Spring, 2009

1. www.cenmi.org/miblsi Cohort 4 Middle/Jr. High School Data Review and Action Planning:Schoolwide Reading Spring, 2009

2. Acknowledgements • Many slides are based upon the work of Roland Good and Ruth Kaminski, DMG • The Data Review Guide is adapted from the Thumb Area Student Achievement Model • Reading Presentation Prepared by: • Gloria Johnson • Margie McGlinchey • Jim Weaver

3. Preparation for the Team Pair Share • Review Winter Data Review Guide completed in January • Locate the Team Pair Share Preparation Sheet • Respond to the questions regarding your team’s assignments at Winter Data Review and be prepared to share with another team • 10 minutes

4. Team Time Team Pair Share • Share with your partner team your school’s progress with the assignments on the Team Pair Share Worksheet • 7 minutes per team share time

6. How Are We Doing? What Do We Need To Know? • What percent of students achieved literacy goals (met targets)? • What percent of students are making adequate progress toward achieving literacy goals? • Is our system of support effective enough to get students on track and to keep them there? • How effective is our core (benchmark) support?

7. How Are We Doing? Question #1: What percent of students achieved literacy goals (met target)? • What percent of students were established in winter on ORF? Mazes? • What percent of students are established in spring on ORF? Mazes?

8. Where Do We Find Percent of Students at Benchmark, Strategic, or Intensive Levels? Use the Achievement % Report

9. 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 • Record % established for fall, winter, and spring on the Data Review Guide • Materials Needed • Achievement % Reports for each grade • Spring Data Review Guide

10. How Are We Doing? Question #2: What percent of students are making adequate progress toward achieving literacy goals? • Is our system of support effective enough to get students on track and to keep them there? • How effective is our core (benchmark) support?

11. Summary of Impact

12. How Effective Is Our Benchmark Instruction? • What was the average weekly gain in WCPM for established level students? • What percent of established level students stayed at benchmark?

13. Summary of Impact

14. Summary of Impact: Average Weekly Gain • (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester (Sp - W) ÷ 18 (172-161) ÷ 18 • Use 50th %ile for benchmark and compare to Growth Table’s typical rate of improvement (ROI) • Circle + for above, - for below W Sp 50th %ile

15. Summary of Impact: Percents Percents of students remaining at benchmark

17. How Effective Is Our Strategic Instruction? • What was the average weekly gain in WCPM for emerging level students? • What percent of emerging level students moved to benchmark?

18. Summary of Impact

19. Summary of Impact: Average Weekly Gain • (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester (Sp - W) ÷ 18 (123-109) ÷ 18 • Using 25th %ile for strategic, compare to Growth Table’s typical rate of improvement (ROI). • Circle + for above, - for below W Sp 25th %ile

20. Summary of Impact: Percents • Percent of students moving from strategic to benchmark

22. How Effective Is Our Intensive Instruction? • What was the average weekly gain in WCPM for deficit level students? • What percent of deficit level students moved to strategic or benchmark?

23. Summary of Impact

24. Summary of Impact: Average Weekly Gain • (Average Score for Spring minus Average Score for Winter) ÷ 18 weeks = Average weekly gain per semester (Sp - W) ÷ 18 (89 - 74) ÷ 18 • Using 10th %ile for intensive, compare to Growth Table’s typical rate of improvement (ROI). • Circle + for above, - for below W Sp 10th %ile

25. Summary of Impact: Percents • Percent of students moving from intensive to benchmark

26. Steps for Determining Adequate Progress of Deficit Level Students • Find spring cut score for strategic level from the MiBLSi Preliminary Benchmark Goalsfor Grades 5-8 sheet • Look at students listed in Intensive Support column on Summary of Impact Report and make an X next to the names of students who score at or above the spring cut score for strategic level • Add number of Xs to number of s on the report to determine the number of students making adequate progress (moving from intensive to either strategic or benchmark) • Divide the sum of Xs and s by the total number of intensive students. Multiply by 100 [(Xs + s) ÷ Total] x 100 = %

27. Steps for Determining Adequate Progress of Deficit Level Students xx x [(Xs + s) ÷ Total] x 100 = % [( 3 + 0) ÷ 10] x 100 = 30%

29. Team Time • Complete pages 2 & 3, sections A, B & C of Reading Data Review Guide • Materials needed • Previous slides in handout for reference • Summary of Impact Reports • AIMSweb Aggregate Growth Table • Calculator • MiBLSi Preliminary Benchmark Goals for Grades 5-8 • Finish early? • Complete the optional Summary Table • Directions are on the next two slides Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

30. Team Time Optional • Transfer the information from the Data Review Guide to the Summary Table, for second semester • Highlight with yellow or green highlighters using key at bottom of the table • If finished before time is up, follow the same steps to transfer first semester data using Spring Data Review Guide completed in January

31. Team Time Complete the Middle School Summary Table Using the data from Sections A, B & C, or the optional Summary Table, answer the Guiding Questions on the Data Review Guide Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

32. Curriculum and Instruction Assessment Student Success 100% of Students will Read Literacy Environment Resources and Systems Schoolwide Implementation Features • Goals, Objectives, Priorities • Assessment • Instructional Program and Materials • Instructional Time • Differentiated Instruction/Grouping/Scheduling • Administration/Organization/Communication • Professional Development

33. Schoolwide Examples Instructional Time • Students receive one hour of reading instruction daily • Explicit instruction in vocabulary, comprehension, fluency • Additional time is allocated for struggling students

34. Schoolwide Examples (con’t.) Differentiated Instruction • Flexible homogenous groups based on student performance • Group size, time allotted, and instructional materials are based on student performance data

35. Schoolwide Examples (con’t.) Administration, Organization, and Communication • Leadership maintains a focus on high-quality instruction, organizing and allocating resources to support reading instruction • Create an organized plan to deliver Scientifically-Based Reading practices • Grade/Content level teams • Monthly leadership meetings

36. Team Time SchoolWide Evaluation and Planning Tool (SWEPT) • Team Time 5 • Complete SWEPT • 5 minutes per section (35 minutes) • Turn in one copy of page 12 today Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

38. Action Plan Progress Monitoring • In the fall we developed an action plan with • Two measurable goals specifying where we wanted to be by spring • Activities needed to achieve those goals • In winter data review we made mid-year adjustments and added one additional goal to the Action Plan (Vocabulary) • The year is almost over…How did we do?…

39. Team Time • Review your action plan and data • Did you achieve your goals? • Complete section 3 of the Data Review Guide Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

40. Implications for Summer and Fall 2009 Considering all data sources for all grades complete Next Steps, section number 4, of the MS Reading Data Review Guide

41. Team Time Team Pair Share Topics for sharing: • How Are We Doing? • Spring ‘09 Reading outcomes • Did We Achieve Our Action Plan Goals? • What Are Our Next Steps? • Implications for Summer 09 planning/activities • Implications for Fall 09 planning/activities

42. Where Can We Use What We’ve Done Today?A Look to the Future… • Staff meetings to share with fellow teachers • Board meetings to update them on the outcomes and preliminary planning for the summer and next year • Curriculum committee or board when data suggests specific issues for which the school lacks instructional materials that have SBRR • Basis for Fall Action Plan • Needs assessment for SBRR professional development • Needs assessment for grant opportunities

43. Team Time Congratulations! You’ve Completed Year Three of a Three to Five Year Change!! • Success can rarely be credited to only one person. • Take a look around your team’s table. • Acknowledge the contributions of your teammates by writing the name of the person to your left on the back of a sticky note and jotting a note of appreciation on the front. Repeat for the person to your right. • Place sticky notes, comment side up in the center of the table in random order. When all are complete, read them aloud, guessing the name of the person being described. • Contributions can be serious or humorous. Have some fun!!

44. TEAMWORK is not always about winning, but working together to make things happen