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Data, data data...where do I even start?

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Here to share their story...

Ozark Primary School

Sheridan Elementary School

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Sheridan Elementary

Lindsey Bohler, Principal

Cindy Whitaker, Teacher

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Our Story

Curriculum Focused to Standards Focused

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Common Formative Assessments

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If we are going to change the way we teach, we need to also change how we assess, not just what we assess.

-George Couros,

Innovator's Mindset

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3D: Using Assessment in Instruction

Assessment of student learning:

Plays an important role in instruction
Does not signal end of instruction
An integral part of instruction

Assessment for learning has a more important role in allowing teachers to have a finger on the pulse of a lesson.

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Why Is Assessment an Important Component of Effective Teaching?

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DATA COLLECTION

NWEA

K-2 assessment to measure academic progress of individual students. Measures student growth of individual learning.

ESSENTIAL STANDARDS

Data is collected from individual student with mastery of standard or no mastery. Data is compared by classes and analyzed by each grade level team.

DIBELS

Letter naming fluency, phoneme segmentation, nonsense word fluency, and oral reading fluency.

DSA

Developmental spelling assessment with specific features analyzed with each word spelled by students.

BEGINNING DECODING SURVEY

Survey given to students to ensure fluency in reading to focus on comprehension in the next steps.

ATTENDANCE

Team monitors student attendance and promotes attendance through rewards with both students and families.

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Essential Standards

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Essential Standards

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Essential Standards

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Essential Standards

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DSA

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Fall

2018

Spring 2019

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NWEA

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NWEA-Learning Continuum

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NWEA-Learning Continuum

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2019 Outstanding R.I.S.E.

Arkansas School Award

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THANKS!

Any questions?

You can find us at

@Lindsey_Bohler / lindseybohler@sheridanschools.org

@cindygwhitaker / cindywhitaker@sheridanschools.org

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Ozark Primary

Kelly Burns, Principal

Lindsey Pannell, Elizabeth Reeves, Kristen Roberts, Instructional Facilitators

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The Focus of Our “Why”

Sound Curriculum
Effective Instruction
Authentic Literacy

“All students can grow in their learning, some grow faster than others; but they ALL deserve the same high level individualized learning opportunities to fuel their academic growth.”

--Kelly Burns

Tell our why- A couple of years before the RISE initiative began, we identified a need for additional phonics instruction so we implemented Phonetic Connections into our Balanced Literacy curriculum model. But we still had a high number of referrals for intervention, dyslexia, and SPED and we realized we had problems with our curriculum and instruction beyond just needing a different phonics program. The result of increasing our knowledge of the Science of Reading and the importance of foundational skills, has led to us becoming a data-driven team. Not just a team that understands how to collect data, but how to utilize it to meet our students’ needs and to guide our instruction.

Our data has identified and supported the need for additional support staff (Instructional Facilitators); identified the need to keep students in the classroom which has resulted in strategic scheduling of SPED and intervention; and the importance of student goal setting/voice to their academic growth.This journey has not been easy and we have had a few tears, but our students’ success is worth it!

I could preach about this for much longer but I am going to let my Leadership Team share with you additional chapters of our story as we work toward providing our students a guaranteed and viable curriculum, delivered with effective instruction and centered around authentic literacy.

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COLLABORATIVE WORK

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Our Data Journey Begins

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Our Data Wall

3rd

2nd

1st

Once the groups are formed, this is how we keep it organized. You can see the rows are 1,2,3 grade
First we established a linear continuum because we wanted to be able to track growth.
Each teacher has a specific color and then the students are put into groups.
Based on the continuum, we give a formative assessment every three weeks in that intervention group. The intervention teacher returns the data to the CR teacher. If the student is proficient on that skill, they move to the next advanced skill. If they do not meet proficiency, their magnet stays to signify a reteach group.
This helps us notice all types of trends. We can identify grade level trends in the data which may signify an adjustment is needed to the curr or pacing.
We notice classroom trends. If we notice there is a particular classroom with a large number of student needs, we might implement a coaching cycle or provide additional support staff.
We notice individuals who are not making progress.
Essentially we are screening for dyslexia continuously.

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Third Grade Teachers Moving students on our

Data Wall

Note that the setting is informal. We believe that these data sessions can be relaxed, but still effective.

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Standards Based

Report Cards

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Data Driven

Instruction

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Are we growing?

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Attendance: not a concern

Growth Minimal!

Increasing Gap!

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Data Analysis

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After looking at our SPED population, we began looking at classroom trends using the ACT Aspire interims. We realize that the term “bubble” is no longer used on the actual standardized testing data, however using this is a good predictor of student growth and proficiency. Therefore, on our data any student who is 2 pts above or below the scale score will be considered bubble. I will explain why in a little more detail in a moment. If you notice on this chart green students are showing a high level of proficiency. Students that are red are performing significantly below proficiency. Students who are yellow are a focus for growth because they could become highly proficient or they could fall below proficiency. This data is from ACT Interim 2 notice that the number of students who are considered proficient by the standards of ACT is 12 while only four are basic. If you were only considering proficiency, you may miss something important about some of these students. Look at the number who are considered bubble. It is 11 with 7 of these students actually being proficient at this point. As a teacher, I should be pleased that 12 students are proficient but should also be aware that of those 12, seven may fall below proficiency soon if their needs aren’t met. I am going to show another tab in this spreadsheet to elaborate further. You will notice that the number of students proficient on interim three has decreased from 12 to 9. Had we not been considering some of those students as bubble this may come as quite a shock. However what we realize is that the great majority of this class is right on the edge of proficiency and we need to focus on individual strengths and weaknesses to ensure they all achieve. This is where we break the data down even further.

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Planning Intervention

Much like the SBR, we broke the interim questions down by domains and then looked at the individual standards that were assessed in each domain. We identified weakest domains and skills. Then teachers began to look at the individual student performance to form intervention groups. The numbers that you see beside each student’s name indicates the number of questions within that particular area that they answered incorrectly. The teachers decided where students should be placed on this quantitative data, but qualitative data from classroom observations and formative assessments was also considered. Below each list of student names the teachers brainstormed ideas for resources that could be used in planning small group interventions and a three week cycle was decided upon as well. If students showed mastery of these skills, at the end of the three week cycle they would progress across the band to the right much like you saw on our literacy intervention band earlier.

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The FUTURE...

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K-2 Common Assessments

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CONTACT INFO

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Contact Info

Hope Worsham

Hope.Worsham@arkansas.gov

501-722-7052

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