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BOY Data AnalysisTeachers and Coaches

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Agenda1. Welcome and Introduction2. USBE Literacy Framework3. DIBELS Next and Basic Early Literacy Skills4. Composite Score Data Analysis5. Break6. Pathways of Progress7. Measure Level Data Analysis8. Lunch

9. Forming and Adjusting Small Groups 10.Break11.Progress Monitoring 12.Turnkey Work Time 13.Wrap-up and Q & A

Norms• Participate actively • Take care of yourself • Manage your technology • Stay engaged • What is learned here, leaves here

Objectives• Use the USBE literacy framework to ground literacy instruction in best practices for all

students• Analyze DIBELS Next composite scores, measure scores, and probe details• Complete multi-step analysis of DIBELS Next data in order to improve student

outcomes• Communicate the importance of progress monitoring with fidelity• Identify and set measurable goals for all students using Pathways of Progress• Form small groups using DIBELS Next measure-level data in order to address

student needs• Plan for small-group instruction using DIBELS Next data• Create a comprehensive action plan

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Jigsaw Protocol

Purpose: Support a group of people in engaging with a large text in an effective, efficient manner.

Procedure:1. Divide into groups of five people

2. Each person in the group elects to read one section of the text in addition to the introduction, which is read by everyone.

a. Element 1: Instructional Leadershipb. Element 2: Instruction and Interventionc. Element 3: Assessment and Feedbackd. Element 4: Professional Learninge. Element 5: Supportive Culture

3. Everyone reads their assigned section for six minutes, taking notes on pertinent information to share with the group.

4. Each group member shares what they read for two minutes, starting with the group member who read Element 1. Proceed with sharing in numerical order.

5. After all group members have shared, engage in a discussion around the guiding question:

How can you use your DIBELS data to identify strengths and weaknesses in your classroom to help achieve the elements within the early literacy framework?

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Excerpts from USBE’s Literacy Framework

Utah's Elementary Literacy Framework

ELEMEN T I: INSTRUCTIONAL LEADERSHIP

OVERVIEWInst ructional Leade rsh ip is evident when educators unite to:

I organize resources around a shared, evidence informed vision of student literacy,

I engage in collaborative goal setting, and

I implement and monitor strategies that meet local literacy demands that result in student and teacher growth.

SELF-ASSESSMENTTOOL

INSTRUCTIONAL LEADERSHIPIi

Level 1: Not Evident ['

'YCRITICALINDICATORS 1 2 3 4A. Ed ucatio nal leaders create and sustain a school environment in wh ich each student is

know n, accepted, valued, trusted, and res pected. 1 2 3 4

B. Ed ucatio nal leaders guide and support teachers in collecting and a ppropriate ly using varied sources of info rmat io n and data to evaluate student lea rning, effective teaching,and program quality.

1 2 3 4

C. Ed ucatio nal leaders seek, acquire, and manage fiscal, physical, and other resources to support the school's vision, mission, and values. 1 2 3 4

D. Ed ucatio nal leaders imple me nt coherent systems of curriculum, inst ruct io n, and assessment that promote the miss io n, visio n, and values of the school and embody highexpectations for all students.

1 2 3 4

E. Ed ucatio nal leaders build a profess iona l cu lt ure of trust and collaboration, engag ing teachers in sharing info rmat io n, a na lyz ing outcomes, and pla nn ing improvement. 1 2 3 4

F. Ed ucatio nal leaders develo p lice nsed facu lty 's and staff members' professio nal literacyknow ledge, skills, and practice t hrough a variety of o ppo rtunit ies for lea rning and growth, g uided by unde rsta nd ing of professional and ad ult learning and development.

1 2 3 4

G. Ed ucatio nal leaders ensure each student has eq uitable access to effective teache rs,lea rning o ppo rt un it ies, academic and social support, and other reso urces necessa ry forsuccess.

1 2 3 4

H. Ed ucatio nal leaders demonstrate results in ea rly literacy outcomes, have acquired expert ise in early lite racy, and continue to stay current. 1 2 3 4


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INSTRUCTION AND INTERVENTION

ELEMEN T 2: OVERVIEWEffective instructional practice aimed at improving student-learning outcomes includes:

I strong standards-based inst ruct io n embedded in content areas,

I data-info rmed planning,I differentiation and ind ivid ualizat io n,I evide nce-based pe dagog ica l approaches, and I effect ive classroo m management.

SELF-ASSESSMENTOOL

INSTRUCTION AND INTERVENTION

1 2 3 5

CRITICAL INDICATORS 1 2 3 4 s 6A. Staff imple ments strong and consistent schoolwide and classroom management

routines, supports, and procedures. 1 2 3 4 5 6

B. Educators tailo r inst ruc t io n, interventio ns,and extensions to meet the needs of each student based on data. 1 2 3 4 5 6

C. Evide nce -based c urricu lum and lite rac y instruct io n includes: I explicit and systematic instruction,I proper pacing,I adequate challenge, andI cognitive engagement strategies as demonstrated through planning,

preparation, and observation.

1 2 3 4 5 6

o. Evidence-based inst ruct io nal mate ria ls (e.g., texts, resources), supports, and tasks are:I appropriately challenging and supportive for all students,I aligned with the learning intentions and content area standards, andI culturally and academically relevant.

1 2 3 4 5 6

E. The daily schedule includes a minimum of 120 minutes (protected t ime) across the school day for Tier 1 univ e rsa l core literacy components (i.e., pho nolog ica l awareness, phonics,voca bula ry,fluency, oral la nguage, co mprehe nsio n, andwrit ing), includ ing whole and small group diffe re ntiate d instruction and contentinteg rat io n, (e.g., math, science, social studies, fine arts, healt h).

1 2 3 4 5 6

(Continued)

Level 1:Not Started

Level 2:Exploration

Level 3:Planning

Level 4:Initial Implementation

Level 5:FullImplementation

7Utah's Elementary Literacy Framework

ELEMENT 4: PROFESSIONAL LEARNING

OVERVIEWProfessional Learning offers ongoing, high quality, job-e mbedded lea rning o pportunities that are respo nsive to the site, team, and individual lea rner needs and are designe d to build staff ca pacity for improve ment thro ug h:

I coaching,I mentoring,I observation (including peer observations),andI leveraging the effectiveness of high-

performing teachers, coaches, and leaders by using them as models and peer coaches.

SELF-ASSESSMENTTOOL

PROFESSIONAL LEARNING1 2 3 5

-., CRITICALINDICATORS 1 2 3 4 s 6A. Profess io nal learning communities set goals, analyze impact, and make

adjustments for continuous improvement. 1 2 3 4 s 6

B. Professio nal learning alig ns outcomes with performa nce standards for teac hers and school administratorsas described in legis lat ive code 53G-11-303. 1 2 3 4 s 6

C. Professional learning focuses on the imp le mentatio n of the Utah Core English Language Arts standards across the content areas such as mathematics, science,social studies, fine arts, and health.

1 2 3 4 s 6

o. Professio nal learning developers use a variety of sources of st ude nt, educator, and

system data to plan, assess, and evaluate professional learning.

1 2 3 4 s 6

E. Leaders provide teachers and paraprofess io nals with tra ining and support inimp le menting ev idence -based curriculum programs and assessments for literacy. 1 2 3 4 s 6

F. Individuals and collaborative teams engage in targete d o ppo rt unit ies to receive literacy learning through observat io n, instructional coaching, peer mento ring, and teacher leade rs.

1 2 3 4 s 6

G. Professio nal lea rning opportunities provide time to develo p coherent curricu lum, which is ho rizo ntally and vertically a ligned thro ugh a collaborative team process. 1 2 3 4 s 6

Level 1:NotStarted

Level 2:Exploration

Level 3:Planning


Level 5:FullImplementation


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ELEMENT 5: SUPPORTIVE CULTURE

OVERVIEWA sup po rt ive c ult ure reflects lea rning conditio ns

that: I meet the needs of each student,I create a lite racy rich lea rning environment for

student lea rning where staff are confident in their roles and relat io nships, and

I promote a community cult ure that values trust, respect, and high e xpectat io ns.

SELF-ASSESSMENTTOOL

SUPPORTIVE CULTURE

1 2 3 5

'YCRITICALINDICATORS 1 2 3 4 s 6

A. School culture is physically and psychologically safe. 1 2 3 4 s 6

B. Student work is alig ned wit h the core standards and lea rning inte nt io ns and on display prominently t hroughout the bu ild ing, in and outside of class roo ms. 1 2 3 4 s 6

C. Collective teacher efficacy a nd hig h morale support student lea rning. 1 2 3 4 s 6

D. Students, teachers, leade rs, and co mmun ity part ners demonstrate their be lief that all students can achieve at hig h leve ls- no excuses, no exceptio ns- by settinghig h lea rning expectations and using rigo ro us instructional methods.

1 2 3 4 s 6

E. Fac ulty and students exhib it a growth mindset that supports the development of grit and perseverance. 1 2 3 4 s 6

F. Schools provide families of students being served in Tier II and Ill with updates on t he ir ch ild's prog ress at least six times a year. 1 2 3 4 s 6

G. Schools mean ingfully engage stakeholders, commun icate student literacy goals, and collabo ra te to meet desired outcomes. 1 2 3 4 s 6

H. Schools gather stakeholder input on school climate, and perce ptio ns and co ncerns are addressed. 1 2 3 4 s 6

I. The school community promotes stude nt develo pment of se lf-regulatio n skills, such as sett ing and monitoring goa ls, perseverance, and se lf-efficacy. 1 2 3 4 s 6

Level 1:NotStarted

Level 2:Exploration

Level 3:Planning


Level 5:Full Implementation

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Turn-key Training PlannerTopic: Literacy Framework Key concepts:

Questions to consider

• When would you complete this activity with your colleagues? In what setting?

• What key points from the slides are still fuzzy or confusing?

• What parts of this section require further scaffolding?

• What parts of this section can be accelerated?

• What do you anticipate customizing for your school’s needs?

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Outcomes-driven modelODM Step Tools

Identify Need for Support• Are there students who need support?• How many students? Which students?

mCLASS:• Class Summary• Time of Year View

DIBELSnet:• Classroom Overview Report• Classroom Report

Validate Need for Support• Are you reasonably confident in the

accuracy of the data?

mCLASS:• Assessment Integrity Checklist

DIBELSnet:• Assessment Accuracy Checklist

Plan and Implement Support• What are our system- and student-

level goals?• What is our plan for supporting the

instructional system and students?

mCLASS:• Student Summary• Student Probe Detail• Pathways of Progress Goal

SettingDIBELSnet:

• Student Benchmark Assessment History

• Student Probe Detail• Grouping Report• Pathways of Progress Goal

Setting

Evaluate and Modify Support• Are we making progress?

mCLASS:• DIBELS PM Graph

DIBELSnet:• Student PM Graph

Review Outcomes• Have we met our system-wide and

student goals?

mCLASS and DIBELSnet:• PM Graphs• Benchmark Assessment Scores

14

Composite Score Analysis Template1. Is our

core instruction effective?

Effective is defined as at least 80% of students meeting grade-level benchmarks from core instruction alone.

mCLASS—Class summary

DIBELSnet— Classroom Report

Percentage of Students At or Above Benchmark at BOY

Above benchma

rk

%

(#)

At benchma

rk

%

(#)

Below benchma

rk

%

(#)

Well below

benchmark

%

(#)

Composite Score Reflect and Share

151. Are 80% of your students at or above benchmark at BOY?

2. If so, what implications does this have for your instruction?

3. If not, what are the next steps you can take to help your students reach that goal?

Turn-key Training PlannerTopic: Composite Score Key concepts:







16

Highly Skilled Learner Criteria

17

18

Pathways of Progress for mCLASS users

Pathways of Progress for DIBELSnet users

19

Pathways of Progress Reflect and Share

Turn-key Training PlannerTopic: Pathways of Progress Key concepts:







Which students did you have difficulty determining a Pathway goal for?

Why do you think this was?

20

Measure-Level Data AnalysisMeasure Number of Students At or Above

Benchmark at BOY

KindergartenFirst Sound Fluency (FSF)

Grade 1Phoneme Segmentation Fluency (PSF)

Grade 1Nonsense Word Fluency (NWF)(CLS)

Grade 1Nonsense Word Fluency (NWF)(WWR)

Grade 2Nonsense Word Fluency (NWF)(CLS)

Grade 2Nonsense Word Fluency (NWF)(WWR)

Grade 2Oral Reading Fluency (DORF) (Accuracy)

Grade 2Oral Reading Fluency(DORF) (Words Correct/minute)

Grade 2Oral Reading Fluency (DORF) (Retell)


Grade 3Oral Reading Fluency(DORF) (Words Correct Per Minute)


Grade 3Daze

21

Measure Number of Students At or Above Benchmark at BOY




Grade 4Daze




Grade 5Daze




Grade 6Daze

22

Measure-Level Reflect and Share1. Which measure(s) have the most students at benchmark?

2. Which measure(s) have the most students who need support?

3. How will this affect your instruction?

23

Probe-Level AnalysisStudent name: Data source Essential questionsMeasure 1 What patterns do you see in student responses?

Measure 2 What patterns do you see in student responses?

Historical Data What measure(s) is/are the student struggling with most? What patterns do you see in their responses?

Student name: Data source Essential questionsMeasure 1 What patterns do you see in student responses?



24







25







Planning for Small-Group Instruction

26

27

Planning Small-Group Instruction ResourcesBig ideas continuum

29

Turn-key Training PlannerTopic: Forming and Adjusting Key concepts:

Small Groups







Progress Monitoring Reflect and ShareWhat are some best practices to encourage progress monitoring at your school?

30

Turn-key Training PlannerPulling it all TogetherDelivery method (select one or more)Data Meeting PLC Staff Meeting PD Session Grade-level meeting Peer Coaching Informal Other:_

Date: Leader: Staff Participating: Materials:

Detailed Agenda:Include how you will break down the six-hour session over the course of multiple meetings with your staff. (For example, one hourly meeting/week over the course of six weeks, or two monthly staff meetings that are three hours each, etc.)

31

Turn-key Training Planner continued

32

Resources and Support

Amplify

Email: [email protected] any time

Phone: (800) 823-1969, Monday–Friday from 7 a.m.–7 p.m. ET

Live Chat: mCLASS homepage

DMG

Email: [email protected] or [email protected] any time

Phone: 888-943-1240, Monday–Friday from 8 a.m.–5 p.m. ET

Web resources:

1. Amplify.com/Utah

2. mCLASShome.com

3. DIBELS.net

4. DIBELS.org

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Join us for MOY and EOY Data Analysis Sessions

Coach and Teacher Sessions

Date Location

M O Y

Tuesday, February 5 WCSD Boardroom 121 West TabernacleSt. George, 84770

Wednesday, February 13 PDC Big Board Room 280 W 940 NProvo 84604

Thursday, February 21 Public Safety Building 475 South 300 East Salt Lake City 84111

Tuesday, February 26 Hilda B. Jones Center 362 E 3605 South Salt Lake City 84115

E O Y

Friday, May 17 WCSD Boardroom 121 West TabernacleSt. George 84770

Tuesday, May 21 Hilda B. Jones Center 362 E 3605 South Salt Lake City 84115

Wednesday, May 29 Public Safety Building 475 South 300 East Salt Lake City 8411

or

PDC Big Board Room 280 W 940 NProvo 84604

Register at: tinyurl.com/USBEBOYDataAnalysis

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