Cohort 4 Elementary School Data Review and Action Planning: Schoolwide Reading

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

2. Evaluation of Core/Strategic/Intensive Reading Programs Assuming we share a common goal of teaching all students to read… • Are we developing reading support systems for all students? • Are we improving reading outcomes at each grade level and across time?

3. As the building leadership team, we have three tasks: • Answer the question about how we are doing across the whole school and across time-at all tiers, for all students. • Identify improvements to celebrate with the staff • 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.

4. Using the PET-R to Evaluate and Plan a Schoolwide Beginning Reading Program

5. Overview of the PET-R Evaluation Sections reflect critical components of a Schoolwide Model: • Goals, Objectives, Priorities • Assessment • Instructional Program and Materials • Instructional Time • Differentiated Instruction/Grouping/Scheduling • Administration/Organization/Communication • Professional Development

6. Completing the PET-R PET-R can be completed individually or in school teams: • Evaluation criteria: Each item has a value of 0, 1, or 2 to indicate the level of implementation • Some items are designated with a factor, (e.g., x2). Items with this designation are considered more important in the overall reading program. Multiply your rating by the number in parentheses and record that number in the blank to the left of the item. • Documentation of Evidence: In the right-hand column of the table for each section, document the evidence to support your rating for each item. • Ex. What does it look like? How would an outsider know?

7. Using the PET-R to Evaluate a Schoolwide Reading Program: Administration/Organization and Professional Development Activity: Complete Sections VI and VII of the PET-R • Review and complete each item • As a school team, report a common score for each item and document the information sources available to substantiate the score reported.

8. Activity: School Summary Score • After your team evaluates current practices on all 7 sections, proceed to page 11 in the PET • Summarize the total score for each element and write that score plus the percent attained of the possible total in the spaces provided • Sum your total school score and percentage • Retain a copy of this document for planning • Turn in one copy of page 11

9. Team Time PET document is Yellow • As a leadership team, complete the Planning and Evaluation Tool-Revised (PET-R). • You may not have time to complete it all this morning. It is due by the end of the year June 15. Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

10. First: The celebration! Review each cross year box plot at every grade level. • 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) A good goal for the Leadership team would be to identify something positive to celebrate at each grade level.]

11. Team Time PET document is Yellow Using your PET-R and Cross Year Box Plots : • What results will be shared at each grade level in celebration? • What will the celebration consist of? • Who?, What?, When?, Where? • How will this information be integrated with your School Improvement Plan and evaluation of your School Improvement Plan ? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

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

13. 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

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

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

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

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

18. Problem Analysis • 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? • Summary of Effectiveness • PET-R curriculum maps, goals, delivery of instruction, management etc.

19. Brief review of Summary of Effectiveness Report

20. Summary of Effectiveness Report:How effective is our system of support? Intensive Strategic Benchmark All District Name School Names

21. Effectiveness Report:How are We Doing as a District? How effective is our core (benchmark) support? How effective is our supplemental (strategic) support? How effective is our intervention (intensive) support?

22. How Effective is our Core (Benchmark) Program? A Core Program is effective if it: • Meets the needs of 80% of all students in the school. • Supports 95-100%of benchmark students to make adequate progress and achieve the benchmark goal.

23. How Effective is our Core (Benchmark) Program?

24. How Effective is our Supplemental (Strategic) Support? A Supplemental Program is effective if it: • Meets the needs of students in the school who will need more support than the core curriculum and instruction can provide • Supports 80% - 100%of strategic students to achieve the benchmark goal.

25. How Effective is our Intervention (Intensive) Support? An Intervention Program is effective if it: • Meets the needs of the 5% of students in the school who will need very intensive intervention to achieve literacy goals. • Supports 80% - 100%ofintensive students to reduce their risk of reading difficulty to strategic or achieve the benchmark goal.

26. DIBELS Summary of Effectiveness Reports4 Ways to Achieve Adequate Progress

27. What is Adequate Progress? Benchmark Students • Effective core curriculum & instruction should: • support 95% of benchmark students to achieve each literacy goal. Strategic Students • Effective supplemental support should: • support 80% of strategic students to achieve each literacy goal. Intensive Students • Effective interventions should: • support 80% of intensive students to achieve the goal or achieve emerging or some risk status.

28. Kindergarten First Semester Example: Evaluating Effectiveness of Schoolwide System Worksheet

30. Summary Table Example Evaluating the Effectiveness of School-wide System Worksheet

31. Summary of EffectivenessExamples

32. School A

33. School B

34. School C

35. School D

36. School E

37. Team Time Summary Table is Pink Effectiveness worksheet (k-3) is Blue Review your completed Summary Table • Is it accurate? • What are the implications of the results? If you do not have it completed… • Use your own data to complete the Evaluating Effectiveness of Schoolwide System Worksheets for the second semester • Complete the Summary Table to display your school’s relative strengths and weaknesses • As a leadership team what are your next steps? Effectiveness worksheet (4-6) is Pink Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

38. Setting Our Sights on Bigger Goals Through the Problem Solving Process • Problem Identification • Problem Analysis • Plan Implementation • Plan Evaluation ✔ ✔ ✔

39. 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, instructional priorities, intervention, communication? • What information will the team use today? • PET-R • Current hypotheses • Summary of Effectiveness Student Data • Your current action plan

40. Team Time Based on your student data at each grade level, your PET-R, and a review of your action plan revised in winter… • What actions will the school leadership team take to increase student achievement? (PD, intervention) • What support is needed at grade level meetings to maximize their effectiveness and efficiency ( How often? Action plans?) • How will this information be used to support, and integrate with your School Improvement Plan? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

41. Grade Level Meetings • Share data with staff at least a week before meeting so that grade level teachers have an opportunity to think about and process the data. • Develop and distribute an Agenda • Make sure all individuals related to supporting grade level instruction are invited. • Review group norms, and assign roles

42. Grade Level Meetings • Problem Identification-What reports? • Problem analysis-For core instruction and Tier II and III • Plan Implementation-Time, PD resources, intervention at all levels • Plan Evaluation-Who will need progress monitoring? How will it get done?

43. Grade Level Supports on Website

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

45. Team Time Communication • 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?

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

47. Team Time Plan Evaluation • How and when will implementation of the plan and effect of the plan be evaluated? • What information will the team use? • Results and plans from grade level team meetings • Progress monitoring assignments and results Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done

48. Progress Monitoring Assignments and Progress Review Making progress Continue Instruction Not making progress Revise Instruction

49. Preparing for the Next School Year

50. Team Time Starting the year… Starting School Year Checklist is White • Take a few minutes to review the checklist for starting the year right… • When will your school use this form to assist in setting up the school year for success. Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done