<p>School: Grade Level: K 1 2 3 4 5</p><p>Action Planning Module</p><p>Winter Grade Level Team </p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 1 School: Grade Level: K 1 2 3 4 5</p><p>Reviewing Outcomes Step 1. Review winter reading outcomes for your grade level. Calculate the difference between last year and this year to note whether there is an increase or decrease in the percentage of students meeting the benchmark goals. * It is helpful to include both the percent and the number of students Established (Low Risk) or at Deficit (At Risk)</p><p>Discuss as a team:  Are enough of our students in the established (low risk) range? Has the percentage of students established on each measure increased?  Are too many students in the in the deficit (at-risk) range? Has the percentage of students at deficit on each measure decreased? Discuss as a team. </p><p>Table 1 Reviewing English Outcomes for ALL K-5 Students Winter Last Year and Comparing to Winter Outcomes This Year A B C D E F G Grade/Measure Percent at Percent at Percentage Percent at Percent at Percentage Established Established Point Increase/ Deficit Deficit Point Increase/ (Low Risk) (Low Risk) Decrease (At Risk) (At Risk) Decrease Winter 2008 Winter 2009 (+ or -) Winter 2008 Winter 2009 (+ or -) (Last Year) (This Year) (Last Year) (This Year) Kindergarten ISF Kindergarten- PSF Kindergarten- NWF First Grade NWF First Grade- ORF</p><p>Second Grade ORF Third Grade ORF</p><p>Fourth Grade ORF</p><p>Fifth Grade ORF **This table shows the percent of students that met the important mid-year reading goals for the purpose of reviewing outcomes. ***Grades 4 and 5 have been included in the table for school teams that would like to include this information (not required by Reading First). © 2010 by the Oregon Reading First Center Center on Teaching and Learning 2 School: Grade Level: K 1 2 3 4 5</p><p>Reviewing Outcomes Step 1A. Review winter reading outcomes for your grade level. Calculate the difference between last year and this year to note whether there is an increase or decrease in the percentage of students meeting the benchmark goals. * It is helpful to include both the percent and the number of students Established (Low Risk) or at Deficit (At Risk)</p><p>Discuss as a team:  Are enough of our students in the established (low risk) range? Has the percentage of students established on each measure increased?  Are too many students in the in the deficit (at-risk) range? Has the percentage of students at deficit on each measure decreased? Discuss as a team. </p><p>Table 1 Reviewing English Outcomes for K-3 ELLs Winter Last Year and Comparing to Winter Outcomes This Year A B C D E F G Grade/Measure Percent at Percent at Percentage Percent at Percent at Percentage Established Established Point Increase/ Deficit Deficit Point Increase/ (Low Risk) (Low Risk) Decrease (At Risk) (At Risk) Decrease Winter 2008 Winter 2009 (+ or -) Winter 2008 Winter 2009 (+ or -) (Last Year) (This Year) (Last Year) (This Year) Kindergarten ISF Kindergarten- PSF Kindergarten- NWF First Grade NWF First Grade- ORF</p><p>Second Grade ORF Third Grade ORF **This table shows the percent of students that met the important mid-year reading goals for the purpose of reviewing outcomes. ***Grades 4 and 5 have been included in the table for school teams that would like to include this information (not required by Reading First).</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 3 School: Grade Level: K 1 2 3 4 5</p><p>Reviewing Outcomes Step 1C. Review winter reading outcomes for your grade level. Calculate the difference between last year and this year to note whether there is an increase or decrease in the percentage of students meeting the benchmark goals. * It is helpful to include both the percent and the number of students Established (Low Risk) or at Deficit (At Risk)</p><p>Discuss as a team:  Are enough of our students in the established (low risk) range? Has the percentage of students established on each measure increased?  Are too many students in the in the deficit (at-risk) range? Has the percentage of students at deficit on each measure decreased? Discuss as a team. </p><p>Table 1 Reviewing Spanish Outcomes for K-3 ELLs Winter Last Year and Comparing to Winter Outcomes This Year A B C D E F G Grade/Measure Percent at Percent at Percentage Percent at Percent at Percentage Established Established Point Increase/ Deficit Deficit Point Increase/ (Low Risk) (Low Risk) Decrease (At Risk) (At Risk) Decrease Winter 2008 Winter 2009 (+ or -) Winter 2008 Winter 2009 (+ or -) (Last Year) (This Year) (Last Year) (This Year) Kindergarten- FSF Kindergarten- FPS First Grade FPS First Grade- FLO</p><p>Second Grade FLO Third Grade FLO **This table shows the percent of students that met the important mid-year reading goals for the purpose of reviewing outcomes. ***Grades 4 and 5 have been included in the table for school teams that would like to include this information (not required by Reading First).</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 4 School: Grade Level: K 1 2 3 4 5</p><p>Evaluating Support</p><p>Step 2: Use Figure 1 on the following page to evaluate the health of the Fall to Winter support systems for your grade level. Highlight Table 2 to reflect top (green highlighter), middle (yellow) and bottom (pink) quartiles (see Figure 1).</p><p>Table 2. Evaluating Fall to Winter Grade Level Instructional Support Plans: Percent of All Students Making Adequate Progress Toward DIBELS Benchmark Goals Grade/ Percent of Total Percent of Intensive Percent of Strategic Percent of Benchmark Benchmark Goal Students that made Students that made Students that made Students that made Measure Adequate Progress Adequate Progress Adequate Progress Adequate Progress Include actual numbers Include actual numbers Include actual numbers Include actual of students, of students, of students, numbers of students, e.g., 90/100 or 90%. e.g., 1/5 or 20%. e.g., 25/50 or 50%. e.g., 95/100 or 95%. Fall to Fall to Percent Fall to Fall to Fall to Fall to Fall to Fall to Winter Winter Change Winter Winter Winter Winter Winter Winter 2008 2009 (+ or -) 2008 2009 2008 2009 2008 2009 Total Intensive Strategic Benchmark Note: The Summary of Effectiveness reports provide information on the number and percentage of students who made adequate progress towards the Winter ISF goal. To evaluate the Fall to Winter Grade Level Instructional support plans, we recommend evaluating the total number of students who met ISF, PSF, and NWF goals (reported in Table 1) instead of the adequate progress towards ISF. First Grade- NWF</p><p>Second Grade ORF</p><p>Third Grade ORF</p><p>Fourth Grade ORF</p><p>Fifth Grade ORF</p><p>Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic and/or intensive) that are healthy or that need moderate to substantial changes. Use caution when interpreting percentages for systems that only have a few students.</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 5 School: Grade Level: K 1 2 3 4 5</p><p>Evaluating Support</p><p>Step 2A: Use Figure 1 on the following page to evaluate the health of the Fall to Winter support systems for your grade level. Highlight Table 2 to reflect top (green highlighter), middle (yellow) and bottom (pink) quartiles (see Figure 1).</p><p>Table 2. Evaluating Fall to Winter Grade Level Instructional Support Plans: Percent of ELLs Making Adequate Progress Toward DIBELS Benchmark Goals Grade/ Percent of Total Percent of Intensive Percent of Strategic Percent of Benchmark Benchmark Goal Students that made Students that made Students that made Students that made Measure Adequate Progress Adequate Progress Adequate Progress Adequate Progress Include actual numbers Include actual numbers Include actual numbers Include actual of students, of students, of students, numbers of students, e.g., 90/100 or 90%. e.g., 1/5 or 20%. e.g., 25/50 or 50%. e.g., 95/100 or 95%. Fall to Fall to Percent Fall to Fall to Fall to Fall to Fall to Fall to Winter Winter Change Winter Winter Winter Winter Winter Winter 2008 2009 (+ or -) 2008 2009 2008 2009 2008 2009 Total Intensive Strategic Benchmark Note: The Summary of Effectiveness reports provide information on the number and percentage of students who made adequate progress towards the Winter ISF goal. To evaluate the Fall to Winter Grade Level Instructional support plans, we recommend evaluating the total number of students who met ISF, PSF, and NWF goals (reported in Table 1) instead of the adequate progress towards ISF. First Grade- NWF</p><p>Second Grade ORF</p><p>Third Grade ORF</p><p>Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic and/or intensive) that are healthy or that need moderate to substantial changes. Use caution when interpreting percentages for systems that only have a few students. </p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 6 School: Grade Level: K 1 2 3 4 5</p><p>Evaluating Support</p><p>Evaluating Support</p><p>Step 2C: Use Figure 1 on the following page to evaluate the health of the Fall to Winter support systems for your grade level. Highlight Table 2 to reflect top (green highlighter), middle (yellow) and bottom (pink) quartiles (see Figure 2).</p><p>Table 2. Evaluating Fall to Winter Grade Level Instructional Support Plans: Percent of ELLs Making Adequate Progress Toward IDEL Benchmark Goals Grade/ Percent of Total Percent of Intensive Percent of Strategic Percent of Benchmark Benchmark Goal Students that made Students that made Students that made Students that made Measure Adequate Progress Adequate Progress Adequate Progress Adequate Progress Include actual numbers Include actual numbers Include actual numbers Include actual of students, of students, of students, numbers of students, e.g., 90/100 or 90%. e.g., 1/5 or 20%. e.g., 25/50 or 50%. e.g., 95/100 or 95%. Fall to Fall to Percent Fall to Fall to Fall to Fall to Fall to Fall to Winter Winter Change Winter Winter Winter Winter Winter Winter 2008 2009 (+ or -) 2008 2009 2008 2009 2008 2009 Total Intensive Strategic Benchmark Note: The Summary of Effectiveness reports provide information on the number and percentage of students who made adequate progress towards the Winter ISF goal. To evaluate the Fall to Winter Grade Level Instructional support plans, we recommend evaluating the total number of students who met ISF, PSF, and NWF goals (reported in Table 1) instead of the adequate progress towards ISF. First Grade- FPS</p><p>Second Grade FLO</p><p>Third Grade FLO</p><p>Note: This table shows the percent of students who made adequate progress. The information can be used to identify systems (i.e., benchmark, strategic and/or intensive) that are healthy or that need moderate to substantial changes. Use caution when interpreting percentages for systems that only have a few students. </p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 7 School: Grade Level: K 1 2 3 4 5</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 8 School: Grade Level: K 1 2 3 4 5</p><p>What evidence do you Is there more information List Suggested Actions to already have that identifies that you can collect to Address this Concern: this question as a concern? clarify area in need of (i.e., observations, interviews, further support? assessment, Review Existing Data, (i.e., observations, interviews, Schedules, Instructional Plans)? further assessment, Review Existing Data, Schedules, Instructional Plans)? 1. Strategic Students that didn’t make adequate progress</p><p>2. Intensive Students that didn’t make adequate progress </p><p>3. Healthy Systems Checklist Element: ______</p><p>Table 3</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 9 School: Grade Level: K 1 2 3 4 5</p><p>What evidence do you Is there more information List Suggested Actions to already have that identifies that you can collect to Address this Concern: this question as a concern? clarify area in need of (i.e., observations, interviews, support? further assessment, Review Existing (i.e., observations, interviews, Data, Schedules, Instructional further assessment, Review Existing Plans)? Data, Schedules, Instructional Plans)? 1. Benchmark Students that fell.</p><p>2. Strategic Students that fell</p><p>3. Any students that made adequate progress but need to still be watched.</p><p>© 2010 by the Oregon Reading First Center Center on Teaching and Learning 10</p>