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Data-Based Leadership Cohort B March 2, 2006

Data-Based Leadership Cohort B March 2, 2006. Using data in an Outcomes-Driven model:. Identify Goals for Expected Performance 2. Identify and Validate Level of Support Needed to meet Expected Performance Goals 3. Plan and Implement Level of Support

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Data-Based Leadership Cohort B March 2, 2006

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  1. Data-Based LeadershipCohort BMarch 2, 2006 (C) 2006 by the Oregon Reading First Center Center on Teaching and Learning

  2. Using data in an Outcomes-Driven model: • Identify Goals for Expected Performance 2. Identify and Validate Level of Support Needed to meet Expected Performance Goals 3. Plan and Implement Level of Support 4. Evaluate and, if necessary, Modify Support Plan 5. Review Outcomes

  3. How are we doing?Question 1 • District: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the district? • Data Source: District Histogram (add to #3)

  4. How are we doing?Question 1 • School: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the school? • Data Source: First Grade Histogram (#3)

  5. How are we doing?Question 1 • Projectwide: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the project? • Data Source: Oregon Reading First Histograms

  6. Oregon Reading First: Projectwide HistogramPhoneme Segmentation Fluency

  7. Oregon Reading First: Projectwide HistogramNonsense Word Fluency

  8. Oregon Reading First: Projectwide HistogramOral Reading Fluency

  9. Oregon Reading First: Projectwide HistogramOral Reading Fluency

  10. Breakout Activity Review of District and School Data

  11. How are we doing?Question 2 • District: Within a district, what are the outcomes when examined school by school? • Data Source: First Grade Distribution Report - Breakdown by School (#11)

  12. District Level Distribution Reports • By School • By Race / Ethnicity • By Gender • By Free / Reduced Lunch • By Special Education • By Disability Status / Special Education Category / Services Provided • By Additional Codes • By DIBELS-Approved Accommodations

  13. How are we doing?Question 2 • School: Within a school, what are the outcomes when examined class by class? • Data Source: School Level Distribution Report (add to #11)

  14. School Level Distribution Reports • By Class • By Secondary Class • By Race / Ethnicity • By Gender • By Free / Reduced Lunch • By Special Education • By Disability Status / Special Education Category / Services Provided • By Additional Codes • By DIBELS-Approved Accommodations

  15. How are we doing?Question 2 • Projectwide: Within the project, what are the outcomes when examined school by school? • Data Source: Oregon Reading First: First Grade Distribution Report - Breakdown by School

  16. Oregon Reading First: Projectwide Distribution Summary

  17. Oregon Reading First: Projectwide Distribution Summary

  18. Oregon Reading First: Projectwide Distribution Summary

  19. Oregon Reading First: Projectwide Distribution Summary

  20. Breakout Activity Review of District and School Data

  21. How are we doing?Question 3 • District: Within a district, what are the outcomes when examined by subgroups of students? • Data Source: First Grade Distribution Report - Breakdown by Demographics (#12)

  22. How are we doing?Question 3 • School: Within a school, what are the outcomes when examined by subgroups of students? • Data Source: School Level Distribution Report - Breakdown by Demographics (add to #12)

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  24. Breakout Activity Review of District and School Data

  25. How are we doing?Question 4 • District: Is there a significant increase in the percentage of students reaching targets in the winter across the year within the district? • Data Source: Yearly Box Plot - Districtwide (#13)

  26. Yearly Box Plot

  27. How are we doing?Question 4 • School: Is there a significant increase in the percentage of students reaching targets in the winter across the year within the school? • Data Source: Yearly Box Plot - Schoolwide (add to #13)

  28. Yearly Box Plot

  29. How are we doing?Question 4 • Projectwide: Is there a significant increase in the percentage of students reaching targets in the winter across the year within the project? • Data Source: Oregon Reading First: Yearly Box Plot

  30. Oregon Reading First: Yearly Box PlotNonsense Word Fluency

  31. Oregon Reading First: Yearly Box PlotSecond Grade Oral Reading Fluency

  32. Oregon Reading First: Yearly Box PlotThird Grade Oral Reading Fluency

  33. Oregon Reading First: Yearly Box Plot Oral Reading Fluency

  34. Cross Year Box Plot 41

  35. Breakout Activity Review of District and School Data

  36. How are we doing?Question 5 • District: a) Across the district, for each grade, what is the total percent of students that made adequate progress towards the winter benchmark goals? b) Across the district, for each grade, what percentage of students that were benchmark in the fall achieved the winter benchmark goal? What percentage of students that were strategic in the fall achieved the winter benchmark goal? What percentage of students that were intensive in the fall achieved the winter benchmark goal or emerging/some risk status? • Data Source: Summary of Effectiveness by District (#14)

  37. How are we doing?Question 5 • School: • For each grade, what is the total percent of students that made adequate progress towards the winter benchmark goals? b) For each grade, what percentage of students that were benchmark in the fall achieved the winter benchmark goal? What percentage of students that were strategic in the fall achieved the winter benchmark goal? What percentage of students that were intensive in the fall achieved the winter benchmark goal or emerging/some risk status? • Data Source: Summary of Effectiveness by School (#15) and Summary of Effectiveness by Class (#16)

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  40. How are we doing?Question 5 • Projectwide: a) For each grade, what is the total percent of students that made adequate progress towards the winter benchmark goals? b) For each grade, what percentage of students that were benchmark in the fall achieved the winter benchmark goal? What percentage of students that were strategic in the fall achieved the winter benchmark goal? What percentage of students that were intensive in the fall achieved the winter benchmark goal or emerging/some risk status? • Data Source: Summary of Effectiveness - Project Level

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