wasd pa literacy conference
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WASD PA Literacy Conference. Innovations in Literacy KtO Early Impact. Session Agenda. DATA DRIVEN– Not Just a Catch Phrase Multi-Tiered Approach to Data Analysis DATA at Every L evel District Building Grade Level Classroom Teacher Individual Student. - PowerPoint PPT PresentationTRANSCRIPT
WASDPA Literacy Conference
Innovations in LiteracyKtO Early Impact
Session Agenda
DATA DRIVEN– Not Just a Catch Phrase
Multi-Tiered Approach to Data Analysis
DATA at Every Level• District
• Building• Grade Level
• Classroom Teacher• Individual Student
District
Building
Grade Level
Classroom
Student
Williamsport Area School District
Who Are We?Located in Lycoming County, small to medium city
100 square miles --Urban/Rural
• 5209 Students
• KtO Schools— K-5 and Head Start
• 8 buildings; 1-HS, 1-MS, 2 Elementary Intermediates, 4 Primary Schools
• 61% Economically Disadvantaged
• 18% Special Education
35.14
KtO Approach
ProjectDirector
Administrators
Faculty
Literacy Plan
Community
Instructional
Coaches
Data Liaiso
n
WASD Systems Approach
District
Building
Grade Level
Classroom
Student
WASD Data
Design
Data Informs
Every Level
WASD DATA DesignDATA DRIVEN– Not Just a Catch Phrase
Data Questions at every level…• District– Organizational changes and needs• Building-How is the building performing?
building specific needs, culture of school, curriculum alignment
• Grade-Grade level needs, grade level expectations, instruction, broad coach support
• Classroom-Support of individual teachers, instructional focus, individual pd & coaching
• Student-Tailor support, skill specific, clear goals
Multiple Measures
District Data
What can district level data tell us?• Success or not of core practices– (80%
Success rate with core instruction)• PSSA Date– Alignment to PA Core
Standards• Needed curricular work• Buildings that are over or under
performing• Trends in decreasing or increasing
grade level achievement gaps• School improvement efforts working?• Principal questions—instructional
leadership
District Data
DISTRICT SCHOOL IMPROVEMENT PROCESS• Central office conducts School Data
Team meetings—annually mid-year• Prepared Question– Attachment• Discussion of data and school
processes• Look at actual assessment results• Implementation of RtII process• Support and intervention of at-risk
and accelerated students• Goals of improvement known and
understood by all school staff
District Data
Your TurnDiscuss these examples of DISTRICT data:• 46% of all grade 3 students appear
to be reading off level (guided reading)
• Title I works with 37% of all students• 4 out of 6 elementary schools did
not make AYP• Special Education identification is at
26% of the population
Building DatA
School Data TeamsÖ The School Data team holds the "big picture"
of building success toward increasing achievement and school improvement
Ö Communicates goals to the entire school. Ö Big Picture data such as district-wide DIBELS ,
GRADE, and PSSA are analyzedÖ Generate suggestions of focus, instructional
priorities, and ways to improve Ö Facilitated by the principal and school teamÖ Meets throughout the yearÖ Meets with District Team
Building DataWhat can building level data tell us?• Success or not of core practices– (80%
Success rate with core instruction)• Comparison of building to others in
district and state• Alignment of grade level team
expectations Where instructional support is needed
• Model classrooms• School improvement efforts working?• Where instructional coaching is
needed
Building Data
Your TurnDiscuss these examples of BUILDING data:• Report card data indicates a
classroom has 12/22 students in below grade level reading groups
• End of year DIBELS assessments show that 44% of student did not make end of year benchmarks for grade 2 and are in the Intensive range
• Kindergarten classroom scored 20% points higher than others in same building on phoneme segmentation fluency
KtO Innovations
Ö Multiple Measures District CalendarÖ Core Reading Implementation GuideÖ Data RosterÖ Specific RtII Plan– RtII FlowchartÖ Instructional CoachingÖ SWAT Team Approach to DIBELS testingÖ KtO Baseline Modules and HEAT
Modules job embedded-during school day or in-service time
Ö Daily PLC TimeÖ Principals as Instructional Leaders
Implementation Guide
RtII Flowchart
Data Roster
Multiple Measures Calendar
Looking at Data
Data Pyramid
Multi-Tiered Data Reporting/Analysis
Data Liaison
Administrators
Parents
Instructional Coaches
Faculty
Students
ProjectDirector
LCLPTeam
System Data
KtO Data Examples
•DIBELS Next
•GRADEOther examples… 4-Sight, classroom based, reading levels, etc…
DIBELS Next
DIBELS SUMMARy Grade Level REport
DIBELS INDICATORS BY GRADE LEVEL
GRADE- Group Progress
GRADE--Classroom
Data Roster
DETERMINING NEEDS : Classroom Teacher, RtII, Title, Learning Support
WASD RtII Framework
Create Structure and Time
Assess and Identify Need
Go Deeper—Back-Test
Form Groups
Instruct—Skill Specific
Progress Monitor
RtII Structure
•RtII occurs during designated times
•Some students work in skill-based groups
•Other students work on enrichment activities.
Management of Skill Groups
3-5 students in skill-based groups
• Groups meet at least 3 days per week
• Students may move to another teacher in order to join a specific skill group in another classroom
• Skill groups are taught by classroom teachers, learning support teachers, Title I teachers, instructional aides, and specialists.
Are all students in a group?
•No
• This is a designated time where teachers can hone in on a specific skill(s) that students need to remediate in order to become proficient readers.
What are the other students doing?
Students not assigned to an RtII group may be working on
• Enrichment activities, centers, computer-based instruction, teacher lessons
• Gifted support teacher may offer suggestions for enrichment
• Lessons for students.
•Data is analyzed with an outcomes driven, collaborative eye during morning PLC time.
•Team determines which students need back-testing (administered by Instructional Coach or Title I teacher)
Outcomes Driven Model
Back-Testing StudentsDIBELS NEXT SURVEY
For example…
Determining
Mastery Level
Instructional
Level
Progress Monitoring
Level
Forming Realistic and ambitious goals
By January, Katarina will read 2nd grade text orally
• At a rate of 87 or more words correct per minute
• With at least 97% accuracy
Forming Groups
•Instructional Coach assists the grade level team in forming RtII groups by matching students with similar needs into groups
Instruction
It is important that you: know and understand the specific focus goal(s) of your RtII group.
Collaboration
• Must be ongoing
• Teachers: Classroom, Title I, Learning Support, and the Instructional Coach all collaborate in co-planning, developing, and sharing lessons (plans and materials).
Progress Monitoring
Progress Monitoring
•Students are progress monitored frequently to ensure instruction is working. (Frequency is determined by severity)
•Title I and Learning Support teachers work together to progress monitor students.
•This data is shared with the classroom teachers, and then used to refine groups.
How are groups refined?
• During morning PLC meetings, in conversations led by the Instructional Coach, data (mostly progress monitoring data) is presented, discussed, and used to refine either:
• Teacher’s focus/goal• student placement• Instruction• Materials
If little progress is evident check your instruction
Innovation Video
Williamsport Area School District
Innovation AwardEarly Impact
WASD Website
http://www.wasd.org/Page/5881