1. Detroit Public Schools Data Review and Action Planning: Schoolwide Reading Spring 2009 www.cenmi.org/miblsi

2. Evaluation of Core/Strategic/Intensive Reading Programs Assuming we share a common goal of teaching all students to read… 1. Are we developing reading support systems for all students? 2. Are we improving reading outcomes at each grade level and across time? Our focus in year 1: Evaluating and strengthening our core reading instruction and support for all students

3. Leadership Team Focus To establish capacity within the building staff for: –Data collection –Data analysis, and –Problem solving (connecting findings to instructional practices) This is an ongoing process: we continuously review and revise our behavior as a leadership team and our action plans

4. Critical Team Functions Creating a “live” action plan that drives the work of the School Improvement Team, as it relates to reading and behavior. Establishing implementation priorities based on self- assessments and student reading outcomes. Establishing capacity for the building regarding: training, coaching, evaluation Coordinate and manage activities and priorities at a school level

5. Follow-up from Systems Review Training and findings from the PET-R/SWEPT:Follow-up from Systems Review Training and findings from the PET-R/SWEPT: Review the next steps that you identified as a building leadership team during Systems Review day and from the PET-R/SWEPT.Review the next steps that you identified as a building leadership team during Systems Review day and from the PET-R/SWEPT. What tasks were completed? Which tasks still need to be completed, revisited?What tasks were completed? Which tasks still need to be completed, revisited? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

6. 1.It is important to continuously develop and sustain schoolwide reading support efforts. 2.Please complete the MiBLSi Effective Reading Support Team Implementation Checklist 3.As a team, complete 2 copies, keep one and turn in the other. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

7. It is the end of the year, so how are we doing? DIBELS produces multiple reports that help you answer this question PDF Walkthrough

8. 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

9. Use the MiBLSi website as reference www.cenmi.org/miblsi At bottom of webpage

10. Box Plots (with whiskers)

11. Box Plot (with whiskers) Median Score 50 th percentile (The score of the middle student.) 80 th percentile (80% of the students scored below this score.) 20 th percentile (20% of the students scored below this score) 95 th %ile 5 th %ile Write the percentile within the boxes

12. Example 126 102 63 31 15 5% of the students scored above 126 20% of the students scored above 102 50% of the students scored above 63 50% of the students scored below 63 20% of the students scored below 31 5% of the students scored below 15 KEY Minimum Benchmark goal Target Zone

13. AIMSweb Box Plots

14. Second Grade Cohort 1 DIBELS Box Plots Pair Share Activity: Describe the meaning of this chart to your partner

15. As the building leadership team, we have three tasks: 1.Answer the question about how we are doing across the whole school and across time. 2.Identify improvements to celebrate with the staff 3.Identify what systems and procedures need to be in place to support each grade level in the development of a collaborative plan to address the needs of each and all students.

16. First: The celebration! Review each cross year box plot at every grade level available: –Is there an upward trend from winter to spring? Is more of the box above the grey bars? –Across years, is there an upward trend? Do we have more successful students this year than we did last year? (“goesupness”-Roland Good) –If this is the first year that you have used DIBELS, what accomplishments can you celebrate? Got it done! How many trained? How many understand? A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.

17. What results will be shared at each grade level in celebration?What results will be shared at each grade level in celebration? What will the celebration consist of?What will the celebration consist of? Who?, What?, When?, Where?Who?, What?, When?, Where? What are the tasks of the leadership team in order for this celebration to take place?What are the tasks of the leadership team in order for this celebration to take place? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

18. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔

19. Problem Identification –What are the standards? (goals, benchmarks, etc.) –What is the actual performance? –Is the performance acceptable? –What information will the team use today to answer these questions? Histograms

20. MiBLSi Cohort 4: Middle-of-Year Kdg Phoneme Segmentation Fluency* 62% (n=908) Low Risk 23% (n=342) Some Risk 14% (n=207) At Risk *Missing Data Questions: 1.What is the instructional priority? 2.How are we doing? Phonemic awareness skills of 35 correct sounds per minute by Spring

21. MiBLSi Cohort 4: Middle-of-Year 1 st Grade Nonsense Word Fluency* 56% (n=785) Established 35% (n=487) Emerging 9% (n=126) Deficit *Missing Data Questions: 1.What is the instructional priority? 2.How are we doing? Alphabetic principle skills of 50 correct letter sounds per minute by winter

22. MiBLSi Cohort 4: Middle-of-Year 5 th Grade Oral Reading Fluency* 61% (n=587) Low Risk 17% (n=167) Some Risk 22% (n=211) At Risk *Missing Data Questions: 1.What is the instructional priority? 2.How are we doing? Reading fluency skills of 124 correct words per minute by Spring

23. Take a few minutes to review the Histograms at each grade level: –What is the performance level at each grade level relative to the benchmark goal? –What grade levels may need additional support? –What will be the instructional priorities at each grade level? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

24. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔

25. Problem Analysis (most of this work takes place during Grade Level Meetings) Are we confident that the results are accurate? Why is the problem occurring? What else do we need to know about the discrepancy between the goal and the outcome? What information will the team use today? Curriculum map, goals, delivery of instruction, management, PET-R, SWEPT, reading team checklist, class list reports

26. 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

27. Class list reports provide the following information for each student: –Raw scores –Percentiles –Skill status –Instructional Recommendation Analysis of Class List Reports

28. 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

29. A Schoolwide Assessment System Each measure has a research-based goal –Two parts to every goal: MeasureHow much?By when? Initial Sounds Fluency 25 or moreMiddle of K Phonemic Segmentation Fluency 35 or moreEnd of K Nonsense Word Fluency 50 or moreMiddle of First Oral Reading Fluency 1 st : 40 or more 2 nd : 90 or more 3 rd : 110 or more 4 th : 118 or more 5 th : 124 or more 6 th : 125 or more 1 st : End of Year 2 nd : End of Year 3 rd : End of Year 4 th : End of Year 5 th : End of Year 6 th : End of Year

30. A class list provides a report of children’s performance on all measures administered at a given benchmark period in relation to established goals. DIBELS: Class List

31. DIBELS: Class List Fall of First Grade Student Names

32. Measures administered at benchmark period (Fall of Grade 1) DIBELS: Class List Fall of First Grade

33. Raw score for each measure DIBELS: Class List Fall of First Grade

34. Percentile compared to all district students in the DIBELS system DIBELS: Class List Fall of First Grade Example: Compared to 100 children in your district, Student 7 scored better than 44 of them on this task.

35. Status on each skill (established, emerging, deficit) DIBELS: Class List Fall of First Grade

36. Overall Instructional Recommendation Across Measures (Benchmark, Strategic, or Intensive Support) DIBELS: Class List Fall of First Grade

37. 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

38. Examples See Technical Report #11 in the Resources Section of the DIBELS website

39. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔ ✔

40. Plan Implementation What needs to happen differently so that more students are reaching our reading goals at each grade level? What are the implications for resources, professional development needs regarding your core program, and the 5 big ideas in reading, instructional priorities, intervention, communication? What information will the team use today? –Action Plan from the Systems Review Day –Histograms, Current hypotheses –Reading Team Implementation Checklist, PET-r

41. Leadership Team Responsibility We recommend that you schedule grade level meetings for teaching grade level teachers to read and interpret the graphs by end of the year Who? When? How? Where? Teach all staff to read these reports: –Histogram –Class List Report –Box Plots

42. Grade Level Meetings  Problem Identification-What reports?  Problem analysis-For core instruction how might the instructional block be improved?  Plan Implementation-Time, PD resources, intervention at all levels  Plan Evaluation-How will we know whether the changes we make to the instructional block are working?

43. A Continuous Loop School Leadership Team Enables Planning at Grade Level Grade Level Teams Inform School Leadership Policy School/MiBLSi Leadership Grade Level Team

44. Based on current student performance at each grade level, your team checklist, and a review of your action plan from Systems Review… –What actions will the school leadership team take to increase student achievement? –How will this information be used to support, and integrate with your School Improvement Plan? –How will this information be shared with each grade level? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

45. Communication How will the Building Leadership Team communicate and support the planning work that needs to happen at each grade level?How will the Building Leadership Team communicate and support the planning work that needs to happen at each grade level? How will the results of each grade level meeting be communicated to and monitored by the Leadership team?How will the results of each grade level meeting be communicated to and monitored by the Leadership team? Team Time

46. Setting Our Sights on Bigger Goals Through the Problem Solving Process  Problem Identification  Problem analysis  Plan Implementation  Plan Evaluation ✔ ✔ ✔ ✔

47. At a school level Ongoing evaluation happens at monthly leadership team meetings: –As the team reviews status of the Action Plan –More formally, 3 times per year, when new data are added-benchmark assessments, self assessment tools –More intensely when progress monitoring begins for individual students

48. Plan Evaluation How and when will implementation of the plan and effect of the plan be evaluated?How and when will implementation of the plan and effect of the plan be evaluated? What information will the team use?What information will the team use? How often will the team review status?How often will the team review status? Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

49. Team Pair Share As a team prepare: 1.The results that you will celebrate with all staff 2.Two critical next steps for your school considering your reading needs 3.Ask questions of the other team Share with your “partner” team Team Time

50. Next Steps Next year… –Continue to gather and act on behavior and reading data Three data review sessions Focus on strengthening Universal Support Systems –Training on Secondary and Intensive Level Supports

51. That’s it for now… We thank you for your hard work and dedication Hope you have a restful and wonderful summer!