The Impact of Data-Driven Decision Making on Student

The Impact of Data-Driven Decision Making on Student Achievement at Chief Leschi School

Chief Leschi School is located on the Puyallup Indian Reservation

Chief Leschi School It is one of the largest Native American schools in the country. It's attended by more than 700 Native American students, ranging from birth to 12 th grade, and representing nearly 60 different tribes, clans, and independent nations.

Where did we come from? In 1997, Washington State implemented the Washington Assessment of Student Learning (WASL). Chief Leschi’s scores were the lowest in the state. 4 th grade Reading 12. 1% Math 1. 5% Writing 15. 4%

WASL Scores 1997 -2006

DIBELS Scores Spring 2004

DIBELS Growth from Spring 2004 to Spring 2006

Keys to Our Success l Informed and Supportive Administration l Reading Coaches l Buy-in l Support and Accountability l Data Driven Decision Making l Differentiated Instruction

Informed and Supportive Administration l Visible in classrooms l Supportive of staff and Reading Coaches l Involved in decision making l Knowledgeable Instructional Leaders

Reading Coaches l Deep knowledge of both SBRR and current curriculum implemented in school l Classroom experience l Working knowledge of the school, staff and community l Good rapport with all key stakeholders

Whether you believe you can, or whether you believe you can’t, you are absolutely right. Henry Ford

Buy-In l l l Dedicated school staff Understanding and support of different stages of concern Adequate training On-going communication within the school community Celebration of successes and academic gains Opportunities for staff to utilize individual strengths

Support and Accountability l Regularly scheduled grade band meetings l Pacing guides and lesson plans l Principal Walk-Throughs l On-going Coaching ¡ Pre and Post Observation Conferences ¡ Consistent feedback ¡ Training

Pacing Guide May 2007 Monday Tuesday Wednesday Thursday Friday 1 Lesson 56 2 Lesson 57 3 Lesson 58 4 Lesson 59 7 Lesson 60 8 (checkout) Lesson 61 9 10 11 Culture Day 14 No School 15 16 17 18 21 22 23 24 25 28 No School 29 30 31

Coaching Observation Form Grade Name 3/26/07 3/27/07 3/28/07 3/29/07 3/30/07 K Kari Chavez Julie Dochow K Janee Olerich Azure Augkhopinee 1 Teresa Harvey Leslie La. Fountaine 1 Carolyn Whitford Shannon Timbers Juli Donaldson 2 Kelly Dodd Lolita Rodriguez 2 Karey Wolber Rick Stockstad 3 Kaili Candelas Cheryl Gregory 3 Carolyn Nielsen Gerald White

Coaching Observation Feedback November 13, 2006 10: 00 -10: 30 am Ms. Jones (Kindergarten) RM I Lesson 21 Glows: l group size was appropriate (4 to 1) l room arrangement had students facing teacher and not each other l lots of demonstrating and scaffolding l students consistently knew the answers when called upon l high expectations about appropriate behaviors Grows: l try this correction procedure: ¡ “My turn, ” ¡ “Say it with me” ¡ “Your Turn” l always read script before teaching l remember: ¡ “Think” ¡ “Get Ready” ¡ signal ¡ then validate correct responses “yes, /aaaaa/” l reduce downtime between items, quick transitions, perky pace l give quick positive feedback to students who are on task ¡ have a word or phrase, “Ready Position” to cue students when they are getting distracted but only when the distraction is truly hindering students from being successful

“Would you tell me, please, which way I ought to go from here? ” “That depends a good deal on where you want to get to, ” said the Cat. “I don't much care where –” said Alice. “Then it doesn't matter which way you go, ” said the Cat.

Data Driven Decision Making l Frequent analysis of program specific assessments l Frequent analysis of DIBELS Progress Monitoring l Data used to make placement and program decisions for students and staffing

Student Test Summary CO 1 CO 2 CO 3 CO 4 10 15 20 25 Time 1 1 Errors 0 -2 0 -2 WPM 100 100 1. Abigail . 53/0 . 58/1 1. 08/1 2. Erika 1. 03/2 . 57/1 . 55/0 3. Tristan . 58/1 . 56/0 1/1 RM III+ Lesson Criterion 4. 5. 6.

Grade Band Meeting Data Fall IR Winter ORF (20) PM ORF(40 3/21/06 Reading Program Placement Harrison II 9 20 RM II 38 Harrison(A) Isabelle Harrison I 97 106 RW 48 Harvey Honor Whitford I 34 59 RW 36 Harvey Wilson Harvey III 2 12 RM I 125 Dueber(A) Jenna Harvey I 22 59 RW 36 Whitford(A) Cody Whitford I 17 36 RW 33 Whitford(B) Tony Dueber III 8 25 RM I 152 Dueber(B) Brianna Harrison I 14 25 RW 31 Whitford(C) Elisia Harrison I 12 30 RW 31 Whitford(C) Joel Whitford I 87 125 RW 48 Harvey Fernando Harvey II 12 30 RM II 38 Harrison(B) Kayla Dueber III 4 12 RM I 125 Dueber(A) Eddie Whitford I 105 90 RW 48 Harvey Micah Harvey I 43 70 RW 34 Harvey Name Homeroom Teacher David Reading Teacher

Student Placement Forms Group A Unit or Lesson # Group B Unit or Lesson # Demarius Unit 33 Lolita Unit 35 Jenna Shaylen Hobart Ellen Henri Sam Ilijah Constance RJ Marcel Sheraz Nikita

Differentiated Instruction l Different programs for different learners l Flexible grouping (movement) l On-going analysis of individual core and supplemental programs l Highly trained staff in specific programs l Various levels of support for students, based on need (Double and Triple dosing)

Chief Leschi Curriculum Programs Grades K-3 rd Kindergarten ¡ ¡ ¡ Read Well K Reading Mastery I Language for Learning 1 st Grade ¡ ¡ ¡ Read Well/Harcourt Reading Mastery I & II Language for Learning/Reasoning & Writing Level A/B 2 nd Grade ¡ ¡ Harcourt Reading Mastery II, II+ and III+ Read Naturally Language for Thinking/Reasoning & Writing Levels A- C 3 rd Grade ¡ ¡ Harcourt Reading Mastery II-IV Read Naturally Reasoning & Writing B & C

Chief Leschi Curriculum Programs Grades 4 th-6 th 4 th Grade ¡ ¡ Reading Mastery Plus Levels 3, 4, & 5 Read Naturally Reasoning & Writing C & D Step Up To Writing 5 th Grade ¡ ¡ Reading Mastery Plus Levels 4, 5 & 6 Read Naturally Reasoning & Writing Levels C & D Step Up To Writing 6 th Grade ¡ ¡ Reading Mastery Plus Levels 4, 5, & 6 Read Naturally Reasoning & Writing Levels C & D Step Up To Writing

Process for Changing Literacy Placements Guiding Principles: l l l Quantitative Data will be used to make decisions. (Curriculum Based Measurements, DIBLES progress monitoring. Qualitative data is used as a secondary factor (i. e. comments from staff members on students, etc. ) Behavior is not a primary factor for original placement or for change of placement. Staff members will work together to ensure changes are based on quantitative data and are in the best interest of the student. IEP factors/requirements will be shared with staff members to gain and understanding of impact of change of placement. Student movement will take place after each grade band meeting on a case by case basis as needed Placement Team: l l l Instructional Specialist Classroom teacher Literacy teacher and Para educator Special Service staff (as needed) Principal Process for placement changes: l l Student must remain in group for at least two weeks so that performance can be monitored. Teacher monitors daily progress and progress on any curriculum-based measures (mastery tests, benchmark tests, Unit Tests) as well as DIBELS progress monitoring. Team discusses and reviews the quantitative and qualitative data to make an informed decision about movement of student. Student either stays where placed or moves to a new reading group based on the team’s decision.

Double Dosing Schedule First name Teacher Fall ORF (77) Winter ORF (92) Reading Program Lesson Jerome Daarud 22 34 RM II+ 140 Getzin Mackey 3: 00 AS Rose. Lynn Nielsen 42 45 RM II+ 140 Getzin Mackey 3: 00 AS Michael Candelas 46 48 RM II+ 140 Getzin Mackey 3: 00 AS Sharon Candelas 60 51 RM III 67 Getzin Brossett 3: 00 AS Brandon Daarud 47 51 RM II+ 140 Getzin Mackey 3: 00 AS Ryan Nielsen 57 68 RM III 127 Candelas (A) WRC Maile Candelas 63 71 RM III 127 Candelas (A) WRC Joseph Nielsen 65 76 RM III 127 Candelas (A) WRC Kalena Candelas 71 77 RM III 127 Candelas (A) WRC Kayla Candelas 58 78 RM III 127 Candelas (A) WRC Keshni Getzin 75 82 RM IV 6 Candelas (A) Gregory 3: 00 Reading Teacher Double Dose Triple Dose

The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it. Michelangelo

The more you read, The more you know, The smarter you grow, The stronger your voice, When speaking your mind. Or making a choice. Wonder. Storms

• Abigail Chandler, MA Ed. Reading Coach, Educational Trainer/Consultant abigail@leschischools. org 253 -445 -6000 ext 3046 • Erika Hope, MA Ed. Reading Coach, Educational Trainer/Consultant erika@leschischools. org 253 -445 -6000 ext. 3184