Schoolwide Reading Improvement Model - RTI

Name:___________________________

Grade:___________________________

School:__________________________

CONSULTING SERVICES, INC.

Spring Summative Data Analysis Workbook

Reflect on Changes

Know Your Goal:PSF _____ NWF _____ NWF blended _____ ORF _____

What percentage of your students are now in: low risk _____ some risk _____ at risk _____ DIBELS

low risk _____ some risk _____ at risk _____ GRADE

What percentage of the grade level students are now in: low risk _____ some risk _____ at risk _____

Adjust your Green-Yellow-Red chart

What plans do you need to make now to ensure 80% of your students exceed the benchmark by Winter next year? 90% by Spring?

____________________________________________________________________________________________________________

What is a “really good” gain?

Reading WRC per Week

Grade Realistic Ambitious Ambitious+

1 2.00 3.00

2 1.50 2.00

3 1.00 1.50

4 0.85 1.10

5 0.50 0.80

6 0.30 0.65

Expected Weekly Growth Rates for Critical Early Literacy SkillsGd. Subtest Realistic Ambitious

K Letter Naming Fluency 0.93 1.14

K Initial Sound Fluency 0.49 0.78

K Phoneme Segmentation Fluency 0.92 1.25

K Nonsense Word Fluency* 0.80 1.30

1 Phoneme Segmentation Fluency 0.64 0.76

1 Nonsense Word Fluency 0.87 1.18

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From C. Parker (2003). [Utilizing general outcome measures to examine the weekly growth rates of kindergartners’ and first graders’ early literacy skills]. Unpublished raw data. *Note: Kindergarten Nonsense Word Fluency growth rates from the AIMSweb database (2005-2006)

Reflect on Classroom Gain Scores

What is the “ambitious” gain score for your grade?“Ambitious” weekly rate x number of weeks = _________

What was your average gain score? ________

How does your average rate of gain compare to “ambitious” rates of gain? ___________________

Where did you make the most gains?Low risk _____ some risk _____ at risk _____

Where did you make the least gains?Low risk _____ some risk _____ at risk _____

Reflect on the Fall to Spring shifts in your classroom data

• What personal goals will you set?– For your students?– For your instruction?

• What assistance will you need to attain those goals- modeling, training, materials, observation, scheduling?

My goals for next year are:

1._______________________________________

2._______________________________________

Examples:

to increase active engaged time for all my students.

to increase the amount of time spent actually reading for all my students.

to raise my expectations for the quality of writ ing for all my students.

to increase differe ntiation in my small group instr uction and independent work.

to have at least 80% of my class in the low risk (green) zone by Winter; at least 90% by spring.

Reflect on the Fall to Spring shifts in the Grade Level data

What are our greatest areas of strength?What do we need to celebrate?

What are our areas of need?

Implications At the district level? At the building level? At the classroom level?

Prioritize Grade Level Goals for Next Year

• #1

• #2

• #3

Principal models by writing his own targets and sharing them.

Prioritize Building Goals for Next Year

• #1

• #2

• #3

Student SBM Score

What skill areas need Intervention? (Please do not list programs)

Identify Students for Intensive Intervention next year