Using Data with the MiBLSi Project

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Using Data with the MiBLSi Project

• September 2005
• Based on material by
• Ed Kameenui
• Deb Simmons
• Roland Good
• Ruth Kaminski
• Rob Horner
• George Sugai

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Purpose

• The intent of this section is to
• Emphasize the urgency and high priority of
  creating structures to support student outcomes
• Review data keeping in mind the need to focus on
  key elements

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Guiding Question
Goals What outcomes do we want for our students
in our state, district, and schools?
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Goals Focusing Activity
Question Write down two goals youve set for
yourself in the past five years
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Goals
I will become a better person
I will organize my desk
I will volunteer at the youth center over the
summer
I will grade half of these tests by the time
American Idol starts
6
Goals
All students will read at or above grade level by
the end of grade three
All second grade students will read 110 correct
words per minute in grade level text by the end
of the year
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Goals
Goals that are specific include targeted,
measurable outcomes (how much / how well)
I will grade half of these tests by the time
American Idol starts
Goals that are specific include a precise time
frame (by when)
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Goals
Goals that are specific include targeted,
measurable outcomes (how much / how well)
All second grade students will read 110 correct
words per minute in grade level text by the end
of the year
Goals that are specific include a precise time
frame (by when)
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Goals

• In beginning reading, specific goals provide a
  detailed map to guide instruction, assessment and
  learning
• Beginning Reading Goals
• Tell you what to teach and when
• Provide a framework for determining whether
  students are learning enough
• Provide a framework for determining whether
  instruction is meeting the needs of all students

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Goal Setting

• To know which way want to go, we need to know
  where we are at.

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Cheshire, Alice began rather timidly, Would
you tell me please, which way I ought to go from
here? That depends a good deal on where you
want to get to, said the Cat. I dont much
care- said Alice. Then it doesnt matter which
way you go, said the Cat. Alices Adventures in
Wonderland by Lewis Carrol
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Why Focus on the most important things (Big
Ideas)?

• If you dont know what is important, everything
  is.
• If everything is important, you will try to do
  everything.
• If you do everything you wont have time to
  figure out what is important.
• and you become very tired and frustrated (and
  generally no fun to be around)!!!

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Team Work Time

• Take time with your team to look at your schools
  behavior support data
• What is working well with your school (based on
  the data)?
• What areas do you need to focus on?
• Write (on action plan form) two goals for
  improving the behavior support systems within
  your school.
• Example goals
• SWIS accounts will be created, information
  entered and shared with staff on a monthly basis
  beginning November 2005.
• Our team will complete 80 of the team
  implementation checklist activities by February
  2006
• Our school will reduce the major discipline
  referrals to .69 per100 students by June 2006
• Be prepared to use this information to create an
  action plan later today

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Team Work Time

• Take time with your team to look at your schools
  reading support data
• What is working well with your school (based on
  the data)?
• What areas do you need to focus on?
• Write (on action plan form) two goals for
  improving the reading support systems within your
  school.
• Example goals
• Our school will assess all students K-6 in DIBELS
  by the Winter Benchmark assessment period
• All students in first grade will be establish in
  nonsense word fluency based on DIBELS by Winter
  of first grade.
• Our school will increase the percent of students
  reading at DIBELS benchmark to 60 by June 2006
• Be prepared to use this information to create an
  action plan later today

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Team Work Time

• Complete the Master Action Plan form, indicating
  the tasks needed to be completed to achieve the
  goals for this year
• Consider activities to support staff (e.g.,
  professional development, information sharing)
• Consider activities to support students (e.g.,
  address big ideas in behavior and reading)