Remin inder: Remin inder: Implementing Powerful Implementing Powerful Ratio ionale le fo for A Actio ion P Pla lannin ing Ratio ionale le fo for A Actio ion P Pla lannin ing Instruction Through Instruction Through Action Planning Action Planning � Action Planning provides a data-based process for analyzing student achievement data across grade levels as well as risk statuses (Grade Level, Some Risk, High Risk students). � Action Planning can help determine which groups of students have not made adequate process during a Idaho Reading First Idaho Reading First Idaho Reading First Idaho Reading First designated period of time and, as a result, are in need of action plans to improve student performance. 2007 Fall Leadership Meeting 2007 Fall Leadership Meeting 2007 Fall Leadership Meeting 2007 Fall Leadership Meeting Elizabeth Jankowski, WRRFTAC Elizabeth Jankowski, WRRFTAC Elizabeth Jankowski, WRRFTAC Elizabeth Jankowski, WRRFTAC 1 2 Key C Concepts a and V Vocabula lary Key C Concepts a and V Vocabula lary Key C Concepts a and V Vocabula lary Key C Concepts a and V Vocabula lary • Grade Level (3) Grade Level (3) Grade Level (3) Adequate P Progress Grade Level (3) • � • Students who meet grade level expectations in RF progress Students who meet grade level expectations in RF progress � A term used to describe students’ monitoring assessments, outcome assessments, and in- monitoring assessments, outcome assessments, and in- program assessments. program assessments. movement along the achievement • Some Risk (2) Some Risk (2) Some Risk (2) Some Risk (2) • continuum. • Students who come into a grade somewhat below grade Students who come into a grade somewhat below grade level. level. • High Risk (1) High Risk (1) High Risk (1) High Risk (1) • • Students who enter a grade level significantly behind. These Students who enter a grade level significantly behind. These students have not learned many of the prerequisite skills students have not learned many of the prerequisite skills assumed by the grade level comprehensive reading program. assumed by the grade level comprehensive reading program. 3 4
Steps in in A Actio ion P Pla lannin ing Steps in in A Actio ion P Pla lannin ing Steps in in A Actio ion P Pla lannin ing Steps in in A Actio ion P Pla lannin ing Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data 5 Ways to Define Adequate Progress Today’ Today ’s P s P Presentation D Presentation D Data: Data : Student Status in Fall Student Status in Spring A. A. Combined Idaho RF Adequate Combined Idaho RF Adequate At or Above Grade Level All * At Grade Level Progress Data on IRI Progress Data on IRI Grades Some Risk All Grades * At Grade Level B. Example Idaho RF School Data B. Example Idaho RF School Data High Risk Grades K - 1 * At Grade Level C. Guided Practice: Your School Data C. Guided Practice: Your School Data High Risk Grades 2-3 * At Grade Level or *Some Risk 5 6 Adequate Progress Table Idaho RF Average State Level Idaho Reading First IRI Data Adequate Progress 2006-07 School Year Across K-3 = 73% Idaho RF K-3 IRI Benchmark Data % and/or # Students Moved % and # Stayed 2004-05 K-3 Benchmark Data: 72% *From High Risk From High Risk to From Some Risk to At or Above Grade to Grade Level Grade Level Grade Level 2005-06 K-3 Benchmark Data: 72.6% Some Risk or Grade Level 2006-07 K-3 Benchmark Data: 71% % Number % # % # % # K 67% 375/561 82% 611/747 95% 761/799 1 23% 28/124 45% 126/280 80% 1470/1843 % # % # 2 41% 106/261 43% 292/683 94% 1204/1278 3 34% 112/334 44% 349/787 95% 985/1042 * - Grades 2 and 3 combine High Risk to Some Risk and High Risk to Grade Level data to determine Adequate Progress # - Should indicate a fraction depicting the number of students making adequate progress over the number of students 7 8 who started the time period at the specified status level, e.g. 10/12 students made adequate progress.
Adequate Progress Table Adequate Progress Table Average Idaho Average State Level Idaho Reading First IRI Data State Level Idaho Reading First IRI Data RF First 2006-07 School Year 2006-07 School Year Idaho RF Grade Kindergarten Proficiency % and/or # Students Moved % and # Stayed % and/or # Students Moved % and # Stayed Proficiency 71% 80% *From High Risk From High Risk to From Some Risk to At or Above *From High Risk From High Risk to From Some Risk to At or Above Grade Grade to Grade Level Grade Level Grade Level to Grade Level Grade Level Grade Level Some Risk or Some Risk or Grade Level Grade Level % Number % # % Number % # % # % # % # % # K K 67% 375/561 82% 611/747 95% 761/799 67% 375/561 82% 611/747 95% 761/799 Average Average Idaho RF Idaho RF 1 23% 28/124 45% 126/280 80% 1470/1843 1 23% 28/124 45% 126/280 80% 1470/1843 Kindergarten First Grade Proficiency Proficiency % # % # % # % # 41% 106/261 43% 292/683 94% 1204/1278 41% 106/261 43% 292/683 94% 1204/1278 2 2 83% 72% 34% 112/334 44% 349/787 95% 985/1042 34% 112/334 44% 349/787 95% 985/1042 3 3 9 10 10 10 10 10 10 10 10 10 10 10 Adequate Progress Table Adequate Progress Table Average Idaho State Level Idaho Reading First IRI Data Average Idaho State Level Idaho Reading First IRI Data 2006-07 School Year 2006-07 School Year RF Second RF Third Grade Grade % and/or # Students Moved % and # Stayed % and/or # Students Moved % and # Stayed Proficiency Proficiency 63% 68% *From High Risk From High Risk to From Some Risk to At or Above *From High Risk From High Risk to From Some Risk to At or Above Grade Grade to Grade Level Grade Level Grade Level to Grade Level Grade Level Grade Level Some Risk or Some Risk or Grade Level Grade Level % Number % # % Number % # % # % # % # % # K K 67% 375/561 82% 611/747 95% 761/799 67% 375/561 82% 611/747 95% 761/799 Average Average Idaho RF Idaho RF 1 23% 28/124 45% 126/280 80% 1470/1843 1 23% 28/124 45% 126/280 80% 1470/1843 Second Grade Third Grade Proficiency Proficiency % # % # % # % # 41% 106/261 43% 292/683 94% 1204/1278 41% 106/261 43% 292/683 94% 1204/1278 2 2 72% 67% 34% 112/334 44% 349/787 95% 985/1042 34% 112/334 44% 349/787 95% 985/1042 3 3 11 11 11 11 11 11 11 11 11 11 11 12 12 12 12 12 12 12 12 12 12 12
Steps in in A Actio ion P Pla lannin ing Steps in in A Actio ion P Pla lannin ing Steps in Action Planning Steps in Action Planning Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Analyzing Performance Data Conclusions: Conclusions: Today’ ’s P s P Presentation D Data: : Today Presentation D Data � Overall, the Comprehensive Reading Programs for Grade Level students are meeting their needs. A. A. Combined Idaho RF Adequate Combined Idaho RF Adequate � For all grade levels, the instruction both inside and Progress Data on IRI Progress Data on IRI outside the 90+ minute reading block for High Risk students is not su � cient. This instruction needs to be B. B. Example Idaho RF School Data Example Idaho RF School Data intensifi fied. � For all grade levels, the extra instruction provided for C. Guided Practice: Your School Data C. Guided Practice: Your School Data Some Risk students needs to be intensifi fied. 13 13 13 13 13 13 14 14 14 14 14 14 Steps i in A Action P Pla lanning Steps in in A Actio ion P Pla lannin ing Steps in in A Actio ion P Pla lannin ing Preliminary Steps 1. Analy lyze P Perfo formance D Data Collect school level adequate progress data � from each grade level showing the extent of 2. Prio iorit itiz ize a and O Order A Actio ion movement in the three status level groups Pla lans (GL/SR/HR). 3. Create A Actio ion P Pla lans Aggregate and display data. � 15 15 15 15 15 15 16 16 16 16 16 16
Recommend
More recommend
