Grade-level Benchmark Data Meetings

Presented to CoachesSeptember 6, 2013

Adapted from MiBLSi materials

What should we do at benchmark data meetings?

Look at building/grade level data; discuss changes to core instruction and/or tier support

Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or

within years

Look at individual student data; plan interventions

What is the plan and who will do it?

Roles and Responsibilities

Evaluation of Core/ Strategic/ Intensive Academic and Behavior

Programs

Assuming we share a common goal of teaching all students to read…

•Are we developing support systems for all students?

•Are we improving outcomes at each grade level and across time?

Effectiveness Reports:How are we doing as a building?

How effective is our core (benchmark) support?

Low Risk

How effective is our supplemental (strategic) support?

Some Risk

How effective is our intervention (intensive) support?

At Risk

Grade Level Meetings-Getting Started

• Review most recent Action Plans

• Review reports/graphs that tell you about the percentage of students who are meeting standards, at some risk, and at the highest level of risk

• Complete Grade Level Action Data report

• Refer to MEAP data and other sources of information about student performance.

Grade Level Analysis Data Report

Grade Level Skills Inventory

Team TimeTry out all of the new forms---

Step 1Get the most appropriate data table for your student population

Step 2Fill out the GLAD Form for Fall Benchmark

Step 3Move to Grade Level Skills Inventory (School at a Glance) and put the information there to take to District Data Meeting

Set Grade Level Goals for the End of the Year that are Ambitious, Attainable and

Measureable

Guidelines for Setting Goals for our Core Curriculum/Tier 1—• When a system-wide modification in support is made and

implemented effectively, gains in proportion of students at/above benchmark can range anywhere from 20 to 70% in a single year

• Gains are greater in earlier grades so the goal can be more ambitious

• Gains are greater when larger proportions of students have scores below the benchmark

Setting Middle of Year Goals Example--Happy Valley School

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Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOY

Measure Basic Early Literacy/Reading Skill

% At/above Benchmark

Goals:

MOY EOY

DIBELS Composite Score 56%

Phoneme Segmentation Fluency

Phonemic Awareness 61%

Nonsense Word Fluency

CLS Basic Phonics: letter sounds 58%

WWR Basic Phonics: blending/decoding 65%

DIBELS Oral Reading Fluency

WC Advanced Phonics and Word Attack SkillsAccurate and Fluent Reading of Connected TextReading Comprehension

Accuracy

Retell

√

%

%%

%

%

From: DIBELS Next Data Interpretation Workshop; Kaminski & Good

Tier 1 Support

Look at the percent of students that are at benchmark as we begin this school year compared to the last few years. Do we need to increase the number of students that are achieving at a benchmark level?

• If we are satisfied with the data discuss how to maintain what we have done in the past.

• If we are not satisfied discuss how to increase the number of students at benchmark from September to January. Does what we have done in the past produce the results that we want?

Summary of Effectiveness Report Shows:

• 97% of students stayed at benchmark between Fall and Winter?

• Do we celebrate this?

• It depends. . .

• How many students are represented?

• If >80% were at benchmark, then we are on the right track and should celebrate this.

• If a low percentage of students were at benchmark to begin with, it’s good that we kept them there, but we need to recognize that work still needs to be done at Tier 1 by focusing on the core.

Tier 2 Support

Look at trends from the last few years of data. Have we been successful at moving most students from Tier 2 to Tier 1 level of support?

• If yes, how can we continue to increase the percentage of students moving to Tier 1?

• If no, what do we need to do to increase the percentage of students moving to Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

Tier 3 Support

Look at trends from the last few years of data. Have we been successful at moving most students from Tier 3 to Tier 2 or Tier 1 level of support?

• If yes, how can we continue to increase the percentage of students moving to Tier 2 or Tier 1?

• If no, what do we need to do to increase the percentage of students moving to Tier 2 or Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

Sample DIBELS Next Summary Report: First Grade

Summary Report: Provides information about average performance, and percentages of students who scored at each performance level (benchmark, below benchmark, well below benchmark).

Basic Early Literacy Skills Timeline

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If you are using AIMSweb use:

• Tier Transition Report to fill in GLAD report

• Box Plot to look at trends over time and how your group of students compared to the target score

• Scores and Percentiles (Rainbow) Report to look at individual student needs

If you are using DIBELSnet use:

• School Overview Report to fill in GLAD report

• Multi-Year Percent at Benchmark Report to look at trends for the past few years

• Classroom Report to look at individual student needs

If you are using UO DIBELS Data System use:

• DIBELS Next Summary Report to fill in GLAD report

• Cross-Year Box Plots for individual subtests to look at trends for the past few years

• Class List Report to look at individual student needs

All Systems Should Use…

QUADRANT SORTS

How Effective is our Core (Benchmark) Program?

A Core Program is effective if it:

• Meets the needs of 80% of all students in the school.

• Supports 95-100% of Low Risk students in maintaining a Low Risk status.

How Effective is our Supplemental (Strategic) Support?

A Supplemental Program is effective if it:• Meets the needs of 15% of the students in

the school who will need more support than the core curriculum and instruction can provide

• Supports 80% - 100% of strategic students in achieving a Low Risk status.

How Effective is our Intervention (Intensive) Support?

• An Intervention Program is effective if it:

•Meets the needs of 5% of the students in the school who will need very intensive intervention to achieve literacy goals.

• Supports 80% - 100% of intensive students in achieving either Low Risk or Some Risk status.

Box Plot Example

Norm Table• Tells us how students

in our school scored compared to the national aggregate.

• We want our scores and Rate of Improvement to be equal to or greater than the national aggregate

• We can look at different performance levels (10th, 25th, 50th, 75th, 90th percentiles)

Percentile Rank/ Performance Level

Grade

Students in our School

Students included in the national aggregate

50th %ile score from our students

50th %ile score from the national aggregate

Rate of Improvement for our students at the 10th percentile

Rate of Improvement for national aggregate at the 10th percentile

R-CBM Example of the Norm Table

How are you keeping track of your groups?

Celebrate Success!

Celebrations from our Winter Benchmarking Assessments:• Our percent of students for the school scoring at benchmark in

September was 68%. According to our data from the winter benchmarking assessment, 75% of our students in the school scored at benchmark in January.

• Our goal is to have 80% of our students achieving benchmark school wide.

We are documenting our interventions using the Tier 2/3 Intervention Tracking Tool, which we adapted to better meet our needs.

We have had a reduction in behavior referrals for In-School Suspensions by 58% and Out of School Suspensions by 52% when comparing data from September 2010-December 2010 to September 2011-December 2011.

As we finish our Benchmark Data Meeting we could ask ourselves…did we:

Look at building/grade level data; discuss changes to core instruction and/or tier support

Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or

within years

Look at individual student data; plan interventions

As we finish our Benchmark Data Meeting we could ask ourselves…did we:

Plan to change or maintain present practice for Tier 1 supports; do we have an Action Plan and review dates to

check progress

Plan to change or maintain present practice for Tier 2 supports; do we have an Action Plan and review dates to

check progress

Plan to change or maintain present practice for Tier 3 supports; do we have an Action Plan and review dates to

check progress