The Impact of Data-Driven Decision Making on Student Achievement at Chief Leschi School

1. The Impact of Data-Driven Decision Making on Student Achievement at Chief Leschi School

2. Chief Leschi School is located on the Puyallup Indian Reservation

3. Chief Leschi School It is one of the largest Native American schools in the country. It's attended by more than 700 Native American students, ranging from birth to 12th grade, and representing nearly 60 different tribes, clans, and independent nations.

4. Where did we come from? In 1997, Washington State implemented the Washington Assessment of Student Learning (WASL). Chief Leschi’s scores were the lowest in the state. 4th grade Reading 12.1% Math 1.5% Writing 15.4%

5. WASL Scores 1997-2006

6. DIBELS Scores Spring 2004

7. DIBELS Growth from Spring 2004 to Spring 2006

8. Keys to Our Success • Informed and Supportive Administration • Reading Coaches • Buy-in • Support and Accountability • Data Driven Decision Making • Differentiated Instruction

9. Informed and Supportive Administration • Visible in classrooms • Supportive of staff and Reading Coaches • Involved in decision making • Knowledgeable Instructional Leaders

10. Reading Coaches • Deep knowledge of both SBRR and current curriculum implemented in school • Classroom experience • Working knowledge of the school, staff and community • Good rapport with all key stakeholders

11. Whether you believe you can, or whether you believe you can’t, you are absolutely right. Henry Ford

12. Buy-In • Dedicated school staff • Understanding and support of different stages of concern • Adequate training • On-going communication within the school community • Celebration of successes and academic gains • Opportunities for staff to utilize individual strengths

13. Support and Accountability • Regularly scheduled grade band meetings • Pacing guides and lesson plans • Principal Walk-Throughs • On-going Coaching • Pre and Post Observation Conferences • Consistent feedback • Training

14. Pacing Guide

15. Coaching Observation Form

16. Coaching Observation Feedback Glows: • group size was appropriate (4 to 1) • room arrangement had students facing teacher and not each other • lots of demonstrating and scaffolding • students consistently knew the answers when called upon • high expectations about appropriate behaviors Grows: • try this correction procedure: • “My turn,” • “Say it with me” • “Your Turn” • always read script before teaching • remember: • “Think” • “Get Ready” • signal • then validate correct responses “yes, /aaaaa/” • reduce downtime between items, quick transitions, perky pace • give quick positive feedback to students who are on task • have a word or phrase, “Ready Position” to cue students when they are getting distracted but only when the distraction is truly hindering students from being successful

17. “Would you tell me, please, which way I ought to go from here?” “Then it doesn't matter which way you go,” said the Cat. “That depends a good deal on where you want to get to,” said the Cat. “I don't much care where –” said Alice.

18. Data Driven Decision Making • Frequent analysis of program specific assessments • Frequent analysis of DIBELS Progress Monitoring • Data used to make placement and program decisions for students and staffing

19. Student Test Summary

20. Grade Band Meeting Data

21. Student Placement Forms

22. Differentiated Instruction • Different programs for different learners • Flexible grouping (movement) • On-going analysis of individual core and supplemental programs • Highly trained staff in specific programs • Various levels of support for students, based on need (Double and Triple dosing)

23. Chief Leschi Curriculum ProgramsGrades K-3rd Kindergarten • Read Well K • Reading Mastery I • Language for Learning 1st Grade • Read Well/Harcourt • Reading Mastery I & II • Language for Learning/Reasoning & Writing Level A/B 2nd Grade • Harcourt • Reading Mastery II, II+ and III+ • Read Naturally • Language for Thinking/Reasoning & Writing Levels A- C 3rd Grade • Harcourt • Reading Mastery II-IV • Read Naturally • Reasoning & Writing B & C

24. Chief Leschi Curriculum Programs Grades 4th-6th 4th Grade • Reading Mastery Plus Levels 3, 4, & 5 • Read Naturally • Reasoning & Writing C & D • Step Up To Writing 5th Grade • Reading Mastery Plus Levels 4, 5 & 6 • Read Naturally • Reasoning & Writing Levels C & D • Step Up To Writing 6th Grade • Reading Mastery Plus Levels 4, 5, & 6 • Read Naturally • Reasoning & Writing Levels C & D • Step Up To Writing

25. Process for Changing Literacy Placements Guiding Principles: • Quantitative Data will be used to make decisions. (Curriculum Based Measurements, DIBLES progress monitoring. • Qualitative data is used as a secondary factor (i.e. comments from staff members on students, etc.) • Behavior is not a primary factor for original placement or for change of placement. • Staff members will work together to ensure changes are based on quantitative data and are in the best interest of the student. • IEP factors/requirements will be shared with staff members to gain and understanding of impact of change of placement. • Student movement will take place after each grade band meeting on a case by case basis as needed Placement Team: • Instructional Specialist • Classroom teacher • Literacy teacher and Para educator • Special Service staff (as needed) • Principal Process for placement changes: • Student must remain in group for at least two weeks so that performance can be monitored. • Teacher monitors daily progress and progress on any curriculum-based measures (mastery tests, benchmark tests, Unit Tests) as well as DIBELS progress monitoring. • Team discusses and reviews the quantitative and qualitative data to make an informed decision about movement of student. • Student either stays where placed or moves to a new reading group based on the team’s decision.

26. Double Dosing Schedule

27. The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. Michelangelo

28. The more you read, The more you know. The more you know, The smarter you grow. The smarter you grow, The stronger your voice, When speaking your mind. Or making a choice. WonderStorms

29. Abigail Chandler, MA Ed. Reading Coach, Educational Trainer/Consultant abigail@leschischools.org 253-445-6000 ext 3046 • Erika Hope, MA Ed. Reading Coach, Educational Trainer/Consultant erika@leschischools.org 253-445-6000 ext. 3184