You Want Us To Do What???

FUSION 2012

NWEA MAP Conference
June 27-29, 2012
Portland, Oregon

You Want us to do What???

Presented by:
Dr. Becky Blink
Data-Driven Instructional Solutions, LLC

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?

I Can’t Imagine Why…..
The word of the decade has been

CHANGE
If you don’t believe me, watch this
http://www.youtube.com/watch?v=gEaS-
K3j3M8&list=PL3CB99D6B204F307E&index=6&feature=
plcp

What Changes Do We Face?
Students with Increasing, More Diverse Needs
Diminishing Financial Resources
Assessment Changes
Common Core Standards
New Accountability
RtI

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/Alaska
National 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).

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

• 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): It's 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 Jefferson's superintendent. – New
York

• 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 Live.com: 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.

• 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.

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

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).

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.

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)

Who’s Missing?
• 6 States currently belong to neither
consortia:
– Alaska
– Minnesota
– Nebraska
– New Mexico
– Texas
– Virginia

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”

Unless………..

YOU’VE HAD
YOUR HEAD
IN THE
SAND…..
You know that there are NEW Common Core Standards in
English/Language Arts and Mathematics

• 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

There are currently 5 states who have not
yet adopted the Common Core State
Standards for English/Language Arts and
Mathematics. 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)

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.

RtI Model (Example)

EXTENSION

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?

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?

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

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).

You Have to Start Somewhere…

http://www.youtube.com/watch?v=V74AxCqOTvg

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.

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?

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.

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.

Terminology Test
In Billy’s Story a few things were referenced
that 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

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)

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

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

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

Odyssey Assignments Linked
to MAP Scores

Specific Assignments Linked
to MAP Score

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)

Sample
Differentiation Lesson Outline

DDISDifferentiated Lesson Plan Outline.pdf

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

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?

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.

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

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.

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.

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!

Resources
• For statistics on current enrollment trends in education, go to:
http://nces.ed.gov/
• Summary of both Assessment designs (PARCC and SBAC)
developed by the Educational Testing Service can be found
at:
http://www.k12center.org/rsc/pdf/Assessments_for_the_Com
mon_Core_Standards.pdf
• To see the Common Core State Standards go to:
www.corestandards.org
• RTI sites used: www.rti4success.org,
www.interventioncentral.org

Prizes

Are you a
lucky
winner
today??
Let’s see….

Contact Information

Dr. Becky Blink
CEO, Consultant
Data-Driven Instructional Solutions
www.ddisolutions.net
(920) 840-5695
blink@ddisolutions.net

EXAMINING DATA, IMPROVING RESULTS!!

You Want Us To Do What???

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