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
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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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Using data with the MiBLSi project

• Team problem-solving using project data

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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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Systems Measures for Positive Behavior Support
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Process Measures for Positive Behavior Support
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Systems Measures for Reading Support
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Student Outcome Measures for Reading
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A Sense of Priority
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Priority

• It is important to establish and sustain
  information systems (SWIS, DIBELS, PBS Surveys)
  with fidelity
• Helps to identify where we are at with the
  project and where we need to go.
• Problem solving
• Evaluation
• Self-modifying system (continuous improvement)

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Priority Big Ideas to Improve Behavior and
Reading

• Behavior
• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior

• Reading
• Effective instruction that focuses on
• Phonemic awareness
• Alphabetic Principle
• Fluency with connected text
• Vocabulary
• Comprehension

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Beginning Reading Core Components

• 1. Phonemic Awareness The understanding that
  individual sounds of spoken language (phonemes)
  work together to make words. This allows readers
  to hear, identify, and manipulate the individual
  sounds.
• 2. Phonics The relationship between the sounds
  of spoken language (phonemes) and the letters
  representing those sounds in written language
  (graphemes). Skill in phonics helps students to
  recognize familiar words and decode unfamiliar
  ones.
• 3. Fluency The skill of reading texts
  accurately and quickly, which allows readers to
  recognize and comprehend words at the same time.

National Reading Panel. (2000). Teaching
children to read An evidence-based assessment of
the scientific research literature on reading and
its implications for reading instruction Reports
of the subgroups. Bethesda, MD National
Institute of Child Health and Human Development.
Available http//www.nationalreadingpanel.org/.
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Beginning Reading Core Components

• 4. Vocabulary The ability to store information
  about the meaning and pronunciation of words.
  There are four types of vocabulary listening,
  speaking, reading, and writing.
• 5. Reading Comprehension Understanding,
  remembering, and communicating with others about
  what has been read. Comprehension strategies
  help readers to make sense of a text.

National Reading Panel. (2000). Teaching
children to read An evidence-based assessment of
the scientific research literature on reading and
its implications for reading instruction Reports
of the subgroups. Bethesda, MD National
Institute of Child Health and Human Development.
Available http//www.nationalreadingpanel.org/.
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Priority for Positive Behavior Support

• We need to establish school-wide behavior support
  systems
• Creates foundation for all other supporting
  systems (e.g., classroom, nonclassroom, and
  individual student systems)
• Reduces/prevents more intense problem behavior
• Once established, provides for more allocation of
  resources to address intense problem behavior

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The Three-Tier Prevention/Intervention Model
Behavior
Reading
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A Sense of Urgency
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Instructional Goals for Core Components of
Beginning Reading
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School Z First Grade Phoneme Segmentation Fluency
Goal 35 Phonemes Correct /Minute Spr, Kdg
2001-2002
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School Z First Grade Nonsense Word Fluency
Goal 50 correct letter sounds /minute mid. First
2001-2002
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When to Teach Rules

• Teaching Sessions
• Younger students 10- 15 minutes sessions
• Older students longer teaching sessions
• First week- every day
• First month- every Monday
• Throughout year- first day back from extended
  vacations
• When new person (student or staff) joins class

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Why Focus on Big Ideas?

• Struggling readers need intensive instruction.
• Teach less more thoroughly
• 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.
• Instruction will be diluted, not intensive.

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Team Implementation Checklist

• To evaluate the extent to which behavior support
  systems are in place, we survey staff using the
  EBS Self-Assessment Survey annually
• To evaluate our progress in task completion
  towards school-wide support we use the EBS Team
  Implementation Checklist quarterly

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Team Work Time

• Within your teams, complete the team
  implementation checklist
• Note that there are two sections to this
  checklist
• Start-up
• On-going activity
• Complete the action plan on last page

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Reviewing your School Data
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Review MiBLSi Data Charts for Your School
Examining SWIS Data

• Are your average office discipline referrals per
  day/per month less than 0.69 per 100 students?
• If yes, plan for a celebration! Discuss whats
  working and keep up the good work!
• If no, what is your current number of average
  office discipline referrals per day per month?
  __________
• What is your goal for average office discipline
  referrals per day per month? __________
• By when do you plan on achieving this goal?______
• To help you reach your goal, examine the
  following information Are there only a few
  students who frequently get referred to the
  office and account for the majority of the office
  discipline referrals? If so, what will you do
  this year to ensure success for those children?

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Further Investigation

• Look for patterns where are the majority of the
  ODRs happening (location)?
• What time of day are they occurring?
• What types of behaviors are most common?
• What month or day(s) of the month do they occur?
  
• Are there any other factors that could account
  for the high numbers? (ie. A nearby crisis,
  building under construction, implementation of a
  new discipline program etc.)
• What can you do to minimize the above situations?

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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 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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Examining DIBELS Data

• What percentage of students reached benchmark by
  the end of the year? _________
• Are you happy with these results? Yes? No?
• If yes (ie. 80 of your students reached
  benchmark), then celebrate!
• If no, where should you be? ____________
• By when?_________________
• How many students are at the strategic level?
• How many students are at the intensive level?
• What gaps are missing to help you in the
  direction of developing an RBRR school-wide
  reading program? Make sure to use the PET to help
  you plan the next steps in developing a
  research-based early reading program.

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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 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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Reviewing School Goals

• For 2005-2006 School Year

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Team Work Time

• Given all the information you have been presented
  with, what one or two things would to do
  differently in going through your the next school
  improvement planning process?