using data to plan instructional support ode k-3 literacy outreach for each student instruction...

Using Data to Plan Instructional Support

ODE K-3 Literacy Outreach

For Each

Student

Instruction

GoalsAssessment

For All Students

Content Arranged by Trish Travers, Ed.S and Jeanie Mercier Smith, PhD

Oregon K-12 Literacy Frameworkand

K-3 Statewide Outreach• This framework is designed to provide teachers, administrators, parents, and

other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn.

• As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components.

• This framework is organized around the following components:

• Goals (Module 1)

• Assessment (Modules 1, 2, and 3)

• Instruction (Modules 1, 4, 5, and 6)

• Leadership (Module 7)

• Professional Development (All Modules)

• Commitment

For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

Today’s Session

Copyright

• All materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited.

Overview

A Comprehensive Assessment System that Addresses the Multiple Purposes of Assessment

Using Data to Plan Interventions: Determining Student Needs and Making Instructional Recommendations

Creating an Efficient and Effective Progress Monitoring System

Creating a Communication Plan for Instructional Decision-Making

A Comprehensive Assessment System that Addresses the Multiple Purposes of Assessment

Using Data to Plan Interventions: Determining Student Needs and Making Instructional Recommendations

Creating an Efficient and Effective Progress Monitoring System

Creating a Communication Plan for Instructional Decision-Making

Assessment is the collection of data to

make decisions. (Salvia & Ysseldyke, 1997)

Video Clip: Using Data in Schoolwide Reading Model

While you watch the video clip, make a list of ways that this school uses data to make decisions:

A Comprehensive Assessment System that Addresses the

Multiple Purposes of Assessment

Three Important Questions In a Comprehensive Reading Framework

• Have students met important reading goals?• Are students on track to meet important

reading goals?• What types of instructional supports are

necessary to ready or maintain grade level proficiency?

Taking Stock:What Reading Assessments are currently used in

your district or school?

Reading Assessment for Different Purposes

An effective, comprehensive reading program includes reading assessments for four purposes:Screening

DiagnosticStandardized

Curriculum Embedded

Progress Monitoring

Outcomes or Program Evaluation

Matching Educational Questions to Purposes of Assessment

Screening

•What level of risk does a student face for meeting important reading goals?

•What level of instructional support does each student need to meet important reading goals?

Progress Monitoring•Are student learning enough to reach important reading goals?

Diagnostic •What are the student’s instructional needs?

Outcome •Is each student meeting important reading goals?

Purpose of Assessment Educational Questions

Taking StockPurpose Educational Question What assessments does your school use?

Screening

•What level of risk does a student face for meeting important reading goals?

•What level of instructional support does each student need to meet important reading goals?

Progress Monitoring

•Are student learning enough to reach important reading goals?

Diagnostic•What are the student’s instructional needs?

Outcome•Is each student meeting important reading goals?

Relation of DIBELS to Purposes of Assessment

• Utility of DIBELS

Screening Yes

Progress Monitoring Yes

DiagnosticPreliminary error analyses are

possible

Outcome Selected measures

What about Classroom-based Assessments?

Purpose of Assessment

Utility

Using Data to Plan Interventions: Determining Student Needs and Making

Instructional Recommendations

To assist schools in using student assessment information to:

• help plan instruction for all students throughout the year.

• identify students who are in need of additional reading instruction beyond the established reading block.

• determine instructional recommendations for students with different Instructional Profiles.

Planning Interventions: Objectives

• Data are used to determine each student’s Instructional Profile.

• Framework provides guidance on the type of instruction that may best match each student’s literacy needs.

Instructional Profile Framework

Outcome Measures from Previous School Year

Screening Data from Current School Year

Grade Level Some Risk High Risk

Phonics Screener

Profile #2Grade Level

or above on ScreeningAssessments

& Passes In-ProgramUnit Tests

Profile #3Grade Level

or aboveon ScreeningAssessments& Fails Some

In-ProgramUnit Tests

Pass No Pass

In-Program Assessments

Overview of K-3 GroupingFramework

Overview of K-3 GroupingFramework

Profile #4Some Risk

on Screening Assessments

& Passes Phonics Screener

Skills

Profile #5Some Risk

on Screening Assessments & Fails Some

Phonics Screener

Skills

ELL ProfileUsually needs extra language support & can be in any profile

Profile #6 High Risk on Screening Assessments

Intensive Interventions

along withCore

ReplacementIntervention

Core ProgramGuided by Placement

Test Results

Advanced

Pass No Pass

Profile #1Significantly

Exceeds Grade Level

Benchmarks on ScreeningAssessments


Pass

High Risk

Grade Level

Some Risk

Advanced

75504020

Another way of looking at it…Another way of looking at it…

High Risk

Grade Level

Some Risk

Advanced

75504020

Our Overall Goal…Our Overall Goal…

Phonics/Decoding Screener• Phonics/decoding screeners help pinpoint areas in which the

student needs explicit phonics instruction. In-program and informal specific skill tests

• Help determine if students are learning what is being taught

Diagnostic and Classroom Information: Phonics

• K-1 Language Screener• Example Informal Tools:

Retell Maze/Cloze In-Program Vocabulary and Comprehension

Assessments

Diagnostic and Classroom Information: Vocabulary and Comprehension




Phonics Screener

Profile #2Grade Level on ScreeningAssessments


Profile #3Grade Level on ScreeningAssessments& Fails Some


Pass No Pass


Overview of K-3 ProfileFramework

Overview of K-3 ProfileFramework

Profile #4Some Risk



Skills

Profile #5Some Risk


Phonics Screener

Skills

ELL / Low Language ProfileUsually needs extra language support & can be in any profile



along with Core



Test Results

Advanced

Pass No Pass


Exceeds Grade Level



Pass




Advanced

Profile #1Profile #1Significantly

Exceeds Grade Level



Pass

Profile 1Students

ExceedingGrade Level Standards



Grade Level

Profile #2Profile #2Grade Level on ScreeningAssessments


Pass


Advanced


Exceeds Grade Level



Pass

Profile 2Grade Level

Students Consistently Passing In-

Program Tests



Grade Level



Profile #3Profile #3Grade Level on ScreeningAssessments& Fails Some


Pass No Pass


Advanced


Exceeds Grade Level



Pass

Profile 3Grade Level

Students NOT Consistently Passing In-

Program Tests



Grade Level Some Risk

Phonics Screener





Pass No Pass


Profile #4Profile #4Some Risk



Skills

Advanced

Pass


Exceeds Grade Level



Pass

Profile 4Some Risk Students

Accurate But Not Fluent



Grade Level Some Risk

Phonics Screener





Pass No Pass


Profile #4Some Risk



Skills

Profile #5Profile #5Some Risk


Phonics Screener

Skills

Advanced

Pass No Pass


Exceeds Grade Level



Pass

Profile 5Some Risk Students

Not Accurate and Not Fluent




Phonics Screener





Pass No Pass


Profile #4Some Risk



Skills

Profile #5Some Risk


Phonics Screener

Skills

ELL/Low Language ProfileUsually needs extra language support & can be in any profile



along with Core



Test Results

Advanced

Pass No Pass


Exceeds Grade Level



Pass

Profile 6

High Risk Students




Phonics Screener





Pass No Pass


Profile #4Some Risk



Skills

Profile #5Some Risk


Phonics Screener

Skills

ELL/Low Language ProfileUsually needs extra language support & can be in any profile


Intensive Interventionsalong with

Core



Test Results

Advanced

Pass No Pass


Exceeds Grade Level



Pass

• Michael is a third grade student. His second grade outcome data indicated an overall reading score at the 22nd percentile which placed him in the Some Risk category

• Michael’s recent screening information on reading fluency placed him at Some Risk, reading 68 wpm with 88% accuracy.

• Michael was administered a phonics screener which indicated significant difficulty with mastery of vowel combinations and two-syllable words.

• Using the assessment information, determine Michael’s instructional profile.

Application Activity

Michael

33

• Brianna is a first grade student at a new school. There are no previous records from Kindergarten.

• Recent screening information indicates that Brianna falls into the “High Risk” category of instructional need.

• Diagnostic information indicates that Brianna has not acquired phonemic awareness skills, she lacks beginning alphabetic skills (few letter-sound relationships), and recognizes few sight words.

• Using the assessment information, determine Brianna's instructional profile.

• Pair and Share.


Brianna

• Daniel is a second grade student who has received ELL services in the past. Outcomes measures from first grade place him in the Some Risk category.

• Recent screening data indicates Daniel is at grade level on reading fluency measures.

• Although the school year has just started, Daniel has had some difficulty passing in-program assessments.

• Using the assessment information, determine Daniel’s instructional profile.

• Pair and Share.


Daniel

35

• Sample K-1 Oral Lang. Screener

• Handout 2

• Generic Phonics Screener• Handout 3A & B

• Instructional Profiles and Recommendations,

Grade-level Goals• Handout 4

• Class Sorting Grids • Handout 5

Additional Handouts

Activity

Data-sort

Additional Time Schoolwide Schedule

Schedule time to reflect three types of reading instruction:

1. Initial Instruction

2. Pre-teaching/re-teaching of grade level

content for below grade level students

3. Intervention time for below grade level

students on skills they have not mastered

from previous grades

Creating an Efficient and Effective Progress Monitoring

System

What is Progress Monitoring?

• The student’s current levels of performance are determined and goals are identified

• The student’s academic performance is measured on a regular basis (weekly or monthly).

• The student’s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs.

National Center on Student Progress Monitoring (http://www.studentprogress.org/)

Progress Monitoring Answers Important Questions:

• Is the instructional support effective in improving the child’s skills?

• Is the child progressing at a sufficient rate to achieve the next important goal?

Decision Rule

Monitor child’s progress and use decision rules to evaluate data .– Three consecutive data

points below the aimline indicates a need to modify instructional support.

How would a team’s decision to monitor progress weekly, bi-weekly, or monthly affect this decision rule?

Brandon, KindergartenIdentify Goal and Draw Aimline

The aimline connects where you are to where you want to get to, and shows the rate of progress needed to get there.

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Aimline

Cor

rect

Pho

nem

es p

er M

inut

e

Monitor and Evaluate Progress: Modify Instruction for Brandon?

Brandon: Whoops! Time to make a change!

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Cor

rect

Pho

nem

es

Aimline

Monitor and Evaluate Support: Modify Instruction for Brandon?

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Cor

rect

Pho

nem

es

Aimline

Aimline

Benchmark Goal

Student Performance

How is this 1st grader responding to the intervention?

More than 3 points under goal line is predictive of not meeting the benchmark—

time to make an instructional change

Timely Progress Monitoring

Evaluating student’s response to intervention

Harn (2005)

Evaluating student’s response to interventionWhat is the likelihood of this student meeting the end-of-year goal if her response continues?

High MediumLow

Consistent ORF scores above goal line

Maria’s ORF Progress


Harn (2005)

Evaluating student’s response to interventionWhat is the likelihood of this student meeting the end-of-year goal if his response continues?

High MediumLow

Inconsistent ORF scores above goal line—continue intervention

and monitor and evaluate performance closely

Tom’s ORF Progress


Harn (2005)

Tia, 1st Grade: Evaluating Responsiveness to Intervention

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Wor

ds R

ead

Cor

rect

Tier 2 Tier 3Tier 1

Logistics

• Materials

• Schedules

• Managing Materials

• Managing Data

Materials

• Materials for:– ISF– PSF– NWF– ORF (1st, 2nd, 3rd)– (not LNF)

• 20 Alternate Forms per measure• One booklet per measure• One Student Materials per measure

How often to progress monitor?

• Benchmark– At least 3 times per year for students at low risk – Some schools have chosen to monitor the progress of students in

the Benchmark range monthly

• Strategic– At least once per month for students with some risk– Some schools choose 2 times per month

• Intensive– 1 per week for students at risk– Some schools choose 2 times per month

DIBELS Progress Monitoring:

Which Measure to Use?

• Match the level of material to the current instructional objectivesExamples: • 2nd grade student in the beginning of the year

– ORF=3; NWF=5; – Team decided to use an intensive decoding intervention– Progress monitored using NWF weekly and ORF (1st grade) monthly– Also wanted to assess current skill level in PSF. If score is not >35, team

may progress monitor with PSF as well and provide a phonemic awareness intervention.

• 3rd grade student in the beginning of the year– ORF=10– Team decided to use an intensive decoding intervention and a fluency

intervention– Progress monitored weekly with NWF and ORF (alternating weeks)

DIBELS Progress Monitoring: Guidelines

• For early measures, (i.e., PSF, NWF) continue progress monitoring until the student has met the benchmark goal for two consecutive data points

• It is only necessary to administer one passage/probe each time a student is progress monitored – However, to make reliable and valid decision, administer 3 probes/passages

and record the median score

• When progress monitoring on ORF, select the grade level passages that will be sensitive to the instruction provided. – It is important to note that only grade level passages will tell us if students are

on-track to meet grade level goals. At minimum, the Fall, Winter, and Spring benchmark assessments will provide this information.

Other logistics

• Who collects the data?– Classroom teachers? Assessment team?

• Who enters the data?– IA? Teacher? Coach?

• How to manage the materials?– Who keeps the booklets?– Example: Assessment Notebook

Example: Using Progress Monitoring Data to Evaluate the Instructional Plan

• Step 1: Sort progress monitoring booklets into 2 categories: – progress that appears to be on-track (above their

aimline) – Progress that appears to not be on track (below

the aimline).

• Step 2: For students who appear to be not on track, look for patterns (i.e., multiple students in one instructional group)

Creating a Communication Plan for Instructional Decision-

Making

Data Walls

Focus Group #1:Students who are at DIBELS Benchmark

instructional recommendation and

have passed all sections of the

Theme/Unit Skills assessment.

Focus Group #2:Students who are at DIBELS Benchmark goal and have failed

sections of the Theme/Unit Skills

assessment.

Focus Group #5:Students who are at

DIBELS Strategic instructional

recommendation and fail sections of the Phonics Screener.



recommendation and pass all sections of

the Phonics Screener.



recommendation and pass all sections

EXCEPT the multisyllabic section

of the Phonics Screener.

Focus Group #6:Students who are at DIBELS Intensive

instructional recommendation. Place

students according to placement test of

intervention program.

Practical Ways Of Managing Data

• Data Management Systems• Assessment Notebooks for Each Teacher• Folders and Sticky Notes to Document Progress and

Movement• “Assessment Walls”• Spreadsheets

Consider Efficiency, Organization, and Ease of Communication

What “squared” with what you already knew?

What do you see from a new angle?

What completed a circle of knowledge?

Of what do you now have a more complete understanding?

To access any of the tools that were shared today go to:

http://oregonreadingfirst.uoregon.edu

The answers are within our grasp.The answers are within our grasp.

Oregon Beacon Schools

• The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state:

• Humboldt Elementary (Portland)

• Jefferson Elementary (Medford)

• Lincoln Street Elementary (Hillsboro)

• Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes.

• Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

Humboldt Elementary,

Portland Public Schools

4915 N. Gantenbein

Portland, OR 97217

(503) 916-5468

Principal: Jamila Williams

Coach: Mary Peake

OPEN TO VISITORS IN OCTOBER 2008Humboldt Elementary

To schedule a visit, please contact: Mary Peake ([email protected])

Jefferson Elementary,

Medford School District

333 Holmes Ave.

Medford, OR 97501

(541) 842-3800

Principal: Tom Sherwood

Coach: Bridget McMillen

OPEN TO VISITORS IN FALL 2008Jefferson Elementary

To schedule a visit, please contact: Bridget McMillen ([email protected]

Lincoln Street Elementary

Hillsboro School District

801 N.E. Lincoln St.

Hillsboro, OR 97124

(503) 844-1680

Principal: Toni Crummett

Coach: Connie Robertson

OPEN TO VISITORS IN JANUARY 2009Lincoln Street Elementary

To schedule a visit, please contact: Connie Robertson ([email protected])

using data to plan instructional support ode k-3 literacy outreach for each student instruction...

Documents

oregon reading

assessment modules

reading assessments

phd slide

comprehensive reading

oregon literacy framework

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