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m CLASS MOY Data Review and Instructional Planning Session

m CLASS MOY Data Review and Instructional Planning Session. Elementary Principals & Curriculum Facilitators February, 2014. Agenda. MOY Data Analysis Protocol GCS 1 st grade example Your school’s data: K-3, one subgroup Supplemental Instruction Planning

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m CLASS MOY Data Review and Instructional Planning Session

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  1. mCLASS MOY Data Review and Instructional Planning Session Elementary Principals & Curriculum Facilitators February, 2014

  2. Agenda • MOY Data Analysis Protocol • GCS 1st grade example • Your school’s data: K-3, one subgroup • Supplemental Instruction Planning • Number of students requiring support in early literacy skills • Digging deeper with 3rd grade students • Next Steps

  3. Needed Information for Completing the MOY Data Analysis Protocol • mCLASS MOY Reports • Report #1: Completion • Report #2: Comparing Populations for DIBELS • Report #3: Comparing Populations for DIBELS for subgroups • Completed BOY Data Analysis Protocol • A copy of the mCLASS Quintile Charts

  4. MOY Data Analysis Protocol Completion – Percent of students assessed at MOY Guilford County Schools 92%

  5. MOY Data Analysis Protocol 1. Record the percentage of students at or above benchmark for BOY. Guilford County Schools 92%

  6. Report #2: Comparing Populations

  7. MOY Data Analysis Protocol 2. Record the MOY goal, including the quintile description. Guilford County Schools 92% 66%

  8. Using the quintile charts Well Below Typical Progress Below Typical Progress Typical Progress Above Typical Progress Well Above Typical Progress 1. Find row corresponding to BOY composite score percent at benchmark 2. Choose column corresponding to desired performance.

  9. Goal Setting Using Quintile Charts 1st Grade: BOY to MOY GOAL

  10. MOY Data Analysis Protocol 3. Record the percentage of students at or above benchmark for MOY. Guilford County Schools 92% 66% 69% (Typical Progress)

  11. Report #2: Comparing Populations

  12. MOY Data Analysis Protocol 4. Compare the MOY goal to MOY results. Record factors which may have contributed to meeting or not meeting the goal. Guilford County Schools 92% 66% 73% 69% (Typical Progress)

  13. MOY Data Analysis Protocol 5. Record the EOY goal, including quintile description. Guilford County Schools 92% 66% 73% YES! Systematic word study program in core; 2 hour literacy block; CF and principal support through combined sessions &PLC cohorts; Intentional data analysis; Specific planning for groups of students 69% (Typical Progress)

  14. Goal Setting Using Quintile Charts 1st Grade: BOY to EOY GOAL

  15. MOY Data Analysis Protocol 6. Consider current results to determine if the EOY goal needs adjusting. Guilford County Schools 92% 66% 73% 70% (Typical Progress) YES! Systematic word study program in core; 2 hour literacy block; CF and principal support through combined sessions &PLC cohorts; Intentional data analysis; Specific planning for groups of students 69% (Typical Progress)

  16. MOY Data Analysis Protocol 7. Use the quintile charts and other data to adjust your EOY goal, if needed. Guilford County Schools 92% 66% 73% 70% (Typical Progress) 69% (Typical Progress) YES! Systematic word study program in core; 2 hour literacy block; CF and principal support through combined sessions &PLC cohorts; Intentional data analysis; Specific planning for groups of students Yes, the previously set EOY goal was surpassed at MOY

  17. Goal Setting Using Quintile Charts 1st Grade: BOY to EOY OLD GOAL NEWGOAL

  18. MOY Data Analysis Protocol 8. Record strategies to meet EOY goals. Guilford County Schools 92% 66% 73% YES! Systematic word study program in core; 2 hour literacy block; CF and principal support through combined sessions &PLC cohorts; Intentional data analysis; Specific planning for groups of students 70% (Typical Progress) 69% (Typical Progress) Yes, the previously set EOY goal was surpassed at MOY 76% Above Typical Progress

  19. MOY Data Analysis Protocol Guilford County Schools 92% 66% 73% Continue to strengthen core literacy instruction through principal and CF support; Explicit supplemental instruction driven by data; Fundations modeling visits by Wilson; Fundations teacher support sessions YES! Systematic word study program in core; 2 hour literacy block; CF and principal support through combined sessions &PLC cohorts; Intentional data analysis; Specific planning for groups of students 70% (Typical Progress) 69% (Typical Progress) Yes, the previously set EOY goal was surpassed at MOY 76% Above Typical Progress

  20. MOY Data Analysis ProtocolNow it is your turn… Handout • Use Reports #1 through #3 and follow this 8 step process to fill in this information for EACH grade level and a subgroup. • Don’t skip Steps 4 and 8! They require more thinking, but are the most important parts of this process.

  21. Agenda • MOY Data Analysis Protocol • GCS 1st grade example • Your school’s data: K-3, one subgroup • Supplemental Instruction Planning • Number of students requiring support in early literacy skills • Digging deeper with 3rd grade students • Next Steps

  22. In December we introduced,a Standard Treatment Protocol • The “what” is PREDETERMINED • You know it will work because it has proven effective • It addresses the most common student weaknesses at each grade level • The “who” is PREDETERMINED • Staff to deliver the instruction • The “when” is PREDETERMINED • The students are plugged in after data analysis

  23. Homework from December (blue handout)

  24. Handout

  25. What’s the difference? Basic Phonics: Knowing the most common sounds of consonants and vowels and sounding out phonetically regular VC and CVC words. Measured by NWF. Advanced Phonics: Knowing all the sounds for letters and letter combinations, and sounding out written words. Measured by DORF-Accuracy.

  26. Reminders about Instruction and Progress Monitoring • Remember, our data tells us in what skill(s) students need instruction • Match the skill targeted in instruction to the correct measure for progress monitoring • Progress monitoring data informs instruction effectiveness • See Progress Monitoring Guidelines handout

  27. mCLASS Progress Monitoring Handout • TRC • The TRC should be administered to all students three times a year during the benchmark windows. • GCS does not require students to be monitored between benchmark windows using the TRC. • If a teacher decides to administer a TRC between benchmark windows, school texts must be located and downloaded from www.mclasshome.com. Scenarios in which a TRC may be conducted between benchmarks include, but are not limited to: • If a student obtains “green” in all DIBELS measures, but comprehension is still a concern. • An updated reading level is desired before the next benchmark.

  28. Handout Progress Monitoring with DORF • Any grade student can be monitoring using any DIBELS measure through “progress monitoring.” • To be able to illustrate progress, the material must be at the student’s instructional level. Use the chart to find a student’s instructional level for DORF. • Once a student reaches the End-of-Year (EOY) goal for an out-of-grade level text, begin monitoring with the next highest level.

  29. Example 1: Molly Scaling Back to determine instructional focus and measure to monitor Handout 3rd Grade DORF scores 3rd grade MOY: Fluency= 56 words correct Accuracy = 77% Level 2 Progress Monitoring: Fluency = 68 words correct Accuracy = 93% This student’s instruction should target fluency and advanced phonics and use Level 2 DORF to monitor progress until the 2nd grade EOY goals are reached (87 words correct at 97% accuracy). The student should then be monitored using Level 3 passages.

  30. Scaling Back to determine instructional focus and measure to monitor Example 2: Steven 3rd grade MOY: Fluency= 14 words correct Accuracy = 67% Skill to target for instruction: Basic Phonics What’s next? Measure to use for monitoring: Level 2 Progress Monitoring: Fluency= 25 words correct Accuracy = 75% NWF, until goals are met What’s next? And then change instructional focus to: Level 1 Progress Monitoring: Fluency= 30 words correct Accuracy = 80% Fluency and/or Advanced Phonics What’s next? NWF Progress Monitoring: Correct Letter Sounds = 45 Whole Words Read = 10 DORF, Level 1 And monitor with:

  31. Scaling Back to determine instructional focus and measure to monitor • Generate a list of 3rd Graders who need supplemental instructional support (red & yellow on MOY) • Determine if scaling back is needed • Determine instructional focus • Determine measure to monitor Fluency No DORF L3 Advanced Phonics No DORF L3 Fluency & A.P. DORF L3 No 93% 68 Fluency & A.P. DORF L2 Yes Basic Phonics 45 75% 30 80% 10 NWF 25 Yes

  32. 3rd Grade Students Needing Supplemental InstructionNow it is your turn… Handout • Use Report #4 that was generated by clicking on the red and yellow bars of 3rd grade DORF Fluency and DORF Accuracy • List your 3rd grade students who are below or well below benchmark on DORF-F or DORF-A • Record MOY scores • Determine if scaling back is necessary • If not, complete last two columns • If so, conduct further assessment and then complete columns

  33. Next Steps • Generate a Correlation/Effectiveness chart by grade level or teacher to celebrate movement of scores from BOY to MOY. • Implement instructional plan for meeting EOY goals • Consider underlying skills • Do 1st graders have established phonemic awareness? • Do 2nd graders have established basic phonics? • Do 3rd graders need scaling back? • Use progress monitoring to determine if your instructional plan is working • Match staffing & resource decisions to what data is saying

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