1. From Data to Dialogue: Facilitating meaningful change with reading data Ginny Axon (vaxon@ misd.net) Terri Metcalf (tmetcalf@oaisd.org)

2. Acknowledgements DIBELS website www.dibels.uoregon.edu DIBELS Training materials MiBLSi Training Materials

3. What to expect... Goal 1: To increase fluency with DIBELS reports at various levels – Building – Grade level – Individual Goal 2: To provide additional tools and guiding questions to help coaches communicate reading data to staff

4. What types of reading data do you collect in your district?

5. What trends (positive and negative) do you see in your reading data? District Building Grade level Individual student

6. Looking for trends in DIBELS data... Focus:DIBELS reports:Possible negative trends: DistrictSummary of effectiveness Distribution report by district Box Plots Too many students falling from benchmark levels Lack of gains in percentages over time BuildingHistogram Summary of effectiveness Box plots Distribution report by class Differences in percentages from early el to upper el Lack of gains in percentages over time Grade levelHistogram Distribution report by class Grade list report Low percentage of students at benchmark Differences in semesters (e.g. drop in second semester) Individual student Class list Individual student report Progress monitoring graphs Lots of bounce “Flat-lining”

7. Using building data

8. Why look at building data? “Far too often schools that implement RTI are swimming in data, yet the staff has no big-picture sense of what the data mean.” Susan L. Hall, A principals guide to implementing response to intervention

9. Can your staff answer these questions? Approximately what percentage of students at each grade level reached the fall DIBELS benchmark? How does that compare to last year? What are your grade level reading goals for this semester? If not, it’s your job as the coach to help focus on these important goals.

10. Building data Summary of Effectiveness Report Evaluating Effectiveness of School-wide System Worksheets Histograms Cross-level box plots

11. Evaluating Effectiveness of School-wide System Worksheet - Kindergarten Sample How effective is the instruction at this grade level? – Daily core curriculum instruction? – School-wide supplemental support? – School-wide intensive support? What is the grade level plan to improve instruction?

12. DIBELS Summary of Effectiveness by School Kindergarten Sample

13. Learning Partners Elves: 2 nd Grade Sample Analyze the Summary of Effectiveness report Complete the Effectiveness of School- wide Systems Worksheet Action Plan Reindeer: Analyze the trends in Summary of Effectiveness report over time

14. Using grade level data Histograms Box plots DIBELS – Summary of Effectiveness by Class – Beginning to Middle – Middle to End

15. Can your teachers answer these questions for their class? Approximately what percentage of students in their class reached the which fall DIBELS instructional recommendations (benchmark, strategic, intensive)? If winter or spring, how many students who came in at benchmark stayed there? How does that compare to last year? If not, it’s your job as the coach to help focus on these important goals.

16. Histograms What Decisions? How are students doing at a given grade level? How many are at Benchmark? How wide is the spread of skills? Which students have similar needs? How intensive is the need? Who? School Improvement Team and Grade level teachers. How often? Three times per year

17. Legend for Interpreting Histograms = Low Risk or Established = Some Risk or Emerging = At Risk or Deficit Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part. From DIBELS Data System, University of Oregon, 2000-2005

18. Vocabulary Risk Categories Used Prior to Benchmark Time Status Categories Used At or After Benchmark Time Instructional Level Low RiskEstablishedBenchmark Some Risk (Prevention Mode) Emerging (Remediation Mode) Strategic At Risk (Prevention Mode) Deficit (Remediation Mode) Intensive

19. Example 1 – Winter First Grade NWF 21% Established 52% Emerging 26% Deficit

20. Example 2 – Winter First Grade NWF 88% Established 12% Emerging 0% Deficit

21. Box Plots What Decisions? Have we increased the percent of students at benchmark since the previous assessment period? What is the range of skill level across the grade and over time? Who? School Improvement Team and Grade level teachers. How often? Three times per year

22. Box Plots (with whiskers)

23. Box Plot (with whiskers) Median Score 50 th percentile (The score of the middle student.) 80 th percentile 20 th percentile 95 th %ile 5 th %ile

24. Example 1: Kindergarten Cross-year Box Plot

25. Example 2: Kindergarten Cross-year Box Plot

26. Summary of Effectiveness – By Class What Decisions? How many students are benefitting from core program instruction? Is intervention working at the strategic and intensive levels? What will we change to ensure that all students meet the goal? Who? School Improvement Team and Grade level teachers. How often? Two times per year

27. Class A 0/40%0/50% 12/1675% Student

28. Tool: Curriculum Maps

29. Tool: Alterable Variables Chart

30. Learning Partners Elves: 5 th Grade Classes (A &B) Summary of Effectiveness What is working? What needs to be revised? Tools: – Alterable Variables Chart – Curriculum Maps Reindeer: Analyze trend in summary of effectiveness over time

31. Using individual student data Summary of Effectiveness By Class Class list Individual student history report Progress monitoring graphs

32. Class Lists What Decisions? What will be the specific instructional priorities for each student in the class? How will students be grouped for differentiation? How intensive? What will the 90 minute block include? Who? Grade Level Team and Individual Classroom Teacher How often? Three times per year

33. Class List Report: PDF From DIBELS Data System, University of Oregon, 2000-2005

34. Instructional Recommendations The instructional recommendation for a student is based upon the predictability of meeting the next benchmark goal given his/her performance on the current assessment measures. See Technical Report #11 in the Resources Section of the DIBELS website

35. Examples

36. Individual student history report

37. Example 1: Progress monitoring graph

38. Example 2: Progress monitoring graph

39. General Decision-making framework 4 point rule (supersedes the trend line rule) If 3 weeks of instruction have occurred AND at least 6 points have been collected, examine the most recent 4 data points: – If all 4 are above goal line, increase goal. – If all 4 are below goal line, make a teaching change. – If data points are above and below, keep collecting data until trend-line or 4-point rule can be applied. Slide courtesy of Dr. Doug Fuchs during presentation to MAASE, 12/9/08

40. Ways to display data

41. Summary of Effectiveness Fall to Winter MiBLSi DIBELS Data, Cohort 1 06-07

42. FallWinter Spring Bobby 21-67 Woody 16-63 Edward 15-58 Truman 24-57 James 10-53 Intensive <26 17 students 25% Intensive <26 17 students 25% Intensive 10 students 15% Intensive 10 students 15% Intensive Strategic Isis 30-86 Johanna 35-85 A.S. Marie 31-76 Peggy D 33-73 Benchmark 45 students 05-06 66% 04-05 61% 03-04 56% Benchmark 45 students 05-06 66% 04-05 61% 03-04 56% Benchmark 47 students 05-06 70% 04-05 69% 03-04 61% Benchmark 47 students 05-06 70% 04-05 69% 03-04 61% Benchmark 05-06 04-05 68% 03-04 54% Benchmark 05-06 04-05 68% 03-04 54% Strategic =26 6 students 9% Strategic =26 6 students 9% Strategic 10 students 15% Strategic 10 students 15% Target: 43 72 90 Total 68 67 Enrollment: 2nd grade 42 Peggy N 43-71 Tom T 65-70 Goal 70% 2 10

43. Histograms by PowerPoint

49. How have you displayed reading data? School board, staff meetings, grade level meetings, individual teachers, students and parents What has worked well, what has not?

50. Conclusion and next steps Cohort 5 – Schoolwide reading training will cover DIBELS data reports on Day 2 What additional training do you need to be more effective or fluent with reading data?