1. Oregon Reading First (2009)1 Oregon Reading First Webinar Data-based Action Planning Winter 2009

2. Oregon Reading First (2009)2 Materials for this Meeting You should have received the following by email: GLT Agenda GLT Action Planning Module ERT Action Planning Module Other materials that will be referred to: 2008-2009 Action Plan Instructional Focus Group CSI Plans

3. Oregon Reading First (2009)3 Overview of the Data-based Action Planning Process GLTs –Review Grade Level Data –Identify systems that need support –Plan Instructional Support ERT –Review Schoolwide Data –Create Action Plan

4. Oregon Reading First (2009)4 Data-based Action Planning GLT Meetings

5. Oregon Reading First (2009)5 DBAP GLT Meeting Logistics Preparing in Advance: –Coach can fill in grade level data in advance for Tables 1 and 2 or the team could work on this together –Gather Participant Materials (see attached List)

6. Oregon Reading First (2009)6 GLT Agenda

7. Oregon Reading First (2009)7 Review grade-level actions on the 2008-2009 School Action Plan. Report on Progress (due February 27th)

8. Oregon Reading First (2009)8 Review DIBELS benchmark data 1.Review student scores and aimline progress. Set goals and draw aimlines for newly introduced measures (e.g. NWF in kindergarten, ORF in first grade)

9. Oregon Reading First (2009)9 2. Analyze error patterns and/or word reading strategies from individual DIBELS booklets for each group (e.g. NWF General Performance Pattern Table; ORF General Performance Pattern Table)

10. Oregon Reading First (2009)10 3. Review Outcomes (Table 1) for K-5 students during winter of last year and compare to winter of this year.

11. Oregon Reading First (2009)11 ABCDEFG Grade/Measure Percent at Established (Low Risk) Spring 20 ___ Percent at Established (Low Risk) Spring 20 ___ Percentage Point Increase/ Decrease (+ or -) Percent at Deficit (At Risk) Spring 20 ___ Percent at Deficit (At Risk) Spring 20 ___ Percentage Point Increase/ Decrease (+ or -) Kindergarten- PSF Kindergarten- NWF First Grade- ORF Second Grade ORF Third Grade ORF 31%39%+8%51%36%-15% Fourth Grade ORF Fifth Grade ORF The percent of students at low risk has increased. That’s good! However, only about 40% of our students are meeting the goal, so we have room to improve. The percent of students at risk has decreased, so that is good. We still have 36% of students at-risk…that’s more than one third of the students. We think we can do better!

12. Oregon Reading First (2009)12 CAUTION! Remember that our BOTTOM LINE consideration is the percent of students that are reaching benchmark. Sometimes schools that are in the upper quartile of the adequate progress range still have room for improvement in the number of students they are supporting to achieve the benchmark!

13. Oregon Reading First (2009)13 4. Evaluate fall to winter grade level instructional support plans (Table 2) by calculating the percent of students making adequate progress toward DIBELS benchmark goals.

14. Oregon Reading First (2009)14 Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual numbers of students, e.g., 90/100 or 90%. Percent of Intensive Students that made Adequate Progress Include actual numbers of students, e.g., 1/5 or 20%. Percent of Strategic Students that made Adequate Progress Include actual numbers of students, e.g., 25/50 or 50%. Percent of Benchmark Students that made Adequate Progress Include actual numbers of students, e.g., 95/100 or 95%. Winter to Spring 20__ Winter to Spring 20__ Percent Change (+ or -) Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ TotalIntensiveStrategicBenchmark Kindergarten- PSF First Grade- ORF Second Grade ORF 40%43%+3%0% 0/45 0% 0/23 25% 5/19 23% 5/20 90% 17/19 90% 20/22 Third Grade ORF Fourth Grade ORF Fifth Grade ORF Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of Students Making Adequate Progress Toward DIBELS Benchmark Goals Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic and/or intensive) that are healthy or that need moderate to substantial changes. Use caution when interpreting percentages for systems that only have a few students.

15. Oregon Reading First (2009)15 Figure 1

16. Oregon Reading First (2009)16 Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual numbers of students, e.g., 90/100 or 90%. Percent of Intensive Students that made Adequate Progress Include actual numbers of students, e.g., 1/5 or 20%. Percent of Strategic Students that made Adequate Progress Include actual numbers of students, e.g., 25/50 or 50%. Percent of Benchmark Students that made Adequate Progress Include actual numbers of students, e.g., 95/100 or 95%. Winter to Spring 20__ Winter to Spring 20__ Percent Change (+ or -) Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ TotalIntensiveStrategicBenchmark Kindergarten- PSF First Grade- ORF Second Grade ORF 40%43%+3%0% 0/45 0% 0/23 25% 5/19 23% 5/20 90% 17/19 90% 20/22 Third Grade ORF Fourth Grade ORF Fifth Grade ORF Table 2. Evaluating Winter to Spring Grade Level Instructional Support Plans: Percent of Students Making Adequate Progress Toward DIBELS Benchmark Goals Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.

17. Oregon Reading First (2009)17 Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual numbers of students, e.g., 90/100 or 90%. Percent of Intensive Students that made Adequate Progress Include actual numbers of students, e.g., 1/5 or 20%. Percent of Strategic Students that made Adequate Progress Include actual numbers of students, e.g., 25/50 or 50%. Percent of Benchmark Students that made Adequate Progress Include actual numbers of students, e.g., 95/100 or 95%. Winter to Spring 20__ Winter to Spring 20__ Percent Change (+ or -) Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ TotalIntensiveStrategicBenchmark Kindergarten- PSF First Grade- ORF Second Grade ORF 40%43%+3%0% 0/45 0% 0/23 25% 5/19 23% 5/20 90% 17/19 90% 20/22 Third Grade ORF Fourth Grade ORF Fifth Grade ORF Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations. None of the students in the intensive range moved to some risk or low risk on the benchmark goal. This system was in The bottom quartile. We have fewer students in the intensive range (23 vs. 45) but this is a system that needs support. Let’s make this a priority. Overall we increased the percent of students who made adequate progress a little bit. The total for the grade level is in the middle quartiles compared to other schools in the state using DIBELS. Our challenge is that less than half of our students making adequate progress. How can we make changes to improve the system next year. Let’s look at the systems within the grade to see where we should prioritize.

18. Oregon Reading First (2009)18 Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual numbers of students, e.g., 90/100 or 90%. Percent of Intensive Students that made Adequate Progress Include actual numbers of students, e.g., 1/5 or 20%. Percent of Strategic Students that made Adequate Progress Include actual numbers of students, e.g., 25/50 or 50%. Percent of Benchmark Students that made Adequate Progress Include actual numbers of students, e.g., 95/100 or 95%. Winter to Spring 20__ Winter to Spring 20__ Percent Change (+ or -) Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ TotalIntensiveStrategicBenchmark Kindergarten- PSF First Grade- ORF Second Grade ORF 40%43%+3%0% 0/45 0% 0/23 25% 5/19 23% 5/20 90% 17/19 90% 20/22 Third Grade ORF Fourth Grade ORF Fifth Grade ORF Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations. Almost the same percent of students made adequate progress in the strategic system this year compared to last year. This system is in the middle quartile. About one quarter of our strategic students made adequate progress Winter to Spring. We could have more. Let’s make this system a priority. Almost all of the students in the benchmark range made adequate progress this year and last year. Only two students did not. Let’s take a look at those students’ data. Depending on that information, we may decide to prioritize this system. After looking at the data, one student was absent for 3 months due to illness. The other student missed the cut-off by 1 point. Let’s not prioritize this system right now.

19. Oregon Reading First (2009)19 Move DIBELS data cards on the Wall Chart according to Winter DIBELS benchmark goals Table

20. Oregon Reading First (2009)20 Review group in-program assessment data 1.Did the students in the group meet the in- program assessment mastery criteria? If yes, everyone give a yahoo! If no, create a plan for reteaching/retesting. 2.Review Group pacing schedule and lesson progress. Is the group meeting projected lesson pacing progress? If yes, everyone give a cowboy cheer. If no, create plan for an action to address pacing concern.

21. Oregon Reading First (2009)21 Regroup Students as necessary and document on focus group plan

22. Oregon Reading First (2009)22 Identify systems that need support (circle): Benchmark Strategic Intensive Remember: This could be a whole system or one group within the system One idea is to sort the DIBELS booklets/graphs into groups ahead of time. Then discuss whether to prioritize the whole system or a group within the system.

23. Oregon Reading First (2009)23  Highlight questions on the Healthy Systems Checklist that are a concern in this system.  Prioritize questions about that system to target what elements are in need of support. For example, start with structural questions (in bold) and follow with quality of implementation questions.  Record the prioritized questions (taken directly from the Healthy Systems Checklist) in Table 3 and list reasons for prioritizing each question  Repeat for each system that needs moderate to substantial changes (I.e., systems set as priorities).  Identify any new grade level actions that will address any identified areas of concern and record in Table 3 for each system that you identified as needing changes. Repeat for each system that your team identified as needing support. Some grade levels may complete this step for one system, two systems or all three systems depending on the priorities set. Use the Healthy System Checklist to evaluate a system that you identified as needed support.

24. Oregon Reading First (2009)24 Discuss and Problem Solve any individual student concerns. 1.Compare students’ instructional recommendations from fall to winter. 2.Are there students who fell from benchmark to strategic, or strategic to intensive? These students will likely need more intensive instruction. You may need to administer the Phonics Screener to benchmark students who fell back to strategic. 3.Consider which intervention programs might be appropriate for strategic students who fell back to intensive and give the intervention program placement tests.

25. Oregon Reading First (2009)25 Determine what future professional development and coaching support is needed …

26. Oregon Reading First (2009)26 Data-based Action Planning ERT Meeting

27. Oregon Reading First (2009)27 Purpose of the ERT Meeting –Review Schoolwide Data –Review the GLTs’ Suggested Actions –Create Action Plan –Consider RF Budget Implications

28. Oregon Reading First (2009)28 ERT Meeting Logistics Preparing in Advance –Coach fills in grade level data in advance and can highlight Table 2 of ERT packet. –Gather Participant Materials (see attached List)

29. Oregon Reading First (2009)29 ABCDEFG Grade/MeasurePercent at Established (Low Risk) Spring 20__ Percent at Established (Low Risk) Spring 20__ Percentage Point Increase/ Decrease (+ or -) Percent at Deficit (At Risk) Spring 20__ Percent at Deficit (At Risk) Spring 20__ Percentage Point Increase/ Decrease (+ or -) Kindergarten- PSF Kindergarten- NWF First Grade- ORF Second Grade ORF Third Grade ORF Fourth Grade ORF Fifth Grade ORF Reviewing Outcomes Coach will have completed all rows in Tables 1 and 2 in the Early Reading Team booklet (and could highlight boxes in Table 2 where appropriate) before the ERT meeting. Step 1. Review spring reading outcomes for K-3 students. Discuss as a team: Has the percentage of students established on each measure increased? Has the percentage of students at deficit on each measure decreased? Table 1 Reviewing Outcomes for K-5 Students Spring Last Year and Comparing to Spring Outcomes This Year Note: This table shows the percent of students that met the important end of year reading goals for the purpose of reviewing outcomes.

30. Oregon Reading First (2009)30 Grade/Benchmark Goal Measure Percent of Total Students that Made Adequate Progress Include actual numbers of students, e.g., 90/100 or 90%. Percent of Intensive Students that made Adequate Progress Include actual numbers of students, e.g., 1/5 or 20%. Percent of Strategic Students that made Adequate Progress Include actual numbers of students, e.g., 25/50 or 50%. Percent of Benchmark Students that made Adequate Progress Include actual numbers of students, e.g., 95/100 or 95%. Winter to Spring 20__ Winter to Spring 20__ Percent Change (+ or -) Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ Winter to Spring 20__ TotalIntensiveStrategicBenchmark Kindergarten- PSF First Grade- ORF Second Grade ORF Third Grade ORF Fourth Grade ORF Fifth Grade ORF Evaluating Support What is the effectiveness of the grade level support plans? Step 2: Evaluate the health of the Winter to Spring support systems for grades K-3. Discuss the percentage and number of students in each grade level system that are making adequate progress. Table 2: Evaluating Winter to Spring Instructional Support Plans: Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e. benchmark, strategic, or intensive) that are healthy or that need changes. Use caution when interpreting percentages for systems that only have a few students. For example, 90% of 5 students and 90% of 30 students should lead to different interpretations.

31. Oregon Reading First (2009)31

32. Oregon Reading First (2009)32 How to Document Adding New Actions Schoolwide Element Indicate Schoolwide or Specific Grade and Group Action to be Taken (be specific enough that it is possible to determine when the action has been implemented) Person Responsible Report on Progress Implementation New Action #___ Date Added: ______ New Action #___ Date Added: ______ New Action #___ Date Added: ______ New Action #___ Date Added: ______ New Action #___ Date Added: ______ School: _____________________

33. Oregon Reading First (2009)33 Due Date: February 27 School Action Plan Progress Notes and New Actions Winter-Spring Instructional Focus Group Plans

34. Oregon Reading First (2009)34 Mini Review: How to Read a Summary Of Effectiveness Report

35. Oregon Reading First (2009)35 Summary of Effectiveness Report Time Period, Grade Level, and Measure Number of students: Total included in the report Number with a Benchmark, Strategic, or Intensive in the middle of the year Number at each benchmark status Middle of Kindergarten Instructional Recommendation to End of Year Kindergarten Benchmark Status on PSF Intensive at Middle of Year toStrategic at Middle of Year toBenchmark at Middle of Year toBenchmark Status on PSF in End of Kindergarten (Total) End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established Adams7 Students Intensive at Middle of K 8.5% of Total Students 34 Students Strategic at Middle of K 41.5% of Total Students 41 Students Benchmark at Middle of K 50% of Total Students N = 82 Count13307270338Deficit 1.2% % of Instructional Recommendation 14.3%42.9% 0%20.6%79.4%0%7.3%92.7%Emerging 15.9% % of Total1.2%3.7% 0%8.5%32.9%0%3.7%46.3%Established 82.9%

36. Oregon Reading First (2009)36 At Risk IntensiveStrategicBenchmark Time 1: ( e.g., Winter) Time 2: (e.g., Spring) 1. Some Risk 2. Low Risk At Risk Some Risk 3. Low Risk At Risk Some Risk 4. Low Risk DIBELS Summary of Effectiveness Reports 4 Ways to Achieve Adequate Progress

37. Oregon Reading First (2009)37 Middle of the Year Instructional Recommendation IntensiveStrategicBenchmark Middle of Kindergarten Instructional Recommendation to End of Year Kindergarten Benchmark Status on PSF Intensive at Middle of Year toStrategic at Middle of Year toBenchmark at Middle of Year toBenchmark Status on PSF in End of Kindergarten (Total) End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established Adams7 Students Intensive at Middle of K 8.5% of Total Students 34 Students Strategic at Middle of K 41.5% of Total Students 41 Students Benchmark at Middle of K 50% of Total Students N = 82 Count13307270338Deficit 1.2% % of Instructional Recommendation 14.3%42.9% 0%20.6%79.4%0%7.3%92.7%Emerging 15.9% % of Total1.2%3.7% 0%8.5%32.9%0%3.7%46.3%Established 82.9%

38. Oregon Reading First (2009)38 End of Year Benchmark Status At Risk 1. Some Risk 2. Low Risk At Risk Some Risk 3. Low Risk At Risk Some Risk 4. Low Risk Middle of Kindergarten Instructional Recommendation to End of Year Kindergarten Benchmark Status on PSF Intensive at Middle of Year toStrategic at Middle of Year toBenchmark at Middle of Year toBenchmark Status on PSF in End of Kindergarten (Total) End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established Adams7 Students Intensive at Middle of K 8.5% of Total Students 34 Students Strategic at Middle of K 41.5% of Total Students 41 Students Benchmark at Middle of K 50% of Total Students N = 82 Count13307270338Deficit 1.2% % of Instructional Recommendation 14.3%42.9% 0%20.6%79.4%0%7.3%92.7%Emerging 15.9% % of Total1.2%3.7% 0%8.5%32.9%0%3.7%46.3%Established 82.9%

39. Oregon Reading First (2009)39 Defining Adequate Progress – (a) a benchmark instructional recommendation (i.e., at low risk for reading difficulty based on DIBELS screening measures) and ended the year with “ low risk/established ” reading performance on the primary DIBELS measure administered at the end of the year; –(b) a strategic instructional recommendation (i.e., at some risk for reading difficulty based on DIBELS screening measures) and ended the year with “ low risk/established ” reading performance on the primary DIBELS measure administered at the end of the year; –(c) an intensive instructional recommendation (i.e., at risk for reading difficulty based on DIBELS screening measures) and ended the year with “ low risk/established ” OR “ emerging/some risk ” reading performance on the primary DIBELS measure administered at the end of the year.

40. Oregon Reading First (2009)40 Summary of Effectiveness Report: Review Count = Number of students % of Instructional Recommendation = How many students within the instructional range (i.e., benchmark, strategic, intensive) made adequate progress? % of Total = How many students made adequate progress at this grade level? Middle of Kindergarten Instructional Recommendation to End of Year Kindergarten Benchmark Status on PSF Intensive at Middle of Year toStrategic at Middle of Year toBenchmark at Middle of Year toBenchmark Status on PSF in End of Kindergarten (Total) End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established End of Year Deficit End of Year Emerging End of Year Established Adams7 Students Intensive at Middle of K 8.5% of Total Students 34 Students Strategic at Middle of K 41.5% of Total Students 41 Students Benchmark at Middle of K 50% of Total Students N = 82 Count13307270338Deficit 1.2% % of Instructional Recommendation 14.3%42.9% 0%20.6%79.4%0%7.3%92.7%Emerging 15.9% % of Total1.2%3.7% 0%8.5%32.9%0%3.7%46.3%Established 82.9%