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Data Analysis MiBLSi Project. September 2005 Based on material by Ed Kameenui Deb Simmons Roland Good Ruth Kaminski Rob Horner George Sugai. Purpose. The intent of this section is to Review data keeping in mind the need to focus on key elements. TM. End of Year Reports.
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Data Analysis MiBLSi Project September 2005 Based on material by Ed Kameenui Deb Simmons Roland Good Ruth Kaminski Rob Horner George Sugai
Purpose The intent of this section is to • Review data keeping in mind the need to focus on key elements
TM End of Year Reports • The End of Year Report is designed to summarize referral rates per 100 students by: • Year • Problem behavior • Grade level • Location • In addition, a suspension/expulsion report and the “triangle” summary data are provided. Summaries are organized for use at the district-level.
Team Work Time Take time with your team to look at your school’s behavior support data • What is working well with your school (based on the data)? • What areas do you need to focus on?
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)Data Review Fall 2005 based on the work of: Roland Good Ruth Kaminski
Assess Progress Toward Outcomes DIBELS Benchmark Goals • 25 sounds per minute by WinterKindergarten • Initial Sound Fluency: • Phoneme Segmentation Fluency: • Nonsense Word Fluency: • DIBELS™ Oral Reading Fluency: • 35 sounds per minute by SpringKindergarten • 50 sounds per minute with at least 15 words recodedby Winter First Grade • 40 words correct per minute by Spring First Grade • 90 words correct per minute by Spring Second Grade • 110 words correct per minute by Spring Third Grade • 118 words correct per minute by Spring Fourth Grade • 124 words correct per minute by Spring Fifth Grade • 125 words correct per minute by Spring Sixth Grade
Three Risk CategoriesUsed Prior to Benchmark Time • Low risk • Has met progressive benchmark and is on track to achieve benchmark goal • 80%-100% probability of reaching next benchmark goal • Some risk • Low emerging skills; is making progress and has 50/50 chance of achieving benchmark goal • 50% probability of reaching next benchmark goal • At risk • Seriously below progressive benchmark; at risk for achieving benchmark goal • 0%-20% probability of reaching next benchmark goal
Three Status Categories:Used at or After Benchmark Goal Time • Established • Achieved the benchmark goal • 80%-100% probability of reaching next benchmark goal • Emerging • Low emerging skills but has not achieved the benchmark goal • 50% probability of reaching next benchmark goal • Deficit • Seriously below benchmark goal • 0%-20% probability of reaching next benchmark goal
Three levels of InstructionBased on Pattern of Performance Across All Measures • Benchmark Instruction - At Grade Level: • 80% - 100% probability of reaching next benchmark goal. • Provide Core Curriculum focused on big ideas. • Strategic Instructional Support - Additional Intervention • 50% probability of reaching next benchmark goal. • Provide extra practice; adaptations of core curriculum; small group instruction with supplementary program. • Intensive Instructional Support - Substantial Intervention • 0% - 20% probability of reaching next benchmark goal. • Provide focused, explicit instruction with supplementary intensive curriculum; small group/individual instruction.
Using DIBELS™ Data • What is the purpose of your assessment? • What do you need to know? What question(s) do you have? • What data can you use? What type of information will answer the question(s) you have?
What do you need to know? Are there students who may need additional instructional support to achieve benchmark goals? How many students may need additional instructional support? Which students may need additional instructional support? What data to use? Histograms Boxplots Class lists Step 1. Identify Need for Support
Histograms (Bar Charts) • The Histogram Report summarizes the distribution of scores of all children in a grade within a school or district relative to the progressive benchmark/benchmark goal for the time. Student performance is depicted in three categories according to students who have (a) met established goals/progressive benchmarks, (b) are making progress toward goals/progressive benchmarks, or (c) are seriously below target goals/progressive benchmarks. • The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks • Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon, 2000-2005
= Low Risk or Established = Some Risk or Emerging = At Risk or Deficit Legend for Interpreting Histograms Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of student is indicated by the size of the split part. From DIBELS Data System, University of Oregon, 2000-2005
Histograms • True or False • Histograms tell us if there are students who need additional support • Histograms tell us how many students need additional support • Histograms tell us who needs additional support
Box Plots • True or False • Box plots are another way of summarizing the distribution of performance in a class at a single point in time. The box depicts the range of scores for a school or district relative to the progressive benchmark/benchmark goal. • The goal is to have most/all students to be on track, i.e. have met established goals/progressive benchmarks. The box and corresponding spindle should be at or above the gray bar. • Over the year, you should begin to see more students who meet established goals and fewer students who are seriously below target goals. From DIBELS Data System, University of Oregon, 2000-2005
Legend for Interpreting Box Plots = progressive benchmark/ benchmark goal From DIBELS Data System, University of Oregon, 2000-2005
Box PlotSchool A - Fall Kindergarten - ISF From DIBELS Data System, University of Oregon, 2000-2005
HistogramSchool A - Fall First Grade - PSF 47% Established PSF 39% Emerging PSF 14% Deficit PSF From DIBELS Data System, University of Oregon, 2000-2005
42% Low Risk 29% Some Risk 29% At Risk HistogramSchool A - Fall First Grade - NWF From DIBELS Data System, University of Oregon, 2000-2005
Practice • Divide into 2 groups of 3. One group will review kindergarten and the other review first grade data. • Review Histograms and Boxplots for kindergarten and first grade for Emerald City School District • What do you know from the data? • What are the implications for curriculum and instruction, professional development/teacher support for each grade level? • Discuss your grade level findings with the other group at your table.
Team Work Time Take time with your team to look at your school’s reading support data • What is working well with your school (based on the data)? • What areas do you need to focus on?
