Data+Analysis+-+Local+Assessment

DATA ANALYSIS - LOCAL ASSESSMENT DATA

Description Measures of Academic Progress (MAP) - Grades 2-8, administered fall and spring Dynamic Indicators of Basic Early Literacy Skills (DIBELS) - Grades K-1, administered fall 2007 Curriculum Based Measurement (CBM) - Grades 2-5, administered fall 2007

Summarize the Data

CBM and DIBELS Each child in kindergarten and first grade participates in the district assessment, Dynamic Indicators of Basic Early Literacy Skills (DIBELS). This monitoring tool is implemented three times a yea r- fall, winter and spring. Second through fifth grade students’ oral reading fluency is assessed through Curriculum Based Measurement (CBM). The district 25 staff monitors DIBELS and CBM scores to determine which students would benefit from early intervention and support in reading readiness and beginning reading skills. DIBELS data indicate that kindergarten and first grade students are making good progress. The following information is based on fall of 2007 DIBELS and CBM:

Initial Sound Fluency - Kindergarten 77% Low Risk 13% Some Risk 10% At-Risk

Letter Naming Fluency - Kindergarten 87% Low Risk 9% Some Risk 4% At-Risk

Phoneme Segmentation Fluency - 1st Grade 80% Established 17% Emerging 3% Deficit

Letter Naming Fluency - 1st Grade 79% Low Risk 15% Some Risk 6% At-Risk

Oral Reading Fluency - 2nd Grade 79% Low Risk 15% Some Risk 6% At-Risk

Oral Reading Fluency - 3rd Grade 80% Low Risk 13% Some Risk 7% At-Risk

Oral Reading Fluency - 4th Grade 76% Low Risk 12% Some Risk 11% At-Risk

Oral Reading Fluency - 5th Grade 85% Low Risk 11% Some Risk 4% At-Risk

MEASURES OF ACADEMIC PROGRESS (MAP) Each child in grades two through seven participates in the district assessment, Measures of Academic Progress (MAP). Students in grades two through seven take both reading and math assessments in the spring and the fall. Some students participate in a winter testing session if their growth needs to be closely monitored. The following data are based on the students’ growth from the Fall of 2006 to the Spring of 2007.

Reading RIT Scores Fall 2006 	Spring 2007		Growth	Growth Target Grade 2	185.9		197.8			11.9		10.4 Grade 3	198.9		206.2			7.3		6.9 Grade 4	208.4		213.8			5.4		4.7 Grade 5	214.3		219.4			5.1		3.9 Grade 6	219.7		223.4			3.7		3.2 Grade 7	224.0		227.3			3.3		2.7

Mathematics RIT Scores Fall 2006	Spring 2007		Growth	Typical Growth Grade 2	186.6		198.2			11.6		11.7 Grade 3	200.4		211.0			10.6		9.4 Grade 4	214.2		222.3			8.1		8.0 Grade 5	223.7		230.9			7.2		7.6 Grade 6	229.6		234.1			4.5		6.6 Grade 7	234.6		239.8			5.2		5.4

Key Factors • A new literacy adoption for grades K-8 is currently in progress. • The staff regularly review assessment data to identify areas of need or at-risk students. • Several support mechanisms are in place to help at-risk students such as classroom interventions, referral to the literacy program or referral to a problem-solving team. • Professional development time is allotted to review school assessment information and make informed decisions regarding instructional, school improvement and student interventions. • Robust literacy instruction is provided to all new staff during orientation. • Recent training for administering DIBELS and CBM has been provided to classroom teachers and support staff. • Literacy remains a top priority for the district and schools. • Differentiated math instruction remains in place to support at-risk and gifted students.

Conclusions • An analysis of reading assessment data from DIBELS, CBM, and MAP assessments have demonstrated the need for continued instructional emphasis in reading comprehension, vocabulary, and literary elements. • Continue to provide support structures and resources for at-risk students. • Continue to support strong academic growth in literacy and math through effective and targeted professional development, student support, and resource management. • Support curriculum programs and adoptions by providing resources, training and integration support.