Academic Data for Instructional Decisions: Elementary Level

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Academic Data for Instructional Decisions
Elementary Level

• Dr. Amy Lingo, Dr. Nicole Fenty, and Regina Hirn
• Project ABRI
• University of Louisville

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ABRI Defined

• ABRI Academic and Behavior Response to
  Intervention
• Pilot program involving 3 districts and
  representing elementary, middle and high school
  levels
• In partnership with the Kentucky Department of
  Education
• To promote both academic and behavior responses
  in schools

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ABRI Process
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Where can I find academic data at the elementary
school level?

• State wide assessment results
• Screening results
• District administered standardized assessment
• Grade level equivalents
• Teacher administered formative assessment
• Teacher administered summative assessment

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Data Examples per Tier
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Webinar Offerings

• 3 Tier Model Academic and Behavior
  Interventions
• Analysis of Behavior Data
• Using Academic Data to Make Decisions (elementary
  and secondary)
• Classroom Management
• Reading and Math Instruction (Universal
  Strategies)
• Targeted Interventions Behavior, Reading and Math

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Critical to the ABRI Process
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Academic DataReading and Mathematics
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Reading

• Collection
• Compilation
• Reformatting
• Charts
• Graphs
• Questioning

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Common Assessments (examples)

• Dynamic Indicators of Basic Early Literacy Skills
• Reading Inventory
• Developmental Reading Assessment
• AimsWeb
• PAS
• MAP
• GRADE

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Dynamic Indicators of Basic Early Literacy Skills
(DIBELS)

• Subtests
• Initial Sound Fluency
• Skill(s) measured phonological/phonemic
  awareness
• Phoneme Segmentation Fluency
• Skill(s) measured phonological/phonemic
  awareness
• Nonsense Word Fluency
• Skill(s) measured phonics
• Oral Reading Fluency
• Skill(s) measured reading fluency

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Eckwall/Shanker Reading Inventory

• Subtests
• Phonemic Awareness
• Skill(s) measured Phonemic awareness
• Sight Vocabulary Word List
• Skill(s) measured Word recognition
• Phonics Structural Analysis
• Skill(s) measured Phonics
• Oral and Silent Reading
• Skill(s) measured Reading connected text
• Listening and Reading Comprehension
• Skill(s) measured Understanding connected text

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Qualitative Reading Inventory

• Word List
• Skill(s) measured Word recognition
• Oral and Silent Reading
• Skill(s) measured Reading connected text
• Listening and Reading Comprehension
• Skill(s) measured Understanding connected text

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Developmental Reading Assessment

• Oral Reading
• Skill(s) measured reading fluency
• Oral Retell, Prompts, and Questions
• Skill(s) measured Understanding connected text

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Second Grade Class
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(No Transcript)
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Students who Score Below Benchmark

• In phonemic awareness
• practice with rhyming, discriminating, blending,
  and segmenting
• In phonics or word recognition
• practice with letter/sound correspondence,
  blending, word families, and multisyllabic words
• In reading fluency or reading connected text
• practice with letter recognition, letter/sound
  correspondence, high frequency words, oral
  reading
• In comprehension
• practice with preparation, organization,
  elaboration, and metacognition, text structures,

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Forming Groups Based on Assessment Data

• Review data sources
• Standardized measures
• Curriculum-based measures
• Progress monitoring
• Informal information (classroom data,
  observations)
• Identify at-risk students using data
• Determine targeted areas for instruction
• Students may have multiple areas of need

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Group 1
Student ORF NWF
Allison 26 37
Meagan 30 32
Matt 47 45

• Central Foci Should Be Phonics and reading
  fluency
• Rationale?
• Possible activity
• Word work
• Manipulate words at the onset/rime and phoneme
  levels incorporate nonsense words
• E.g., pop-top-lop-lap-cap-tap-hap
• Materials manipulative letters, dry erase
  boards, letter tiles

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Available Data Academic Year in Review
(Reading)
Elementary Grade 1 Students per Intervention
Category
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Available Data Academic Year in Review
(Reading)
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Fall Reading Assessment Kindergarten
n69
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Spring Reading Assessment Kindergarten
n66
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Fall Reading Assessment Grade 3
n55
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Spring Reading Assessment Grade 3
n57
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Mathematics

• Collection
• Compilation
• Reformatting
• Charts
• Graphs
• Questioning

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Common Assessments

• Fluency Assessments One Minute Timings
• Diagnostic Interviews
• Error Analysis
• Benchmarking software programs

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Fluency Assessments

• One minute timings of basic math facts
• Screening tool

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Diagnostic Interviews in Mathematics

• Diagnostic interviews are a means of getting
  in-depth information about an individual
  students knowledge and mental strategies about
  the concept under investigation. A student is
  given a problem and asked to verbalize his or her
  thinking at points in the process for solving the
  problem.

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Error Analysis of Student Work

• Problem completion analysis
• Think Aloud with error analysis
• Conceptual vs. procedural error analysis

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Benchmarking Software Programs

• Computer software programs that identify specific
  goals based on student responses

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Students who Score Below Benchmark

• In mathematics fluency
• In conceptual understanding
• In mathematics procedures within word problems
• In application of authentic problems

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Sample Intervention with Results Intervention
with 28 Students

• Computation Practice Only
• One day per week 5/28 Probe 10 4/5 met
  benchmark 80
• 2 days per week 4/28 Probe 10 4/4 met
  benchmark 100

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Sample Intervention with Results

• Great Leaps Math
• 2 days per week 4/28 Pro be 10 4/4 met
  benchmark 100
• 3 days per week 7/28 Probe 10 6/7 met
  benchmark 86

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Sample Intervention with Results

• Computation practice and Great Leaps Math
• 3 days of intervention 2/28 Probe 10 2/2 met
  benchmark 100
• 4 days of intervention 5/28 Probe 10 4/5 met
  benchmark 80
• 5 days of intervention 2/28 Probe 10 2/2 met
  benchmark 100
• Students below Fall benchmark -- Probe 10
• 2/33 6

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Fall Assessment Results
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Fall Assessment Results
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Fall Assessment Results
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ABRI Process Decision making
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The University of Louisville
Amy Lingo Assistant Professor, Special
Education College of Education and Human
DevelopmentUniversity of Louisville Louisville,
KY 40292 Amy.Lingo_at_louisville.edu [phone]