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You Want Us To Do What???


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You Want Us to Do WHAT????
Dr. Becky Blink, Data-Driven Instructional Solutions, LLC. WI
Fusion 2012, the NWEA summer conference in Portland, Oregon

Do you feel like your head is spinning with all the initiatives that have fallen into the field of education? This presentation will help you FUSE it all together MAP, common core, RTI, Odyssey (content partner to NWEA). Differentiated lesson plans will be shared; a newly designed template will be unveiled to help teachers create a plan for RTI intervention. These examples can provide you and your teachers with immediate practical applications to classroom instruction.

Learning Outcome:
- Participants will leave with an understanding of how to use MAP data to differentiate their universal classroom instruction.
- Participants will leave with an understanding of how to create their own lesson plan based on MAP data.
- Participants will leave with and overall concept of how MAP, RTI, common core standards, all fit together under one umbrella.

- New data user
- Experienced data user
- Advanced data user
- District leadership
- Curriculum and Instruction

Published in: Education
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You Want Us To Do What???

  1. 1. FUSION 2012NWEA MAP Conference June 27-29, 2012 Portland, Oregon
  2. 2. You Want us to do What??? Presented by: Dr. Becky Blink Data-Driven Instructional Solutions, LLC
  3. 3. Are You Feeling Overwhelmed? • Does your heart race? • Do you feel like you have so much to do that you can’t even get started? • Have you forgotten why you got into education in the first place? • Do you count the days until the next break in the school calendar? • Do you look like this by the end of your day?
  4. 4. I Can’t Imagine Why….. The word of the decade has been CHANGE If you don’t believe me, watch this plcp
  5. 5. What Changes Do We Face?Students with Increasing, More Diverse Needs Diminishing Financial Resources Assessment Changes Common Core Standards New Accountability RtI
  6. 6. Students with Increasing, More Diverse Needs • Poverty poses a serious challenge to a child’s ability to achieve in school. • The percentage of children living in poverty ranges from 5-52% depending on race/ethnicity and living arrangements. • The percentages of children who were living in poverty were higher for Blacks Statistics gathered from the (34 percent), American Indians/AlaskaNational Center for Education Natives (33 percent), Hispanics (27 Statistics percent), and Native Hawaiians or Other Pacific Islanders (26 percent), than for children of two or more races (18 percent), Asians (11 percent), and Whites (10 percent).
  7. 7. Students with Increasing, More Diverse Needs• From 1993 to 2003, minorities increased as a percentage of total public school enrollment, from 34 percent to 41 percent. Hispanic students had the largest increase (6 percentage points), while Asian/Pacific Islander students increased by 1 percentage point. Black students and American Indian/Alaska Native students stayed at roughly the same percentage of enrollment during this time period. Statistics gathered from the National Center for Educational Statistics
  8. 8. Diminishing Financial Resources • Tahlequah Daily Press, Tahlquah OK – “We have an outside treasurer [Hobbs] here at Keys and he met with us back in the fall and let us know our financial situation was really grim,” said Jordan. “And that we had to do something immediately for our carryover. So we started, then, not hiring [substitute teachers] – anything we could think of to do.” • WRVO Public Media (New York): Its been a tough few years at the South Jefferson Central School District. The district lost almost $8 million in state aid in less than three years, and reduced its workforce by about 11 percent. Of the 43 positions eliminated since the fall of 2009, 85 percent were teachers or teachers aides ."It has been, just, honestly, the saddest period for us in a long time – for all of us," said Jamie Moesel, South Jeffersons superintendent. – New York
  9. 9. Diminishing Financial Resources • Huffpost Detroit Internet Newspaper: The Ypsilanti school district is struggling to find ways to deal with a debt estimated to reach $9.4 million by the end of this school year. • Oregon Multiple school protests are scheduled over the next week and a half against $27.5 million in Portland Public Schools cuts that, parents, educators and students say, are decimating the Jefferson High School cluster and crippling schools district-wide.
  10. 10. Diminishing Financial Resources • Darby, PA - After the district proposed cutting art, music, library, gym and technology programs from elementary and middle schools to save $4 million, residents declared a battle to keep that from happening. "We just know that the best programs in Upper Darby are the ones that are at stake right now, so we need to start fighting to keep those for the next generation," Colleen Kennedy said. • Pennsylvania is not the only state struggling with school budget cuts in the wake of the recession. California has a record 188 school districts in financial jeopardy, along with Alabama, Illinois and Florida just to name a few.
  11. 11. Smarter Balanced Assessment• Smarter Balanced is a state-led (SBAC) consortium working collaboratively to develop next-generation assessments aligned to the Common Core State Standards (CCSS) that accurately measure student progress toward college and career readiness.• Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010 to develop an assessment system aligned to the Common Core State Standards (CCSS) by the 2014-15 school year.• Computer Adaptive Test
  12. 12. Smarter Balanced Assessment• The design of the SMARTER Balanced Assessment Consortium is intended to strategically “balance” summative, interim, and formative assessment through an integrated system of standards, curriculum, assessment, instruction, and teacher development, while providing accurate year-to- year indicators of students’ progress toward college and career readiness.• Member states include: California, Connecticut, Delaware, Hawaii, Idaho, Iowa, Kansas, Maine, Michigan, Missouri, Montana, Nevada, New Hampshire, North Carolina, Oregon, South Dakota, Utah, Vermont, Washington, West Virginia, and Wisconsin (governing states); and Alabama, Colorado, Kentucky, North Dakota, Pennsylvania, South Carolina, and Wyoming (advisory states).
  13. 13. Partnership for the Assessment of Readiness for College and Careers (PARCC)• The purpose of the PARCC system is to increase the rates at which students graduate from high school prepared for success in college and the workplace.• To reach this goal, PARCC intends the assessments to help educators increase student learning by providing data during the year to inform instruction, interventions, and professional development as well as to improve teacher, school, and system effectiveness.• The assessments will be designed to provide valid, reliable, and timely data; provide feedback on student performance; help determine whether students are college and career ready or on track; support the needs of educators in the classroom; and provide data for accountability.
  14. 14. Partnership for the Assessment of Readiness for College and Careers (PARCC)• Member States: Arizona, Arkansas, the District of Columbia, Florida, Georgia, Illinois, Indiana, Louisiana, Maryland, Massachusetts, New Jersey, New York, Oklahoma, Rhode Island, and Tennessee (governing states); and Mississippi, and Ohio (advisory states).• Computer Based Test (non-adaptive)
  15. 15. Who’s Missing?• 6 States currently belong to neither consortia: – Alaska – Minnesota – Nebraska – New Mexico – Texas – Virginia
  16. 16. Turn and Talk – 2 Minutes• Which assessment consortia does your state (school) belong to?• Where you aware of this before today?• How much do you know about the new assessment coming your way?• 5-4-3-2-1 When asked, give a 5 for “totally comfortable with this information” and a 1 for “just learned this information”
  17. 17. Common Core StandardsUnless……….. YOU’VE HAD YOUR HEAD IN THE SAND…..You know that there are NEW Common Core Standards in English/Language Arts and Mathematics
  18. 18. Common Core Standards• The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).• The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.• The standards are: – aligned with college and work expectations – clear, understandable and consistent – include rigorous content and application of knowledge through high- order skills – build upon strengths and lessons of current state standards – are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society – are evidence-based
  19. 19. Common Core StandardsThere are currently 5 states who have notyet adopted the Common Core StateStandards for English/Language Arts andMathematics. They are: – Alaska (not chosen assessment consortia either) – Texas (not chosen assessment consortia either) – Minnesota (not chosen assessment consortia either) – Virginia (not chosen assessment consortia either) – Nebraska (not chosen assessment consortia either)
  20. 20. Response to Intervention (RtI)• What is it anyway? – Essential elements for an RTI Plan include: screening, progress monitoring, a school-wide multi-level prevention system and data-based decision making.• Tiered Levels (Multi-Level Prevention) – The number of levels to a school/district’s RTI plan can vary. Typically, there are 3 or 4 tiers to the model.
  21. 21. RtI Model (Example)EXTENSION
  22. 22. Turn and Talk about RTI 5 Minutes • Where is your school/district in the RtI process? • Do you have a written plan of implementation? • Do you have a multi-level system of prevention? • What do you use for tools (screener, progress-monitoring, intervention, etc.)? • Are your parents well-informed about the process of RtI? • How does your district use the data for decision making?
  23. 23. Whew……….Now What?• Let’s review what’s new: increasing diversity, diminishing resources, new assessment, new accountability, new standards, and Response to Intervention!• It’s seems a bit overwhelming, doesn’t it?
  24. 24. Let’s Break it Down • We need to take one step at a time • Instead of thinking about diversity, budgets, new assessments, new standards, and RtI as separate things; start thinking about how they fit together. • Think about the relationships between the new initiatives
  25. 25. Where Do We Begin??• How does this all work together?• Start with the DATA!• There is data for everything!!• Data can tell you how your population has changed (diversity), how much money you have (budget), how well your students are performing (assessment), what standards they know/do not know (common core), and in what areas they need assistance (RtI).
  26. 26. You Have to Start Somewhere…
  27. 27. Bringing Changes to Life • The best way to talk through these changes is with examples. • The following two stories are fictional and developed strictly as discussion platforms.
  28. 28. Billy’s Story• Billy is a 8th grade student.• He does “okay” in school, but he probably could do better.• Billy is very quiet, hardly ever volunteers in class, and just really keeps to himself.• He is one of those kids that just blends in.• When it came time for the district-wide assessment (screener), Billy performed about average in reading and math.• What happened next?
  29. 29. Billy’s Story Continued• Billy’s teachers analyzed the data they had on the performance of all 8th grade students. Not just the recent district-wide assessment (screener), but classroom data as well for all students. They used a Data Board to do this.• Since the screener was aligned to the Common Core State Standards, it was easy for them to see which standards were giving Billy some trouble.• They also looked at his classroom assessments in reading and math and saw some of the same weaknesses identified.• Now Billy’s teachers could develop a plan for him. They knew where his weaknesses were and had multiple tools in place to help him close this achievement gap.
  30. 30. Billy – The Final Chapter• Billy is fortunate to be a student in Wildwood School District. They use MAP as their screening assessment.• As you all know (as attendees at this conference) MAP provides data to teachers within 24 hours. No time was wasted waiting for information on Billy’s academic performance.• Wildwood also purchased the Odyssey program from Compass Learning about 4 years ago, so Billy had that at his fingertips. Odyssey automatically creates an Individual Learning Path for any student who takes a MAP assessment. The student receives activities and lessons that will help him close an achievement gap in an area of need.• So……Billy worked in Odyssey, received differentiated instruction from his teacher in a few areas, and his MAP score jumped dramatically the next time he took it.• Billy did not need “intervention” as described by RtI, he just needed a little differentiation which is essentially the first step in the RtI process. If the Tier I instruction is not quality/differentiated instruction for all students, RtI will be difficult to implement. He understood the identified Essential Outcomes.
  31. 31. Terminology TestIn Billy’s Story a few things were referencedthat may be new to you: Screener – an assessment given to all students that provides a baseline score Data Boards – physical displays of student performance used to analyze data Odyssey – a curriculum computer software program that links to MAP testing Differentiated Instruction – providing instruction to students in multiple formats at their level Essential Outcomes – the identification of skills and concepts that are “essential” to understanding
  32. 32. Universal Screening Process• a process through which data from multiple measures are analyzed• determine whether each student is likely to meet, not meet, or exceed academic benchmarks or behavioral expectations• typically involves screening all students multiple times in a school year to ensure all students equitable access to timely interventions/challenges• multiple types of data should be collected to assist in a complete universal screening process• What is your school/district universal screener? (MAP)
  33. 33. Data Boards• Used to provide a visual of student performance based on multiple data points identified by school/district• Gets teachers personally involved with the data on every child• Provides the “big picture” of student performance by grade level• Facilitates conversations about students, data and policy/procedures that were previously never addressed
  34. 34. Sample 8th Grade Data Board
  35. 35. The Data Board Process• Students screened in reading, writing, math and behavior• Data teams analyze results and performance on Essential Outcomes to determine student need• If excellent core instruction, then diagnose intervention needs• Intervene 4-6 weeks• Monitor progress• Adjust Data Board Process developed by Colleen Stuckart, CESA 1; Milwaukee, Wisconsin
  36. 36. Odyssey from CompassLearning• CompassLearning is the curriculum partner to NWEA’s MAP assessments• Give a student a MAP test and get an automatically generated individualized learning path for every child• Even without a MAP score, teachers can create learning paths for students
  37. 37. Odyssey Assignments Linked to MAP Scores
  38. 38. Specific Assignments Linked to MAP Score
  39. 39. Differentiation• Dynamic adjustment of universal curriculum and instructional practices based on the learning needs of students• Uses students’ unique culture, interests, and levels of performance on grade-level benchmarks to create a bridge to the school’s universal curriculum and benchmarks• The following four elements of the classroom can be differentiated to provide students with different avenues to acquiring content, construct knowledge, or make sense of ideas: – content: what the student needs to learn or how the student will access the information (e.g., levels of thinking, readability of materials, “starting point” based on pre-tests) – process: how students learn the content (e.g., level of teacher support, pacing, types of learning activities) – products: how students demonstrate understanding of content (e.g., mode of assessment) – learning environment: how the classroom works and feels (e.g., room arrangement, degree of collaboration, movement, and student choice)
  40. 40. SampleDifferentiation Lesson Outline DDISDifferentiated Lesson Plan Outline.pdf
  41. 41. More Examples• Data ToolsAppendix A Elementary Tiered Lesson Reading.pdf• Data ToolsAppendix B Elementary Tiered Lesson Math.pdf• Data ToolsAppendix C Grade 3 Math Tiered Lesson.pdf• Data Tools8th Grade Reading Context Clues.pdf• Data Tools8th Grade Reading Making Words.pdf• Data Tools8th Grade Reading Newsletter.pdf• Data Tools8th Grade Math.pdf• Data ToolsGrade 10 Genetics.pdf• Data ToolsData Summary Sheet 2012-2013.pdf• Data ToolsDataSummarySheet_MAPFORPRIMARY_1213.pdf• Data ToolsBlank Template Tiered Lesson.pdf
  42. 42. Sarah’s Story • Sarah is a 10th grade student who does extremely well with the social aspect of school, but really struggles academically • Sarah has a lot of friends and appears to be in the “popular” group • Sarah has every technology tool you can think of and is constantly using them (when appropriate) • Sarah doesn’t volunteer much in class, but her friends are always enabling her • On the district-wide assessment screener, Sarah performed very low in reading and low in math • What happened next?
  43. 43. Sarah’s Story Continued• Because of Sarah’s low performance on the district-wide assessment in reading and math, her teachers needed to look closer at the data they had on her.• Sarah’s in class assignments seemed okay, but she always performed low on her tests• Sarah’s English/Language Arts teacher and her math teacher were two of the best teachers at Wildwood High School. They constantly differentiated their lessons for their students.• Since the universal instruction was being conducted with fidelity, Sarah’s teachers decided it was time for Sarah to participate in an intervention program.• They placed Sarah in a reading intervention program and a math intervention program under the RtI plan and guidelines in their district.
  44. 44. Sarah’s Plan for Intervention• Now that Sarah’s teachers know that she needs remediation in reading and math, how do they plan that instruction for intervention?• Here is a quick example of how to think through planning specific instruction for intervention (using MAP and Odyssey). DDISDirectionsforCompletinganRTILessonPlan.pdf
  45. 45. Sarah….The Final Chapter• It didn’t take long for Sarah to pick up some of the math skills she was lacking. She participated in a Tier II intervention for approximately 8 weeks.• Sarah’s progress was closely monitored and she was doing very well. Sarah showed tremendous growth related to her math intervention, so after 8 weeks it was decided to discontinue the math intervention.• Reading, however, was not so successful. Sarah was not growing at her targeted growth rate with her Tier II reading intervention after 8 weeks.• Teachers met to discuss Sarah’s progress and look at every piece of data they had on her performance. They agreed to change some of the instruction in the Tier II intervention and try it for another 4 weeks.• After 4 additional weeks in a Tier II reading intervention, Sarah was still not making the progress she should have been.• The teachers meet again and decided to place Sarah into a Tier III reading intervention that would be more intense and more frequent.• After just 4 weeks in a Tier III reading intervention, Sarah’s growth was amazing. She remained in that intervention for a total of 8 weeks and demonstrated great gains.• Sarah needed that direct instruction of skills/concepts in order to close her achievement gap. By the end of the year, Sarah was still not reading at grade level, but she had made great gains in closely her achievement gap. Next year she will start with a Tier II intervention in reading.
  46. 46. Terminology Test• Common Core Standards (Essential Outcomes/Elements) – There are a lot of standards and we are accountable for them all. However, in the case of intervention, it can help if you identify what you really believe are the 10-12 Essential Outcomes that are so critical that you would intervene if students did not understand them. What are the 10-12 things that students MUST know/understand in 10th grade English/Language Arts class? These things are the areas in which you would provide interventions.• Universal Instruction – Good universal instruction MUST include differentiation!!!• Fidelity – In order to determine is something is working or not, it must be done with fidelity. It’s not good enough to give an assessment and say it works if you have to change several parts of it to make it work for your students. The more changes you make to something, the less fidelity you have. Best example of this is Fountas and Pinnell Benchmark Reading Assessment in early elementary grades. Love the assessment, but it MUST be given the same way by everyone who administers it or you lose fidelity – which skews the data.
  47. 47. So Now What?• Do you have the courage of the “Shirtless Dancing Guy?”• Are you willing to be the “First Follower?”• I am so Glad You Came today and would like to dedicate this to you.Let’s See……if we can start a movement!! Thank You for Coming!
  48. 48. Resources• For statistics on current enrollment trends in education, go to:• Summary of both Assessment designs (PARCC and SBAC) developed by the Educational Testing Service can be found at: mon_Core_Standards.pdf• To see the Common Core State Standards go to:• RTI sites used:,
  49. 49. Prizes Are you a lucky winner today?? Let’s see….
  50. 50. Contact Information Dr. Becky Blink CEO, Consultant Data-Driven Instructional Solutions (920) 840-5695 EXAMINING DATA, IMPROVING RESULTS!!