# data[].attributes.body
What can I DO about it in my practice?

(Next steps to support grade-level teams, teachers, and building leaders in advancing this work)

# data[].attributes.body
Historically, we see a dip in kindergarten in the MOY data and I predict that will be true again this year.

# data[].attributes.body
I'm expecting to see gains in all grades because teachers spend a lot of time on Fundations.

# data[].attributes.body
I see growth from boy to moy for K

# data[].attributes.body
from boy to moy the number of students well below went from 35% to 47%. This is a multi year pattern.

# data[].attributes.body
Prediction: The greatest gains are in K.

# data[].attributes.body
BOY = 194 in red

MOY= 257 in red (well below)

# data[].attributes.body
we saw a 10% drop in students well below and a 5% increase in students above benchmark.

# data[].attributes.body
1st grade made the most gains. Noticed that different skills are measured throughout the year.

# data[].attributes.body
Decreased their students who were well below benchmark by 10%. and increased above grade level by 5%.

# data[].attributes.body
BOY well above was 34% and MOY is at 22%

# data[].attributes.body
The focus of the tests have shifted from BOY to MOY. Example: First grade BOY included letter naming fluency, phoneme segmentation, and nonsense word fluency; MOY tested nonsense word fluency and oral reading fluency. These build on each other.

# data[].attributes.body
Dip in K and 2nd grade for at and above benchmark (11% and 15%). 1st grade increase for at and above benchmark by 12%.

# data[].attributes.body
Doubled the % of growth in students at grade level and increased students above by 5%

# data[].attributes.body
46 less students tested

# data[].attributes.body
Percentages of students well above slightly declined across oral reading fluency: words correct, fluency and retell when BOY is compared to MOY

# data[].attributes.body
looks like 2nd grade went down in ORF Words Correct and Accuracy

# data[].attributes.body
Decrease in proficiency for all levels except for those well above proficiency

# data[].attributes.body
Decrease in students nearing grade level benchmark from boy to moy in nonsense word fluency measure from 16% to 11% percent

# data[].attributes.body
62% of D4 first graders are below benchmark in whole words read.

# data[].attributes.body
ORF Accuracy- students who scored above benchmark decreased from 40% to 33%.

# data[].attributes.body
77% of first graders were below benchmark in the critical skill of segmenting sounds into individual phonemes at the BOY. (This has implications for MOY NWF/ORF)

# data[].attributes.body
K: 2% decrease in FSF

PSF: Newly assessed 47% at or above

NWR: 50% of student at or above

1st:

PSF not measured/scored

Students decreased in NWF

Student strengths include ORF Words Correct and Accuracy

2nd: Although all scored dipped, about 50% of students are at or above in the district in ORF: Words correct, Accuracy and Retell

# data[].attributes.body
K- Dip in FSF 4%

1- Dip in NWF CLS and WWR 4% each

2-Dip in all

# data[].attributes.body
Poor attendance and Chronic Absenteeism in the lower grades would def have a direct correlation to foundational skills.

# data[].attributes.body
General understanding of how to interpret and use the data by teachers and school building leaders

# data[].attributes.body
Is there a huge difference between the curriculum content from 1st to 2nd grade?

# data[].attributes.body
Tier 1 instruction:

No Fidelity in using Fundations

# data[].attributes.body
Were teachers new or switched from another grade this year to teach 2nd grade?

# data[].attributes.body
Not enough time for application of skills taught in the literacy block

# data[].attributes.body
a decline in attendance and also lateness, if foundational skills are taught at the beginning of the school day

# data[].attributes.body
I'm wondering what small group instruction actually looks like given that this is a focus for the district and how might this impact what we're seeing?

# data[].attributes.body
Implementation of the curriculum and differentiation of the instruction.

# data[].attributes.headline
the drop in boy to moy in kinder may have to do with fidelity issues with Fundations and may indicate more PD /suprvision during that block of time

# data[].attributes.subject
the drop in boy to moy in kinder may have to do with fidelity issues with Fundations and may indicate more PD /suprvision during that block of time

# data[].attributes.body
Majority of our kindergarten students are not meeting expectations for phonemic awareness skills by the end of the year, which shows up in the BOY grade 1 data where 77% first graders were below benchmark in the phonemic awareness measure. Our kindergarten program is perhaps not offering robust enough opportunities for explicit instruction in PA AND we are likely not being strategic with our intervention / adjustments to core instruction in grade 1 to accelerate learning for PA. As a result, we see students in the MOY who are unable to successfully engage in ORF and rely on sounding out in NWF rather then reading the word as a whole word.

# data[].attributes.body
If 2nd graders did not master foundational skills taught in k and 1, it affects their oral fluency.

# data[].attributes.body
Strengthening of instruction in letter-sound correspondence and alphabetic principle in the early grades to support development of strong early literacy skills that would hopefully develop stronger performance on subsequent measures: nonsense word fluency, phoneme segmentation and oral reading fluency.

# data[].attributes.body
The composite values of Grade 1 showing improvement in slide 10 do not match the data in slides 14 and 15 (showing a dip in FSF and NWF of 4%). If students were not tested in some EOY measures, do the MOY levels of at and above benchmarks count positively to the composite score?

# data[].attributes.headline
Acadience professional learning for district leaders and teachers

# data[].attributes.subject
Acadience professional learning for district leaders and teachers

# data[].attributes.body
In my lived experience supporting leaders and teachers in the district, I observe again and again that folks are unfamiliar with many areas surrounding Acadience. This ranges from nuts/bolts like logging in and administering the measures to understanding what the measures are assessing, the cut points for scoring, and how to interpret the data and use progress monitoring.

Acadience was rolled out four years ago, and it is my belief that our leaders' and teachers' collective content knowledge and fluency in using the platform should be much more robust. We need to intentionally offer more district-wide and school-based Acadience support. Our teachers should feel confident and knowledgeable about the Acadience screener and make use of it to drive their instruction.

# data[].attributes.body
Data analysis, interpretation and instructional planning support for teachers and leaders

# data[].attributes.body
Schools can send messages to families during the testing season, reminding them about attendance, being in class on time consistently, sleep habits, and reasons for taking the exams. This can increase the number of participants and focus for students taking the exam.

# data[].attributes.body
When students can't read they disengage in learning and speak through behaviors, so it directly affects my role. When doing consultations I always look at the existing screener data shared in New Visions to tailor my approach.

# data[].attributes.body
Continuing to have discussions with school leaders around the data and how teachers are planning for their students. Also encouraging building leaders to use the data when speaking with teacher about their observations and implementation of their lessons.

# data[].attributes.headline
I agree with the comments, while leaders can analyze data many do not use the schedule they have to build support systems for tier 2 & 3.

# data[].attributes.subject
I agree with the comments, while leaders can analyze data many do not use the schedule they have to build support systems for tier 2 & 3.

# data[].attributes.body
Norming the assessment across the district due to its very specific expectations (time constraints and others) of student assessment.

# data[].attributes.body
Literacy skills are necessary across disciplines. K-2 Students who struggle while reading independently because of what we just discussed will have difficulty reading math word problems, reading directions/questions on assessments, reading texts in Science or S.S. It's also important to practice decoding and retelling with text across disciplines.

# data[].attributes.body
Despite following a scripted, systematic and explicit program for instruction leave space for larger doses of specific phonemic awareness and phonetic skill instruction based on the data that reflects student performance on specific early literacy skills. ex. segmenting, identifying letters and sounds.

# data[].attributes.body
How are teachers grouping students and progress monitoring? What are teachers checking for? I see a lot of whole group work but rarely see teachers working with students on specific skills based on formative assessment data. This is also an issue for school leaders who need to be clear about their expectations and following up.

# data[].attributes.body
I wonder if a trial of flexible scheduling during the literacy block will support students in acquiring foundational skills, as they move together in skill based groups. It helps the teacher to also focus instruciton as they share students.

# data[].attributes.body
All educators need to be grounded in student level data in order to make the best decisions for students (as teachers, administrators, and school support roles like ours).

# data[].attributes.body
This data exposure helps me better understand where a child is compared to the expectations of the grade and how that compares to their peers. This is important for strategic conversations about student needs and possible next steps for support outside of the special education referral process- also can support MTSS discussions.

# data[].attributes.body
Schools should calendar the assessment to share with families.

# data[].attributes.body
the ML/ELL students will have less gains than their monolingual peers.

# data[].attributes.body
there is a decrease in the number of students participating in the screeners from MOY to BOY in the grades K, 1, and 2; that number is increasing as the grades go up.

K MOY 545 (BOY +3)

1 MOY 661 (BOY +23)

2 MOY 638 (BOY +46)

# data[].attributes.body
I observed in NWF - whole words read BOY 0% red (684 students) and in MOY NWF WWR (whole words read) 46% are in red 302 students. What happened? The blue in both BOY and MOY went down from 32% to 25%.

# data[].attributes.body
Teachers not teaching the skills and properly progress monitoring.

# data[].attributes.body
Ground all conversations around data with leaders and teachers.

# data[].attributes.body
Why? What may be

CAUSING this?

(What might be going on with instruction/professional learning opportunities/curriculum implementation/literacy leadership?)

# data[].attributes.body
What do I SEE in this grade-specific data?

(Low-inference notes/data)

# data[].attributes.body
What do I SEE in this district-wide data?

(Low-inference notes/data)

# data[].attributes.body
What do you think you will see?

(Surface perspectives, beliefs, assumptions, possibilities, questions and expectations)