Elementary Data Overview

School Committee 3/4/21

Spring 2020

Phase III: - New scope and sequence based on released DESE Major Content Standards

Assessments

Universal Screener for Grades 1 and 2

DIBELS 8

NWEA MAP

Reading

Math 3-5

Classrooms Assessments (End of Module Assessments, Unit Assessments, Fundations Probes, exit tickets, etc.)

Lexia 1-5

Phonemic Awareness Baseline Assessment (PABA) Grade 1

ST Math

Who was assessed?

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Fall and Winter

8000+

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NWEA MAP Growth Assessment

✅ Benchmark assessment (3x/year)

✅ Norm referenced (percentile rank and growth)

✅ Adaptive Assessment

❌ Mastery test

National Data - NWEA study MAP testing

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NAPS MAP Data Grade 3-5 Average Percentile - Winter

Achievement: Fall and Winter Comparison Reading

Achievement: Fall and Winter Comparison Math

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MAP Goal Areas (Domains/Standards) - Reading

Winter 2021

Winter 2020

MAP Goal Areas (Domains/Standards) - Math

Winter 2021

Winter 2020

Overall NAPS data-DIBELS

✅ Universal screener (dyslexia)

✅ Benchmark assessment (3x/year)

✅ Progress monitoring (as needed)

❌ Diagnostic tool

For Fall 2021: Adding an additional universal screener

K Spring 2020

Grade 1 Fall 2020

Target Gr. 1

Reading Interventionists

PABA (Gr. 1)

Grade 1 Phoneme Segmentation Fluency (PSF)

Winter 2020

Winter 2021

Grade 1: Word Reading Fluency (WRF)

Winter 2020

Winter 2021

Fall 2020

Winter 2021

Grade 2: Winter Oral Reading Fluency-Accuracy

Winter 2020

Winter 2021

Grade 2: Winter Word Reading Fluency (WRF)

Winter 2020

Winter 2021

NAPS Literacy Interventions

Lexia Usage

Phonics

Connected Text

Comprehension

Oral Language Development

Vocabulary

Love of Reading & Choice

Phonemic Awareness

Reading Opens Doors

Data Meetings

117 individual teacher data meetings (OLA & Hybrid) using Data Wise process

Principal and Teacher Leader Data Meetings

Professional Learning

Leaders and Teachers

Coaching Work

117 individual teacher data meetings (OLA & Hybrid) using Data Wise process

Elementary Math

Online, adaptive. Builds conceptual development and problem solving skills.

Eureka

ST Math

Zearn

Online, adaptive and fully aligned to Eureka.

Our main curriculum. Paper-based. Teachers have access to digital files.

Where do we continue to go from here?

Standard/Domain

• What grade level is struggling in which area?

Students of Concern

• What students are struggling since last year?

Franklin School

• ELA
• Almost 30% of 1st graders in the Fall did not meet the identified DIBELS benchmark in at least one subtest. Although we saw improvement in the Winter (21%), we still have students not meeting at least one benchmark.
• How we continue to address this need:
• Increased fidelity & consistency in use of the Heggerty Phonemic Awareness resource
• Focused Data Mtgs with Curriculum Coaches on realistic & attainable goals through Tier I intervention
• Targeting the focus of the Reading Interventionists on Grade 1 based on the data
• Math
• The MAP data from Fall to Winter shows much fluctuation of students performing in the high and high-average ranges. However, in Operations and Algebraic Thinking, we found that fluctuation reaching out into the Average and Low-Average ranges as well.
• How we continue to address this need:
• Increased focus on spiraling of these concepts into current lessons and modules
• Utilizing ST Math and other resources to help reinforce learned skills and introduce projected concepts
• Targeted Tier I intervention for students not performing at the High or High-Average levels

Atkinson School

• ELA
• Atkinson Grades 1 and 2 performance mirrored that larger district-wide trend in DIBELS scores, particularly phonemic awareness.
• Action Steps: Grade 1 and 2 will focus on phonemic awareness
• All classrooms are using Heggerty program as well as Fundations.
• Staff members assigned to work with first graders to build literacy skills in one on one tutoring sessions.
• Observations from class walkthroughs. Teacher feedback on positives.
• Math
• Atkinson Grades 3-5 showed higher needs in math. Particularly in domains not covered in the spring due to school closure.
• Action Steps: Grades 3-5 are using vertical collaboration to restructure third term math units, focusing on increasing learning time in specific areas of need.
• Vertical planning to map out areas of need
• Re-aligning units to focus on identified areas of need (fractions, geometry, meas. and data)
• Adding content into morning meetings and morning work
• Building a math vocabulary program
• Grade 4 - Geometry unit in practice

Kittredge School

Since the start of the school year, there has been a continual analysis of data to inform instruction.

• Temperature of students. How are they doing emotionally.
• DIBELS (early literacy skills)
• Fall MAP data
• Lexia (independent program, fundamental reading skills)
• ST Math/Eureka/Zearn
• Informal assessments (teacher driven, essential)
• ELA
• Winter MAP scores for grades 3-5 averaged 65.4% with an exceptional percentile of 70.8 in grade 3.
• Students meeting the Lexia usage goals for grades 1 & 2 is 83%.
• Math
• Winter MAP scores for grades 3-5 averaged 63.43% with an exceptional percentile of 71.3% in fifth grade.
• ST Math 239,998 puzzles completed
• Support Plan for Students
• Identify students not meeting benchmarks
• Provide 1:1, small group, targeted instruction
• Progress monitor

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Sargent School

• Data is something we have done for years
• Technology growth

ELA

• Grade 1 shows evidence of some unfinished learning-differs according to subskill
• Word Reading Fluency (minimal risk) went from 47.1% (fall) meeting to 67.1% (winter)
• Phoneme Segmentation Fluency (minimal risk) went from 77.1% (fall) meeting to 53.9% (winter)
• Lexia implementation and data meetings, interventions to support students
• Growth story-Grade 1

Math

• Pattern of unfinished learning in math-vary by grade level
• Meetings with teams to support students using our tools
• Growth story: Learning concepts-Zearn and ST Math (multiple methods)

Thomson School

• ELA
• Grade 1 phonemic awareness - 25% of 1st graders did not meet the PABA standards in the Fall. The Winter 2021 data indicated only 5% of the 1st graders did not meet PABA standards.
• How we’re addressing this need:
• Continued fidelity and collaboration around the Heggerty Phonemic Awareness resource
• Regular review of weekly Lexia data reports, collaboration with grade 1 colleagues, and adjustments for students in whole group instruction and small group skills work as needed.
• Focused Data Mtgs with Curriculum Coaches on realistic & attainable goals through Tier I intervention

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• Math
• The Grade 3 MAP data from Fall to Winter shows a decrease in the overall average percentile for students. A review of the standards indicated a decrease in the number of students performing in the High and High average range on the Number and Operations standard.
• How we’re addressing this need:
• Assigning specific objectives, lessons, and activities for students during morning work time to address the standards
• Utilizing opportunities in the schedule to increase time on math
• Targeted Tier I intervention for students and ongoing consult and collaboration with support staff

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