WASD PA Literacy Conference

1. WASDPA Literacy Conference Innovations in Literacy KtO Early Impact

2. Session Agenda DATA DRIVEN– Not Just a Catch Phrase Multi-Tiered Approach to Data Analysis DATA at Every Level • District • Building • Grade Level • Classroom Teacher • Individual Student

3. Williamsport Area School District Who Are We? Located in Lycoming County, small to medium city 100 square miles --Urban/Rural • 5209 Students • KtO Schools— K-5 and Head Start • 8 buildings; 1-HS, 1-MS, 2 Elementary Intermediates, 4 Primary Schools • 61% Economically Disadvantaged • 18% Special Education 35.14

4. KtOApproach

5. WASD Systems Approach WASD Data Design Data Informs Every Level

6. WASDDATA Design DATA DRIVEN– Not Just a Catch Phrase Data Questions at every level… • District– Organizational changes and needs • Building-How is the building performing? building specific needs, culture of school, curriculum alignment • Grade-Grade level needs, grade level expectations, instruction, broad coach support • Classroom-Support of individual teachers, instructional focus, individual pd & coaching • Student-Tailor support, skill specific, clear goals

7. Multiple Measures

8. District Data • What can district level data tell us? • Success or not of core practices– (80% Success rate with core instruction) • PSSA Date– Alignment to PA Core Standards • Needed curricular work • Buildings that are over or under performing • Trends in decreasing or increasing grade level achievement gaps • School improvement efforts working? • Principal questions—instructional leadership

9. District Data • DISTRICT SCHOOL IMPROVEMENT PROCESS • Central office conducts School Data Team meetings—annually mid-year • Prepared Question– Attachment • Discussion of data and school processes • Look at actual assessment results • Implementation of RtIIprocess • Support and intervention of at-risk and accelerated students • Goals of improvement known and understood by all school staff

10. District Data • Your Turn • Discuss these examples of DISTRICT data: • 46% of all grade 3 students appear to be reading off level (guided reading) • Title I works with 37% of all students • 4 out of 6 elementary schools did not make AYP • Special Education identification is at 26% of the population

11. Building DatA • School Data Teams • The School Data team holds the "big picture" of building success toward increasing achievement and school improvement • Communicates goals to the entire school. • Big Picture data such as district-wide DIBELS , GRADE, and PSSA are analyzed • Generate suggestions of focus, instructional priorities, and ways to improve • Facilitated by the principal and school team • Meets throughout the year • Meets with District Team

12. Building Data • What can building level data tell us? • Success or not of core practices– (80% Success rate with core instruction) • Comparison of building to others in district and state • Alignment of grade level team expectations Where instructional support is needed • Model classrooms • School improvement efforts working? • Where instructional coaching is needed

13. Building Data • Your Turn • Discuss these examples of BUILDING data: • Report card data indicates a classroom has 12/22 students in below grade level reading groups • End of year DIBELS assessments show that 44% of student did not make end of year benchmarks for grade 2 and are in the Intensive range • Kindergarten classroom scored 20% points higher than others in same building on phoneme segmentation fluency

14. KtO Innovations • Multiple Measures District Calendar • Core Reading Implementation Guide • Data Roster • Specific RtII Plan– RtII Flowchart • Instructional Coaching • SWAT Team Approach to DIBELS testing • KtO Baseline Modules and HEAT Modules job embedded-during school day or in-service time • Daily PLC Time • Principals as Instructional Leaders

15. Implementation Guide

16. RtII Flowchart

17. Data Roster

18. Multiple Measures Calendar

19. Looking at Data

20. Data Pyramid

21. Multi-Tiered Data Reporting/Analysis

22. System Data KtO Data Examples • DIBELS Next • GRADE Other examples… 4-Sight, classroom based, reading levels, etc…

23. DIBELS Next

24. DIBELS SUMMARy Grade Level REport DIBELS INDICATORS BY GRADE LEVEL

25. GRADE- Group Progress

26. GRADE--Classroom

27. Data Roster DETERMINING NEEDS : Classroom Teacher, RtII, Title, Learning Support

28. WASD RtII Framework • Create Structure and Time • Assess and Identify Need • Go Deeper—Back-Test • Form Groups • Instruct—Skill Specific • Progress Monitor

29. RtII Structure • RtII occurs during designated times • Some students work in skill-based groups • Other students work on enrichment activities.

30. Management of Skill Groups 3-5 students in skill-based groups Groups meet at least 3 days per week Students may move to another teacher in order to join a specific skill group in another classroom Skill groups are taught by classroom teachers, learning support teachers, Title I teachers, instructional aides, and specialists.

31. Are all students in a group? No This is a designated time where teachers can hone in on a specific skill(s) that students need to remediate in order to become proficient readers. What are the other students doing? Students not assigned to an RtII group may be working on Enrichment activities, centers, computer-based instruction, teacher lessons Gifted support teacher may offer suggestions for enrichment Lessons for students.

32. Outcomes Driven Model • Data is analyzed with an outcomes driven, collaborative eye during morning PLC time. • Team determines which students need back-testing (administered by Instructional Coach or Title I teacher)

33. Back-Testing StudentsDIBELS NEXT SURVEY

34. For example… Determining Mastery Level Instructional Level Progress Monitoring Level

35. Forming Realistic and ambitious goals By January, Katarina will read 2ndgrade text orally • At a rate of 87 or more words correct per minute • With at least 97% accuracy

36. Forming Groups • Instructional Coach assists the grade level team in forming RtII groups by matching students with similar needs into groups

37. Instruction It is important that you:know and understandthespecific focus goal(s) of yourRtII group.

38. Collaboration Must be ongoing Teachers: Classroom, Title I, Learning Support, and the Instructional Coach all collaborate in co-planning, developing, and sharing lessons (plans and materials).

39. Progress Monitoring

40. Progress Monitoring Students are progress monitored frequently to ensure instruction is working. (Frequency is determined by severity) Title I and Learning Support teachers work together to progress monitor students. This data is shared with the classroom teachers, and then used to refine groups.

41. How are groups refined? • During morning PLC meetings, in conversations led by the Instructional Coach, data (mostly progress monitoring data) is presented, discussed, and used to refine either: • Teacher’s focus/goal • student placement • Instruction • Materials If little progress is evident check your instruction

42. Innovation Video Williamsport Area School District Innovation Award Early Impact WASD Website http://www.wasd.org/Page/5881