Institute of Beginning Reading

School: ______

Cohort A

Institute of Beginning Reading

Kindergarten: Spring 2006

Reviewing Outcomes

Activity 1: Reviewing Outcomes for K Students Spring 2006 and Comparing to Spring 2005 Outcomes

A. Using the kindergarten Spring histograms, complete the table below.

Table 1 Taking Stock: Reviewing Outcomes for K-3 Students Spring 2006 and Comparing to Spring 2005 Outcomes

Grade/Measure / Percent at Established
(Low Risk) Spring 2005 / Percent at Established
(Low Risk) Spring 2006 / Percentage Point Increase/
Decrease
(+ or -) / Percent at Deficit
(At Risk)
Spring 2005 / Percent at Deficit
(At Risk)
Spring 2006 / Percentage Point Increase/
Decrease
(+ or -)
Kindergarten-PSF
Kindergarten-NWF

B. Using a highlighter, identify areas with positive trends (e.g., intensive students decrease by 10%, benchmark students increase by 10%) in green and areas with negative trends in red.

C. Discuss end-of-year (Spring 2006) kindergarten performance on the essential components of beginning reading instruction using the information from Table 1. Discuss year to year trends.

D. Use cross-year box plots to further analyze cross year trends.

E. Using the kindergarten project-wide Spring histograms, complete the table below. How does our school compare?

Grade/Measure / Percent at Established
(Low Risk) Spring 2006 / Percent at Deficit
(At Risk) Spring 2006
Kindergarten Project-Wide-PSF
Kindergarten
Project-Wide-NWF

Evaluating Support

Activity 2: Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans: Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

A. Using the kindergarten Winter to Spring Summary of Effectiveness report from2005 and 2006, complete the table below.

Table 2 Evaluating Winter to Spring 2006 Grade-Level Instructional Support Plans: Percent of Students Making Adequate Progress Towards DIBELS Benchmark Goals

Grade/Benchmark Goal Measure
Kindergarten / Total percent of students in Kindergarten that Made Adequate Progress
Include actual numbers of students,
e.g., 90/100 or 90%. / Percent of Intensive Students that made Adequate Progress
Include actual numbers of students,
e.g., 1/5 or 20%. / Percent of Strategic Students that made Adequate Progress
Include actual numbers of students,
e.g., 25/50 or 50%. / Percent of Benchmark Students that made Adequate Progress
Include actual numbers of students,
e.g., 95/100 or 95%.
Winter to Spring
2005 / Winter to Spring 2006 / Percent Change
(+ or -) / Winter to Spring
2005 / Winter to Spring 2006 / Percent Change
(+ or -) / Winter to Spring
2005 / Winter to Spring 2006 / Percent Change
(+ or -) / Winter to Spring
2005 / Winter to Spring 2006 / Percent Change
(+ or -)
Kindergarten-PSF

B. Using a highlighter, identify areas with a positive increase in green and areas with negative or no increase in red.

C. For kindergarten, discuss the total percent of students making adequate progress towards the spring 06 benchmark goals. Discuss what the data indicate for benchmark, strategic, and intensive students. Be sure to discuss trends across years.

D. Using the kindergarten project-wide Winter to Spring Summary of Effectiveness report from 2006, complete the table below. How does our school compare?

Grade/Benchmark Goal Measure
Kindergarten / Total percent of students in Kindergarten that Made Adequate Progress / Percent of Intensive Students that made Adequate Progress / Percent of Strategic Students that made Adequate Progress / Percent of Benchmark Students that made Adequate Progress
.
Winter to Spring 2006 / Winter to Spring 2006 / Winter to Spring 2006 / Winter to Spring 2006
Kindergarten
Project-Wide-PSF

© 2006 by the Oregon Reading First Center

Center on Teaching and Learning