1 Application of Model to Sample Data Set / Data Review and Analysis Breakout Sessions © 2005 by the Oregon Reading First Center Center on Teaching and.

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Application of Model to Sample Data Set / Data Review and

Analysis Breakout Sessions

© 2005 by the Oregon Reading First Center Center on Teaching and Learning

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How Are We Doing?

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How are we doing?

Question 1

District: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the district?

Data Source: District Histogram (add to #3)

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How are we doing?

Question 1

School: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the school?

Data Source: First Grade Histogram (#3)

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How are we doing?

Question 1

Projectwide: How are K-3 students performing in the middle of the year on essential components of beginning reading instruction within the project?

Data Source: Oregon Reading First Histograms

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Oregon Reading First: Projectwide HistogramPhoneme Segmentation Fluency

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Oregon Reading First: Projectwide HistogramNonsense Word Fluency

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Oregon Reading First: Projectwide HistogramOral Reading Fluency

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Breakout Activity

Review of District and School Data

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How are we doing?

Question 2

District: Within a district, what are the outcomes when examined school by school?

Data Source: First Grade Distribution Report - Breakdown by School (#11)

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District Level Distribution Reports

• By School• By Race / Ethnicity• By Gender• By Free / Reduced Lunch• By Special Education• By Disability Status / Special Education Category /

Services Provided• By Additional Codes• By DIBELS-Approved Accommodations

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How are we doing?

Question 2

School: Within a school, what are the outcomes when examined class by class?

Data Source: School Level Distribution Report (add to #11)

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School Level Distribution Reports

• By Class• By Secondary Class• By Race / Ethnicity• By Gender• By Free / Reduced Lunch• By Special Education• By Disability Status / Special Education Category /

Services Provided• By Additional Codes• By DIBELS-Approved Accommodations

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How are we doing?

Question 2

Projectwide: Within the project, what are the outcomes when examined school by school?

Data Source: Oregon Reading First: First Grade Distribution Report - Breakdown by School

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Oregon Reading First: Projectwide Distribution Summary

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Breakout Activity

Review of District and School Data

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How are we doing?

Question 3

District: Within a district, what are the outcomes when examined by subgroups of students?

Data Source: First Grade Distribution Report - Breakdown by Demographics (#12)

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How are we doing?

Question 3

School: Within a school, what are the outcomes when examined by subgroups of students?

Data Source: School Level Distribution Report - Breakdown by Demographics (add to #12)

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How are we doing?

Question 3

Projectwide: Within the project, what are the outcomes when examined by subgroups of students?

Data Source: Oregon Reading First: First Grade Distribution Report - Breakdown by Demographics

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Oregon Reading First: Projectwide Distribution SummaryBreakdown by Demographics - Race/Ethnicity

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Oregon Reading First: Projectwide Distribution SummaryBreakdown by Demographics - Race/Ethnicity (cont.)

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Breakout Activity

Review of District and School Data

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How are we doing?

Question 4

District: Is there a significant increase in the percentage of students reaching targets in the winter from year to year within the district?

Data Source: Cross-Year Box Plot - Districtwide (#13)

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How are we doing?

Question 4

School: Is there a significant increase in the percentage of students reaching targets in the winter from year to year within the school?

Data Source: Cross-Year Box Plot - Schoolwide (add to #13)

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How are we doing?

Question 4

Projectwide: Is there a significant increase in the percentage of students reaching targets in the winter from year to year within the project?

Data Source: Oregon Reading First: Cross-Year Box Plot

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Oregon Reading First: Yearly Box Plot Phoneme Segmentation Fluency

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Oregon Reading First: Yearly Box Plot Nonsense Word Fluency

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Oregon Reading First: Yearly Box Plot Oral Reading Fluency

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Breakout Activity

Review of District and School Data

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How are we doing?

Question 5

District: For each grade and essential component, what percentage of students starting at benchmark remained at benchmark? What percentage of students moved into benchmark from strategic and intensive? What percentage of students moved into strategic from intensive?

Data Source: Summary of Effectiveness by District (#14)

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How are we doing?

Question 5 School: 1. Are students in each class at each grade level on track (e.g.,

at grade level or benchmark) for successful reading outcomes and benefiting from the core reading program? What percentage of students made adequate reading progress from the beginning of the year to the middle of the year (fall to winter)? 2. Are students in each class at each grade level benefiting from additional instructional support, the supplemental reading program, and on track for successful reading outcomes? 3. Are student in each class at each grade level benefiting from substantial instructional support, the intervention reading program, and on track for successful reading outcomes?

Data Source: Summary of Effectiveness by School (#15) and Summary of Effectiveness by Class (#16)

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How are we doing?

Question 5

Projectwide: For each grade and essential component, what percentage of students starting at benchmark remained at benchmark? What percentage of students moved into benchmark from strategic and intensive? What percentage of students moved into strategic from intensive?

Data Source: Summary of Effectiveness - Project Level

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Oregon Reading FirstProject Level Summary of Effectiveness

2004-2005: Beginning of First Grade to Middle of First Grade

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Breakout Activity

Review of District and School Data