MOY data to appear.) Again, I will organize by the measure that I am looking at and (CLICK) determine which students were at/above benchmark in DORF-Acc at MOY and record those numbers in the template. After we determine our numbers, record whether or not there are more or less students at and above benchmark in that skill. In our case, there are a variety of outcomes within the grade 2 DORF measures (same, decrease, increase). CLICK. Then, it is then time to look at the Pathways of Progress. What kind of growth are these students making?... 15/23 65 14/23 61% Decrease 15/23 65 16/23 70 Increase

Now It’s Your Turn 19-21 You have 10 minutes to complete a Measure Level analysis of your data. TIMING: 10 minutes FACILITATOR ACTION: Tell participants that they will have 10 minutes to complete an analysis of their measure level data. They should fill out all boxes of the template. Review Outcomes Evaluate Effectiveness of Support

Measure Level: Pathways of Progress Analysis Model
3/21 4/21 7/21 2/21 5/21 TIMING: 2 minutes FACILITATOR ACTION After analyzing measure level data, I next want to look at the Pathways of Progress. You can see in the example above that students’ Pathways progress appears next to their Measure level score. I’ve highlighted in the orange box where you can see this score. We want to analyze the data to see how many students in my class fall into each performance level. [CLICK] I am going to start by looking at DORF Accuracy. First, sort the Pathway column by the skill I’m reviewing for this template. I look through and see that there are [CLICK] 3 out of my 21 students who are well below typical growth. I make a mental note to come back later and look specifically at who those three students are. Next I look at how many students made below typical progress. [CLICK] There are 4 students who fall into that category. Continuing on, I next look at students making typical progress and see that there are 7 [CLICK.] Happy to see I have more students who fall into this category than the lower ones. Next I look for above typical and find only [CLICK] two students. Lastly I look at students who made well above typical. I’m excited to see there were [CLICK] 5 who did! I’m ready to celebrate the students who are making great growth. I am concerned that the third largest group is below typical, and definitely want to return to look at this group more. You will go on to complete analysis for all of the measures for your grade level, but I am going to stop here to see if there are any questions. Review Outcomes Evaluate Effectiveness of Support

22-25 Now It’s Your Turn 22-25 You have 10 minutes to complete a Measure Level Analysis with Pathways of your data. TIMING: 10 minutes FACILITATOR ACTION: Tell participants that they will have 10 minutes to complete an analysis of their Measure level data by Pathway. They should fill out all boxes for their applicable class. Review Outcomes Evaluate Effectiveness of Support

Reconnect with Literacy Block expectations
TIMING: 2 minutes FACILITATOR ACTION: We are going to move to reflecting, but before we do, want to connect with the state’s recommendations for the literacy block. Featured here is the recommendation for grades 2-6. [CLICK]. You can see all grades in the Literacy Framework appendix, so if you are a K or 1st grade teacher, make sure to check the appendix to see the recommendations for your grade. As you think about your data and next steps, it is important to look at the state’s recommendation for the literacy block to identify what you did to lead to success, as well as ideas for how to lead to growth moving forward.

Data Reflection 26 TIMING: 10 minutes FACILITATOR ACTION:
Now that you have gathered all of your data, take some time to reflect. This is intended to be a deep reflection - we have set aside 10 minutes for this - so please use all of this time to think deeply about your data. You should use the data, as well as the Literacy Framework, to identify celebrations and growth areas. For example, when I look at the literacy framework, I saw a big focus is on content integration. While I have been integrating my science and history content, I abandoned sticking to the minute fluency recommendation. I was still doing fluency sometimes, but wasn’t always thinking about it. I wonder if I did bring back explicit fluency practice for minutes every day, and wove it into our reading skills across content areas, if I would see a larger increase in students’ progress, rather than the stagnation I saw at MOY with fluency.

Engage in this activity with your colleagues? In what setting? Scaffold or accelerate these activities to customize to your school’s needs? Share your data analysis takeaways with colleagues? Connect with Literacy Block expectations from the Literacy Framework? Use the “Turnkey Training Planner” to guide your thinking. TIMING: 5 minutes FACILITATOR ACTION: As you know, at the end of the session, you will have the opportunity to make a copy of the PPT that we use today to adapt it to meet your school’s needs. After each portion of our session, we will give you some time to reflect on the activity that we completed together to determine if this is an activity you would like to use at your school site, and if so, how you may modify the activity to meet the needs of your colleagues. Use the guiding questions on the slide (review the questions) and the “turnkey training planner” to guide your thinking and record your notes. Survey if there is anyone who is not turnkey. This should NOT be the case, but we had this at BOY so ask. If there are people attending who are NOT expected to turnkey, say: If you are a teacher who is not turnkeying this back at your school, you can use this time to further read the Literacy Framework. As time allows, take a few share outs.

Turn and Talk What overall trends did you notice in your skills analysis? What implications does this have for your instruction? How does the Literacy Framework help you think about next steps? Based on students’ Pathways outcomes, which skills at MOY had the largest number of students making the lowest growth? What are your 1-2 highest priority next steps that you’ll take? TIMING: 4 minutes FACILITATOR ACTION: Prompt participants to reflect and share with a partner what takeaways or questions they have.

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing

Lunch Break Bring your lunch back here and eat with us so we can ensure we start promptly. We will break for 60 minutes. TIMING: 1 Minute FACILITATOR ACTION: Encourage people to bring their lunch back with them so they can be in the room when the session starts again.

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (Entire section is 41 minutes) FACILITATOR ACTION: SAY: We have done an in-depth analysis of our DIBELS data and determined root causes for why the data is the way it is, as well as planned for next steps. Now, it is time to take our MOY data to plan for small group instruction where we can implement those next steps.

In this section you will:
Step 1: Assign Students to Small Groups Step 2: View Student Probe Details Step 3: View Student Historical Data Step 4: Adjust Small Groups TIMING: 2 Minutes FACILITATOR ACTION: It is now time to strategically plan for the supports we determined to be necessary in the first part of our session! As a first step, we must determine the instructional groups that we will be using. For those of you who were here during our sessions last year, this will be a familiar process for you. This section is very detailed with viewing student data and we will be using the DMG 4 grid as well as classroom web reports (current MOY data and historical data) so there is a lot to keep track of! First, we assign students to small groups using their scores in the two key skills for that time of the year. These guidelines are found directly on the chart. After students have been assigned to a group, we then make adjustments based on a teacher’s professional judgement. It is important to take into consideration students’ scores on other Acadience Reading measures, students’ scores on other assessments you use in your classroom, student response patterns, and behavior. We will walk through a quick example now and then you will have time to form groups for your classroom. If you have completed these for MOY and have them with you today, review your groupings and you can move forward with Step 2

Forming Small Groups Step 1: Assign Students to Small Groups
TIMING: 1 Minute FACILITATOR ACTION: First, we assign students to small groups using their scores in the two key skills for that time of the year. These guidelines are found directly on the chart. We have outlined them above in orange. If you forget, this is how you are determining the criteria for who goes into which box. [CLICKx4] We will walk through a quick example now and then you will have time to form groups for your classroom. Note: These are meant to be initial groups that may change after you have diagnostic data, have looked at patterns that led to the scores, subdivided groups based on other scores, etc. Also, note that mCLASS generates a report with groups, but it’s important to go through this process to understand how it is determined, and then be able to change groups based on information you have.

Forming Small Groups Model
Step 1: Assign Students to Small Groups TIMING: 2 Minutes FACILITATOR ACTION: Let’s look at three students from our sample classroom. Andrea is Below Benchmark in DORF Fluency and Well Below Benchmark in DORF Accuracy. That means she goes down in group 4. [CLICK] Vincent is Above Benchmark in DORF Fluency and At Benchmark for DORF Accuracy, so he goes in group 1. Yvette is Below Benchmark for both DORF Fluency and Accuracy. She also goes in group 4. We can see that she and Andrea are in the same group, but don’t fall into the same benchmark categories. That is why it is important to to look further into students’ performance, which we will do in a moment. In Acadience (CLICK), you can use the PoP report that we used earlier today to sort students.

Forming Small Groups Work Time
** Forming Small Groups Work Time Now it’s your turn…12 minutes Step 1: Assign students to small groups TIMING: 12 Minutes FACILITATOR ACTION: ** Note that the four square grids are not actually found in their Participant Notebook. Instead, these are separately printed sheets, hence the asterisks in the orange box. You will now have 20 minutes to form small groups for your class or a class of your choosing. Even if you are a coach, we recommend going through this process, so you are prepared to guide your teachers through this process. You may decide to choose a class that requires a lot of your support, so that you really understand students’ needs in that classroom and can better support the teacher. Be prepared to share out any ah-ha’s or wonderings that you may have about your students after completing this activity. Let people know they will be switching with a partner to see if they notice something you didn’t notice. Take as many share outs as time permits.

Partner Review Switch your four-square grid with a partner.
Review each other’s work. What questions or suggestions do you have for your partner about their groupings? TIMING: 2 minutes FACILITATOR ACTION: Switch your four-square grid with a partner, and review each other’s work. Do you have questions about what your partner did? Recommendations?

View Student Probe-Level
Step 2: View Probe-Level data for students in one of your at-risk groups TIMING: 1 minute FACILITATOR ACTION: Pick one of your at-risk groups (group 2, 3, or 4.) You are going to look at the probe-level data for every student in that one group so you can more strategically plan your instruction for this small group.

mCLASS Student Probe Detail
Click on a student probe-level number score, then a probe-level detail screen will appear. TIMING: 2 minutes FACILITATOR ACTION: We can also examine the probe detail for individual measures for more information. In a moment, for this step, you will access student results by logging on to and locating student probe details for students in your small group. DIRECTIONS: Select a student from the group to begin your analysis. Review the student’s most recent Probe Detail for Skill 1 by clicking on the number under the measure you want to look at. A screen will pop out providing you with their probe information. PARAPHRASE: Consider the essential questions that you reflected on earlier in the session: Which skills does the student appear to have mastered? Is the student accurate but not fluent (i.e., only a few errors but an overall low score)? Does the student consistently make errors on specific sounds, letters, or letter combinations (e.g., vowels, consonants, blends, or digraphs)? Do the student’s errors match one of the response patterns? Here, what do you notice about Conan’s patterns and errors with CVC’s? (Poll audience; they should notice he is not identifying D correctly three times.) On your four-square grid, you would make a note by his name to highlight this pattern. 85

Acadience Student Probe Detail
View student’s benchmark booklet to review student response patterns. TIMING: 1 minute FACILITATOR ACTION: Say: “For DMG users, you will open the benchmark scoring booklet for one of your focus students.” Consider the following questions: 1. What do the marks tell you about the student's strengths – what can s/he already do? 2. What is the next thing to teach this student?

Small Groups Work Time 28 Now it’s your turn… 10 minutes Step 2: Select one at-risk group, and identify the trends for the group you notice based on their probe-level details. TIMING: 10 minutes FACILITATOR ACTION: People should focus on the same at-risk group throughout this section. You will now have 10 minutes to makes notes about your students in your at-risk group based on their probe-level detail. Make sure to include all pertinent information, because this will help you plan their small groups. You should not fill out the third box regarding historical data yet.

View Student Historical Data
28 Step 3: View student historical data for same at-risk group. TIMING: 1 minute FACILITATOR ACTION: Now you are going to view the historical data for the same at-risk group that you have been working on. This is the third box (orange box around it in screenshot above). If this is your first year with a system, you won’t have historical data unless someone in your school has imported historical data. NOTE: If LEA is new to Acadience Reading this year, they will not have historical data. If they are new to Amplify this year, they may/may not have historical data if their LEA imported historical data in mCLASS.

mCLASS Historical Data
Looking at Gregory’s historical data TIMING: 30 seconds FACILITATOR ACTION: We are going to look more closely at a student named Gregory’s historical performance, to see what more we can understand. If you click on Gregory’s name, historical data will appear. You will do this same historical analysis for one of your groups.

Acadience Historical Data
TIMING: 30 seconds FACILITATOR ACTION: Here we can see that this student was above benchmark at the beginning of grade 1, but then below benchmark in the middle and end of grade 1. The student hasn’t met the benchmark on NWF-CLS and needs to learn AP and basic phonics.

Adjusting Small Groups Work Time
** Now it’s your turn…5 minutes Step 4: Adjust the students in your at-risk group(s) based on what you learned from the student probe and historical data. TIMING: 5 minutes FACILITATOR ACTION: **Adjustments should be made on their four-square grids that are separate from their Participant Notebook. Based on what you learned from the student probe and historical data, make any adjustments necessary to the small groups you originally created. You should group students together who need to work on the same skills.

Planning Small Group Instruction
TIMING: 1 minute FACILITATOR ACTION: In your Participant Notebook you will have the instructional PDF file to complete to decide how you want to plan for your small groups. We will not be doing a model of this. The reason is, many schools and LEAs have their own evidence-based curriculum for tier 2 and 3 supports, and we believe you should use what is in your school. This is a time for you to think about the resources, curriculum, and support that are available to you.

Planning Small Group Instruction
29 Planning Small Group Instruction TIMING: 1 minute FACILITATOR ACTION: You have actually already completed most of the work on this template. The two orange boxes show you what your next step would be back at your school sites: determining your instructional focus. When you work on this, think about group needs and what instruction should look like for this group.

Planning Small Group Instruction Resources
TIMING: 1 minute FACILITATOR ACTION: You can use the Basic Early Literacy Skills Continuum to determine where to start your instruction. This can be found on the Utah Landing Page ( where it’s called “The Big Ideas in Early Reading Continuum.” If you are not sure where to start with your students, this is a great place that shows you the skills that build on each other.

Engage in this activity with your colleagues? In what setting? Scaffold or accelerate these activities to customize to your school’s needs? Share your data analysis takeaways with colleagues? Use the “Turnkey Training Planner” to guide your thinking. TIMING: 5 minutes FACILITATOR ACTION: As you know, at the end of the session, you will have the opportunity to make a copy of the PPT that we use today to adapt it to meet your school’s needs. After each portion of our session, we will give you some time to reflect on the activity that we completed together to determine if this is an activity you would like to use at your school site, and if so, how you may modify the activity to meet the needs of your colleagues. Use the guiding questions on the slide (review the questions) and the “turnkey training planner” to guide your thinking and record your notes. Survey if there is anyone who is not turnkey. This should NOT be the case, but we had this at BOY so ask. If there are people attending who are NOT expected to turnkey, say: If you are a teacher who is not turnkeying this back at your school, you can use this time to further read the Literacy Framework. As time allows, take a few share outs.

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (Entire section is 38 minutes) FACILITATOR ACTION: Welcome participants back from lunch. This morning we spent a lot of time digging into our composite-level, skill-level and historical-level data. For this last layer, we are going to look at our progress monitoring. We will move into our last level of data analysis now before we begin to use our MOY data to plan for instruction going forward.

Progress Monitoring Reports
mCLASS - PM Class Report TIMING: 30 seconds FACILITATOR ACTION: In this section you will need the above report. Acadience - Progress Monitoring Scores Table

The “What” and “Why” 31 To determine students’ progress toward goals
The practice of assessing students briefly but frequently on the skill areas in which they are receiving instruction To determine students’ progress toward goals To ensure students are making adequate progress To provide ongoing feedback about the effectiveness of instruction To make timely decisions about changes to instruction TIMING: 1 Minute FACILITATOR ACTION: • Encourage participants to turn to page 31 of their participant notebook to complete the note catcher for this section. Engage participants in a discussion of the “what” and “why” of Progress Monitoring. •ASK: How is progress monitoring for students like a compass for explorers? •Progress Monitoring tells the teacher whether the instructional program is putting the student on the right path. •You can progress monitor students in grade-level measures as well as out-of-grade-level measures.

Literacy Framework TIMING: 1 Minute FACILITATOR ACTION:
Facilitator shares the above image from the Literacy Framework, with the orange arrow showing that ongoing screening and continuous assessment is the outer circle of the expected practices in the literacy block. Explain that progress monitoring is a best practice as identified in the Literacy Framework, and something that will strengthen instruction because teachers will know if their instruction is effective. If people have more questions about this, they should reach out to their literacy director or coordinator, or someone in USBE’s Teaching and Learning office.

Progress Monitoring Reminders
31 Color Measure Score Support Level Frequency Red Well Below Benchmark Likely to Need Intensive Support Weekly or bi-weekly Yellow Below Benchmark Likely to Need Strategic Bi-weekly or monthly Green Blue At or Above Benchmark Likely to Need Core Support As necessary TIMING: 2 minutes FACILITATOR ACTION: The DMG guidelines can be found on page 31 of your PN. SAY: DMG recommends to progress monitor the instruction of students who are well below benchmark weekly or bi-weekly. Since there are 8 weeks between the BOY and MOY window and I progress monitored my instruction three times, I did not quite meet the guidelines. If you are not PM’ing with the frequency recommended, that could be a next step for you. If you are and you are still not seeing the growth you would like to see, then you may want to adjust how you are teaching a particular skill. You will have time today to learn best practices for teaching each skill. *Use professional judgement and LEA guidelines.

Daze Progress Monitoring
Scores for Daze increase more slowly than they do for other measures, so more frequent progress monitoring may not be as informative. For students who need to be progress monitored on Daze, we recommend monitoring once per month. TIMING: 1 Minute FACILITATOR ACTION: [CLICK] Scores for Daze increase more slowly than they do for other measures, so you may not gain a lot of information from frequently progress monitoring for Daze. Progress monitoring Daze is only helpful once a student is at benchmark on DORF accuracy, Words Correct, and Retell, and all other precursor skills and your instruction is focused on reading comprehension. You should only progress monitor with Daze when the student is at or above benchmark for all precursor literacy skills including grade level DORF Accuracy, Words Correct, and Retell, but not Daze; and instruction is focused on building reading comprehension. Students who aren’t at benchmark on DORF Accuracy, Words Correct, and Retell wouldn’t be expected to do well on Daze. And no amount of progress monitoring with it will make them score better on it. [CLICK] For students who do need to be progress monitored on Daze, you should not do it more than once a month. You should not [CLICK] progress monitor [CLICK] the entire class, unless every single student in your class is at or above benchmark for every other precursor literacy skill. Do not progress monitor the whole class.

Progress Monitoring Analysis
32-34 TIMING: 2 minutes FACILITATOR ACTION: PARAPHRASE: Here we will complete a comprehensive analysis of the instruction that we provided students during small group instruction, as well as the progress monitoring conducted. We progress monitor in order to inform the instruction that we are providing students, so it is essential that we ensure we are providing instruction in the correct area and then align our progress monitoring to that skill. We may progress monitor with the correct amount of frequency, but if we are providing instruction or progress monitoring in the wrong area, if won’t make a difference for student outcomes. I will walk you through this analysis step-by-step, using Gregory as an example. Then, you will have the opportunity to complete this analysis for three focal students. The templates that we will use for this analysis can be found on pages of the PN. The composite score benchmark level of the student is already typed into the analysis tool. If you do not have a student that corresponds to that benchmark, you may cross it out and replace it with the correct benchmark category. Evaluate Effectiveness of Support

Gregory Alphabetic principle (NWF-CLS) No TIMING: 3 minutes FACILITATOR ACTION: Gregory’s composite score was at or above benchmark, so I’ll start with him. The next question asks what was the basic literacy skill where the student did not demonstrate proficiency. As we know from our previous historical analysis, the earliest basic literacy skill that Gregory did not show proficiency in was the alphabetic principle (NWF-CLS), so I will write that here (CLICK). The next question asks if the skill listed above was the focus of this student’s small group instruction. Unfortunately, this was a missed opportunity for Gregory. I worked with Gregory in small group on reading fluently, since he was below benchmark in this area and I knew he would be assessed on DORF-Flu MOY, rather than NWF-CLS. Even though NWF-CLS is not assessed MOY, I did not realize that I had to instruct Gregory in that area in order to make sure he could fully decode first, since that is a precursor to reading fluently. Therefore, I would write “no” (CLICK) next to that question and that my next steps will be to instruct in the alphabetic principle (advanced phonics) (CLICK). Just for our example, let’s say I did instruct in the alphabetic principle. However, we can tell from Gregory’s PM data, that he was PM’ed in DORF Flu. (CLICK). Therefore, even though I may have been instructing in the correct area, I was not able to adjust my instruction to meet Gregory’s needs since I was PM’ing in a different skill. This would also hurt Gregory’s ability to become proficient in the alphabetic principle, and thus, a proficient reader. Instruct in the alphabetic principle (advanced phonics) Evaluate Effectiveness of Support

Gregory Alphabetic principle (NWF-CLS) Yes TIMING: 2 minutes FACILITATOR ACTION: For our example, let’s pretend that I did instruct in the alphabetic principle, so I would write “yes” to answer this question. The next question asked if Gregory was PM’ed in this area of instruction. If I click on the arrow next to each measure (CLICK), I can see the last three PM probes that I completed. (CLICK) As you can see, Gregory was PM’ed in DORF Flu., rather than NWF-CLS, so I would circle “No” (CLICK). Therefore, even though I may have been instructing in the correct area, I was not able to adjust my instruction to meet Gregory’s needs since I was PM’ing in a different skill. This would also hurt Gregory’s ability to become proficient in the alphabetic principle, and thus, a proficient reader. My next steps would be to progress monitor in the skill that I am focusing on in small group instruction – in this case NWF-CLS, so I would write that here (CLICK). PM in area of instruction (NWF-CLS) Evaluate Effectiveness of Support

Gregory Alphabetic principle (NWF-CLS) Yes TIMING: 2 minutes FACILITATOR ACTION: For our last example example, let’s pretend that I did instruct in the alphabetic principle, so I would write “yes” to answer this question. The next question asked if Gregory was PM’ed in this area of instruction and he was. Lastly, we did meet the progress monitoring rate requirements for Gregory as listed by the authors. In closing, instruction in Gregory’s literacy area of need based on the current benchmark measure data plus progress monitoring the correct measure that correlated to the literacy skill equaled success for Gregory. Next steps, be sure Gregory met the MOY cutpoint for NWF at least one time through progress monitoring, then change his literacy group and his PM focus area. Met Evaluate Effectiveness of Support

TIMING: 2 minutes FACILITATOR ACTION: For Acadience users, you will click on “Class & Student Reports” > “Progress Monitoring Scores Table” to retrieve this information. The table will show you which students were PM’ed in which measure, as well as how frequently each student was monitored per month.

Now It’s Your Turn 32-34 You have 15 minutes to complete a progress monitoring analysis for two-three students. TIMING: 15 minutes FACILITATOR ACTION: SAY: You will now have 15 minutes to complete this analysis for your two focal students. If you finish early, you can continue to analyze more students. Evaluate Effectiveness of Support

Engage in this activity with your colleagues? In what setting? Scaffold or accelerate these activities to customize to your school’s needs? Share your data analysis takeaways with colleagues? Connect with the Literacy Framework’s expectations around progress monitoring. Use the “Turnkey Training Planner” to guide your thinking. TIMING: 5 minutes FACILITATOR ACTION: As you know, at the end of the session, you will have the opportunity to make a copy of the PPT that we use today to adapt it to meet your school’s needs. After each portion of our session, we will give you some time to reflect on the activity that we completed together to determine if this is an activity you would like to use at your school site, and if so, how you may modify the activity to meet the needs of your colleagues. Use the guiding questions on the slide (review the questions) and the “turnkey training planner” to guide your thinking and record your notes. Survey if there is anyone who is not turnkey. This should NOT be the case, but we had this at BOY so ask. If there are people attending who are NOT expected to turnkey, say: If you are a teacher who is not turnkeying this back at your school, you can use this time to further read the Literacy Framework. As time allows, take a few share outs.

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 30 seconds (15 minutes total for section)

Choose Your Own Adventure
You have 14 minutes of work time. Did you notice a trend that applied to a large number of students? . Plan for core instruction Were you compelled by the Literacy Framework or Learning to Read research, and want to know more? Ground yourself in research Did you notice a concerning data trend for a small number of students? Plan for small group instruction Did you realize you don’t have enough ongoing data to have a clear picture of where students are? Create a plan for progress monitoring TIMING: 1 minute FACILITATOR ACTION: The next 14 minutes should be spent with people to choose how they would like to determine next steps for their classroom. This might be planning for core instruction or a small group. They may have realized that they need to create a plan to ensure progress monitoring is happening with fidelity. Or they may want to spend time learning more from the research we looked at this morning so they can utilize the links on the Resource slide to dive into research.

Choose Your Own Adventure Resources
Education research resources: Hard Words Literacy Primers TIMING: 1 Minute FACILITATOR NOTES: Participant Notebooks will be referred to as PN in all future notes. PNs should have the pages numbered. However, if the shipment arrives and the PNs are not numbered for some reason, please have participants quickly number the pages now. The cover page should be page 1. Facilitator will need to fill in WiFi name and password FACILITATOR ACTION: We have several resources you can reference today. The Utah landing page on Amplify’s homepage has lots of Utah-specific information. We also have a Participant Notebook you can use as a resource. If a slide references or is included in the Participant Notebook, you’ll see an orange symbol in the top right corner, as is shown above. You should also make sure you have access to the web platform you use — either mCLASS Home or Acadience Lastly, you should make sure you have on hand your pre-work, which was the data for your three focus students. Web resources: Literacy Framework Utah’s landing page on Amplify

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (Entire section is 35 minutes) FACILITATOR ACTION: Like we said at the beginning of the day, this is your time to transfer the information you learned today to knowledge and skills you will take back to your colleagues. If there is anyone who is not turnkeying this back on their campus, then they should spend this time continuing to plan for their classroom instruction.

Detailed Agenda Model 36-37
1. Staff meeting on 2/27 (30 minutes) complete Reconnecting to Big Ideas 2. Team meetings week of 3/1 (60 minutes) complete Composite Score Analysis + Pathways of Progress 3. Team meetings week of 3/4 (60 minutes) review Measure Level Analysis 4. Team meetings week of 3/11 (60 minutes) complete Small Groups and Instructional Focus TIMING: 2 Minutes FACILITATOR ACTION: Knowing that when you turnkey, you can’t do six hours in one session, I am going to think about the times at my school that I can share this information with people. I know that we have a weekly staff meeting at the beginning of each month, as well as weekly team meetings. I can plan to use those times. So, for example in the above, I will kick this off with my staff at our monthly team meeting by doing the Reconnecting to Big Ideas. I know we’ll only have 30 minutes because we already have other items slated for the agenda. Then I am going to break up each section over the course of team meetings. After I have broken up the dates, as modeled above, my next step would be to go back and outline underneath each date what exactly I will be doing with staff during each session, beyond just the topic being covered.

36-37 Turnkey Work Time Turnkey: Reconnecting to Key Ideas from BOY (5 minutes) Refer to page 11 in your Participant Notebook Turnkey: Composite Score & Pathways of Progress Analysis (5 minutes) Refer to page 18 in your Participant Notebook Turnkey: Measure Level & Pathways of Progress Analysis (5 minutes) Refer to page 27 in your Participant Notebook Turnkey: Forming Small Groups (5 minutes) Refer to page 30 in your Participant Notebook Turnkey: Progress Monitoring Analysis (5 minutes) Refer to page 35 in your Participant Notebook Turnkey: Action Planning Next Steps (5 minutes) TIMING: 1 Minute FACILITATOR ACTION: Guide people through each step we will take, and then direct people to download the PowerPoint from the landing page to prepare for this guided work time.

Turnkey Work Time Reconnecting to Key Ideas from BOY (5 minutes) 36-37
Which Key Ideas are most important to bring back to your colleagues? What were your main takeaways from this section? How do you want to share those with your colleagues? How will you share the research and Literacy Framework to gain momentum at your school? TIMING: 5 Minutes

36-37 Turnkey Work Time Composite Score & Pathways of Progress Analysis (5 minutes) What were your key takeaways? How do you want to share them with your colleagues? When will you be able to do this analysis with your colleagues? Does it need to be split up over multiple days? What key experiences do you want to bring back for your colleagues? TIMING: 5 Minutes

36-37 Turnkey Work Time Measure Level & Pathways of Progress Analysis (5 minutes) What were your key takeaways? How do you want to share them with your colleagues? When will you be able to do this analysis with your colleagues? Does it need to be split up over multiple days? TIMING: 5 Minutes

Turnkey Work Time Progress Monitoring Analysis (5 minutes) 36-37
What were your key takeaways? How do you want to share them with your colleagues? When will you be able to do this analysis with your colleagues? Does it need to be split up over multiple days? Who needs extra support during this section and is training needed? Who can you leverage to share expertise? TIMING: 5 Minutes

Turnkey Work Time Forming Small Groups (5 minutes) 36-37
What were your key takeaways? How do you want to share them with your colleagues? When will you be able to do this activity with your colleagues? Does it need to be split up over multiple days? How will you take the next steps to complete an instructional plan? What curriculum and resources do you have at your schools to help support small group instruction? TIMING: 5 Minutes

Turnkey Work Time Action Planning Next Steps (5 minutes) 36-37
What were your key takeaways? How do you want to share them with your colleagues? What key experiences do you want to bring back for your colleagues? Will this look different back at your school? TIMING: 5 Minutes

Composite Score & Pathways of Progress Analysis Measure Level & Pathways of Progress Analysis Lunch Forming Small Groups Progress Monitoring Analysis Action Planning Next Steps Turnkey Work Time Closing TIMING: 1 Minute (Entire section is 13 minutes.) FACILITATOR ACTION: Thank participants for their hard work today. Review how they can access support going forward.

Returning to the Literacy Framework
8, 38 Returning to the Literacy Framework How does the plan you’ve created help you grow in the Critical Indicator you identified at the beginning of today’s session? What next steps are you going to take to drive towards growth? What success will you see at EOY as a result? TIMING: 4 Minutes FACILITATOR ACTION: Let’s return to the Literacy Framework, where we started our day. Look at the Critical Indicator you wrote down as your goal today to grow in today on page 9 of your participant notebook. Look at the plans you have created for your students or your school. How does the plan you’ve created help you grow in the Critical Indicator you identified at the beginning of today’s session? (Tell participants they can return to page 9 in the participant notebook to remind themselves of what they had committed to. What wins will you see at EOY as a result of your plan? Invite 3-4 people to share their answers to each question.

EOY Sessions https://tinyurl.com/USBEDataAnalysis 39
TIMING: 30 seconds FACILITATOR ACTION: In May, we will have one more session to reflect on EOY DIBELS data. This will be a great opportunity to reflect on how your instruction from MOY to EOY affected student outcomes, as well as an opportunity to plan for next year. We hope to see you there!

mCLASS: Online Support
TIMING: 30 seconds FACILITATOR ACTION: The most current mCLASS software is available on the site. In the Support and Resource Center, review the type of information available in Help. Top Questions Get Help With… Contact Us Installation Help mCLASS app device best practices At anytime in the future, if participants encounter a problem not addressed in their printed mCLASS:IDEL User Guide, they should download the most recent version.

mCLASS: Online Help 35 TIMING: 30 seconds FACILITATOR ACTION:
From any screen in mCLASS:Home where you see this question mark, you can click the question mark to open online help. The help system will open in a new window and contains a library of information on your mCLASS product.

mCLASS: Customer Care help@amplify.com (800) 823-1969, Option 3
39 (800) , Option 3 Monday–Friday 7 a.m. to 7 p.m. EST TIMING: 30 seconds FACILITATOR ACTION: Our customer care team is eager to assist you. 131

mCLASS: Live Chat! Available 8:00 a.m. – 6:00 p.m., Eastern Time, Monday-Friday TIMING: 30 seconds FACILITATOR ACTION: Live Chat is now available for all mCLASS customers. This feature will directly connect you to our Customer Support team. This team is available to help you troubleshoot any problems you may be experiencing. Live Chat is available from 8:00 a.m. – 6:00 p.m. Eastern Time, Monday through Friday. 132

mCLASS: Online Training
TIMING: 30 seconds FACILITATOR ACTION: Note for participants that if they, or teachers in their building, would like additional practice with DNext scoring before the EOY assessment window in order to ensure they are assessing with fidelity, they can go to mClass home, login and click on training and then click on “mCLASS:DIBELS Next Scoring Practice”.

Acadience®: Support Information
39 Acadience®: Support Information DMG website Customer Support DMG online training TIMING: 30 seconds

Survey https://www.surveymonkey.com/r/USBETeacherMOY
TIMING: 4 minutes FACILITATOR ACTION: Please take time to complete our survey. Your feedback helps us determine any changes we need to make, or sections we should make sure to keep, for our MOY and EOY sessions. Thank you so much! We appreciate your feedback!

Thank You!

MOY Data Analysis Teachers and Coaches Post MOY Benchmark 18-19SY.

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