School-wide (100%) Grade Level Data Meeting

1. School-wide (100%) Grade Level Data Meeting Gresham-Barlow School District 3/16/11

2. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term

3. School Data Teams Individual Problem Solving Team Intervention Team Schoolwide Data Team

4. 100% Grade Level Meetings: Purpose • To determine the effectiveness of the core programming AND • Make necessary adjustments to the core programs if they are not meeting the needs of most students

5. We don’t talk about individual students at Schoolwide Data Meetings because… Schoolwide Data Meetings turn data into action for ALL students

6. General Features

7. General Features

8. Use an Agenda

9. Norms • Stay engaged • Focus on what we can do • Listen to Learn

10. Main guiding questions • Based on schoolwide screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)? • What instructional adjustments are needed to improve the health of the core?

11. 1. Based on schoolwide screening data, is our core program sufficient for most students at our grade level? • Review and analyze benchmark screening data. • Current percentage of students at: low risk: _______%, some risk: ______%, at-risk: _______%

12. What does your screening data look like? 5% 15% ? 80%

13. i) Current percentage of Students low risk: _______%, some risk: ______%, at-risk: _______% 32 25 43

14. ii) Previous percentage of students low risk: _______%, some risk: ______%, at-risk: _______% 33 28 39

15. iii) Review movement of students between risk-status levels Summary of Effectiveness Reports Strategic at Beginning of the year Benchmark at Beginning of the year Intensive at Beginning of the year 26 18 24 School 6 1 4 11 3 2 8 14 19 Teacher A Teacher B Teacher C

16. iv) Goal for upcoming benchmarking • Current percentage of students at low risk: _______%, some risk: ______%, at-risk: _______% • Previous percentage of students low risk: _______%, some risk: ______%, at-risk: _______% • Goal for upcoming benchmarking low risk: _______%, some risk: _______%, at-risk:_______% What is an ambitious and attainable goal? 32 25 43 33 ? 28 ? 39 ?

17. b) Review annual OAKS testing data (if available). • Determine percentage of students meeting minimum proficiency standards as set by the district (1) For example, Proficiency > 35%ile

18. OAKS • Passing OAKS 3rd grade (204) places a child in the 17th percentile • Passing 3rd grade is not enough. • By 5th grade, if these students stay at the same percentile they will fail OAKS • By 10th grade, if these students stay at the same percentile they will fail OAKS • This student will score a 236 and pass at the 32nd percentile Based on 2009-2010 ODE percentiles

19. Talk to your neighbor • What other grade-wide or school-wide data sources are available at your school to analyze? • Core Curriculum Unit Tests? • Core Curriculum Weekly Tests? • Common formative assessments? • ????????

20. 2. What instructional adjustments are needed to improve the health of the core? Focus on what WE can do to improve student achievement and reach our agreed upon goals

21. 2. What instructional adjustments are needed to improve the health of the core?

22. a) What instructional strategies have been effective in your classroom? • Celebrate success and share what’s working! • Build bridges between those “Islands of Excellence”

23. Using data, prioritize which big idea of reading is currently the most important common instructional need for most students Phonemic Awareness Phonics Fluency Vocabulary Comprehension

24. Start with the most fundamental skill that will have the biggest impact Reading Comprehension (Retell) Vocabulary Oral Reading Fluency & Accuracy (ORF) Phonics (Alphabetic Principle) (NWF) Phonemic Awareness (PSF)

25. 62 % Established Phonemic Awareness 26 % Established Phonics (Alphabetic Principle) 32 % Low risk Oral Reading Fluency & Accuracy

26. c) What priority skill(s) within that big idea will be targeted for instruction Phonics • Letter sounds • VC and CVC • Consonant Digraphs • CVCC and CCVC • Silent E • R-control vowels • Advanced consonants (i.e.,-tch, kn, soft c & g) • Vowel Teams • Multi-syllable words • Prefixes and suffixes Phonemic Awareness • Word comparison • Rhyming • Sentence segmentation • Syllable segmentation and blending • Onset-rime blending and segmentation • Blending and segmenting individual phonemes • Phoneme deletion and manipulation Fluency • Accuracy • Prosody • Expression • Emphasis • Phrasing • Volume • Smoothness • Rate • CWPM Vocabulary • Contextual Analysis • Morphemic Analysis • Expressive Vocabulary • Receptive Vocabulary Comprehension • Text Structure • Make Inferences and Analyze • Evaluate • Story Structure • Generate Questions • Summarize • Monitor Comprehension

27. d) What common instructional strategy will be used by all grade level teachers Instruction is more important than curriculum

29. Talk Time • With your neighbor, review the 9 general features of instruction on the Common Instructional Strategies handout. • Take turns and list all the instructional strategies you have used and/or seen used in the past month.

30. What active engagement strategy will be used by all grade level teachers: Students only learn when they are engaged

31. How many times it takes to learn something new • Average Learner • Everybody else • Truly disabled student Jo Robinson (2008) 4-14 times 14-250 times 250-350 times

32. Active engagement

33. Talk Time • With your neighbor, review the Active Engagement Strategies handout. • Take turns and list all the active engagement strategies you have used and/or seen used in the past month. • Also, think of additional strategies you have seen/used that are not listed.

34. Does fidelity to the core need to be further examined and how will that be accomplished?

35. Fidelity to… … 90 minutes of core instruction for ALL students … the Big 5 of reading … following a scope and sequence … teaching the state standards and benchmarks

36. Worksheets Fidelity

37. Fidelity is important because it gives the whole school common language, common goal, and common tools Continuity

38. Continuity

39. Continuity • We want to be sure that we know what has and what will be taught. • Mastery of skills looks different at all levels • Repeated opportunities to learn • Students can make connections and focus on the WHAT of learning

40. Fidelity • Process for ensuring fidelity of core program implementation • Process for ensuring effective instructional practices in classrooms • Who ensures fidelity? • What standards/criteria do you set for fidelity?

41. g) What professional development is needed to improve the core? • Model lessons by coach or peer • Peer lesson observation • Substitute time for team planning • Visit local high performing schools • In school experts training at staff meetings • Instructional highlights at staff meetings • Book studies • Don’t forget Paraprofessionals!

42. Teachers should walk out of this meeting with… • ONE clear goal for % of students at benchmark • ONE common priority skill that requires additional instruction/practice • ONE common instructional strategy • ONE common active engagement strategy • An understanding of whether fidelity to the core is sufficient • A plan to address any professional development needs

43. Improving Your Core Instructional Strategies Active Engagement Strategies Common Instructional Needs Fidelity

44. Talk Time • With a neighbor, answer the following questions: • What did you like/appreciate about this meeting structure? • What might you do differently?