Vision Every child in every district receives the

Vision: Every child in every district receives the instruction that they need and deserve…every day. District Level Data Review The Effective Way to Improve Student Outcomes COSA Assessment Conference August 5, 2016

Purpose Learn about an effective way for a district to analyze data, practices, and capacity to improve student outcomes

Why! Percentage of Oregon Student Meeting or Exceeding 100 80 60 72 73 66 66 40 68 68 49 46 20 0 3 rd 12 -13 OAKS 4 th 13 -14 OAKS 5 th 14 -15 SBAC 55

Why! Percent of Oregon Student at Level 3 or 4 on SBAC 2014 -15 100 80 60 40 20 0 46 33 27 3 rd All Students 49 37 31 4 th Econ Dis. 54 41 36 5 th Hispanic

It’s About Focus!

It’s About Focus!

How do you start this process? Hold District Level Data Review Meetings Who attends? When? • District Leadership: • Typically as part of Superintendent, C & the CIP process I, Special Education, EL, (principal representation, TOSAs)

Problem Solving Across Levels of Support Tier 3: Individual Problem Solving Meetings FEW STUDENTS Tier 2/3: 20% Meetings SOME STUDENTS What is the problem? How is it Why is the problem Tier 1: working? occurring? 100% Meetings/District What are we going to do about the Data 9 problem? ALL Review STUDENTS

The Problem Solving Process How is it working? 4. Plan Implementation & Evaluation What are we going to do about the problem? 10 1. Problem Identification Improved Student Achievement 3. Plan Development What is the problem? 2. Problem Analysis Why is the problem occurring?

Step 1: Problem Identification 1. Problem Identification Improved Student Achievement 11 What is the problem?

Problem Identification 15% 5% 15% 25% 60% Where we are At least 80% Where we want to be

Are we improving outcomes for students? What about subgroups? If good progress is occurring, maintain supports 25% 11% 64% 18% 12% 15% 70% 74%

Step 1: What are the needs?

How much growth is “good”? General Guidelines 1. Increase the percentage of Benchmark students by approximately 5 -30% from the current benchmark. 2. Decrease/Increase Strategic by approximately 5 -15% from the current benchmark. 3. Decrease Intensive percentages by approximately 5 -15% from the current benchmark.

Is what we are doing working? If progress is insufficient, intensify supports 25% 19% 14% 30% 34% 36% 45% 47% 50%

Is the district making progress? (DIBELS CTL)

Is the district making progress? (easy. CBM)

Is the district making progress? (DIBELS. net)

Are subgroups making progress? (DIBELS. net)

Is the district making progress? (PBIS Assessment) (Either SWIS by individual schools or PBIS Eval for District-Level Data)

Is the district making progress? (SWIS)

Is the district making progress? (SWIS)

Are subgroups making progress? SWIS

Is there a need across the district or only at a few schools? Analyze by grade level

Is the need across the district or only in a few schools?

All or Some Schools? (DIBELS CTL) School A School B School C

All or Some Schools? (easy. CBM) Kindergarten School A School B School C

All or Some Schools? (DIBELS. net) A B C

All or Some Schools? (SWIS) School A School C School B School D

Is there a common instructional need within a grade level district wide? Foundational Skills Phonics (Alphabetic Principle) Phonemic Awareness Vocabulary Reading Comprehension Oral Reading Accuracy & Fluency

Is there a common instructional need within a grade level districtwide?

Determine the most common instructional need (priority skill) Which skills have at least 80% of the students reached? Start with the most basic of the Big 5 in Reading and determine if the students are at about 80% on that skill before examining the next skill. Comprehension (Vocabulary) Fluency Phonics Phonemic Awareness

What is the priority skill need? 5 Big Ideas Comprehension Percentage of Students at Benchmark 57% Vocabulary 75% Fluency 65% Phonics 60% Phonemic Awareness 85% We want each skill to be close to 80% (at least). Look in order at the big 5 (from PA to Comprehension) and select the most basic skill that is below this target.

Common Instructional Need? (DIBELS-CTL) All A B C D E 3 rd Grade (End of year)

Common Instructional Need? (DIBELS. net) rd Fall 3 Grade Winter Spring

Common Instructional Need? (easy. CBM) PRF Data: 3 rd Grade 34% School A 69% 72% School B School C – No accuracy percentages provided • Could have each school provide accuracy data

Common Instructional Need? (SWIS)

Has there been progress in the common instructional need?

Progress in Instructional Need: (DIBELS: CTL)

Common Instructional Need? (DIBELS. net) rd Fall 3 Grade Winter Spring

Common Instructional Need? (easy. CBM) PRF Data: 3 rd Grade 34% School A 69% 72% School B School C - – No accuracy percentages provided • Could have each school provide accuracy data

Progress in Instructional Need: (SWIS) 2014 -15 2015 -16

Are there common environmental needs?

The Problem Solving Process 1. Problem Identification Improved Student Achievement 2. Problem Analysis Why is the problem occurring? 47

Student Learning Instruction: How you teach Environment: Where you teach 48 Curriculum: What you teach Learner: Who you teach

ICEL I – Instruction C – Curriculum E – Environment L – Learner 49

Step 2: Why do we have these needs?

Curriculum

Curriculum

How well does the core curriculum address the needs?

Things to consider… • Sufficient skill coverage? • Pace of skill introduction? • Number of skills introduced at one time?

Have Standards of Practice for the core materials been established?

Standards of Practice Example

Talk Time • How might having Standards of Practice be helpful in your district? • What might be some barriers to implementing Standards of Practice and how can you overcome them?

Instruction

Instruction

How well does the core program prompt effective instructional practices?

Ample Guided Practice? • We do…. . – Tell – Ask – Remind

Clear Corrective Feedback Routine?

Opportunities to Respond How many times it takes to learn something new 4 -14 times • Above Average Learner 14 -250 times • Average • Truly disabled student 250 -350 times Jo Robinson (2008)

Ample OTRs?

Clear Instructional Routine?

Clear Instructional Routine?

Which Explicit Instruction Strategies Do You Notice? • • Ample guided practice Clear corrective feedback routine Ample opportunities to respond Clear instructional routines for the Big 5

• http: //explicitinstruction. org/videoelementary/elementary-video-10/

What did you notice? • • Ample guided practice Clear corrective feedback routine Ample opportunities to respond Clear instructional routines for the Big 5

Have Standards of Practice been established for instruction?

Standards of Practice Instruction Example

Talk Time • How can you begin to establish or refine standards of practice for instruction for your district?

Environment

Environment

Capacity

Have you developed capacity? • • Have Standards of Practice been…. . Communicated? Followed? Trained? Monitored? • Resources? • Vision?

Capacity

DIET-SB 2

ORSIS: Staff Survey

Step 3: Plan Development 1. Problem Identification Improved Student Achievement What are we going to do about the problem? 80 3. Plan Development 2. Problem Analysis

Step 3: Plan Development

Step 4: Plan Implementation & Evaluation How is it working? 4. Plan Implementation & Evaluation 1. Problem Identification Improved Student Achievement 3. Plan Development 83 2. Problem Analysis

Step 4: Plan Evaluation • Go back to Step 1 – Celebrate successes! – Address needs • Update plan

ORTIi • Lisa Bates – lbates@ttsd. k 12. or. us – 503 -431 -4079 • Sally Helton – shelton@ttsd. k 12. or. us – 503 -431 -4094