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Kindergarten: Spring
Evaluating Effectiveness of Schoolwide System Worksheet
Activity 1:
Spring Goal: What is the primary instructional goal for the spring of Kindergarten?
Core Component or Big Idea:____________________________________________DIBELS Measure:____________________________________________Goal Skill Level:____________________________________________
Spring Outcome: At the end of kindergarten, on PSF, what percent are:
Established: _______ Emerging: ________ Deficit: _______
Is the outcome criterion (95% Established) met? Yes. Schoolwide No. Go to
System is a Strength Activity 2
Spring Outcome: At the end of kindergarten, on NWF, what percent are:
Established: _______ Emerging: ________ Deficit: _______
Compare Outcomes to overall Oregon Reading First outcomes:
Comments:
Activity 2:
Grade Level Adequate Progress Towards Successful Outcomes: (Percent of students that successfully met Spring Benchmark Goals)
Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Summary of Effectiveness Reports
1. Initial Skills: In the middle of kindergarten, what percentage of students schoolwide are
Benchmark: _____% Strategic: _____% Intensive: _____%
2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the middle of kindergarten, what percent achieved the PSF goal of 35 for the end of kindergarten? _____%
3. How would you rate the effectiveness of the core curriculum and instruction?
( Relative Strength - 96% to 100% of benchmark students achieve PSF goal.
( Needs Support - 86% to 95% of benchmark students achieve PSF goal.
( Substantial Support - 0% to 85% of benchmark students achieve PSF goal.
4. Adequate Progress of Strategic Students: Of the students who were Strategic in the middle of kindergarten, what percent achieved the PSF goal of 35 for the end of kindergarten? _____%
5. How would you rate the effectiveness of the schoolwide system of supplemental support?
( Relative Strength - 75% to 100% of strategic students achieve DORF goal.
( Needs Support - 50% to 74% of strategic students achieve DORF goal.
( Needs Substantial Support - 0% to 49% of strategic students achieve DORF goal.
6. Adequate Progress of Intensive Students: Of the students who were Intensive in the middle of kindergarten, what percent achieved PSF of 10 (emerging) or 35 (established) for the end of kindergarten? _____%
7. How would you rate the effectiveness of the schoolwide system of intensive intervention?
( Relative Strength - 80% to 100% of intensive students achieve PSF emerging or
established.
( Needs Support - 57% to 79% of intensive students achieve PSF emerging or established.
( Needs Substantial Support - 0% to 56% of intensive students achieve PSF emerging or established.
8. Compare grade level adequate progress to Oregon Reading First Norms. Based on this comparison: Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks).
Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks).
First Grade: Spring
Evaluating Effectiveness of Schoolwide System Worksheet
Activity 1:
Spring Goal: What is the primary instructional goal for the spring of first grade?
Core Component or Big Idea:____________________________________________DIBELS Measure:____________________________________________Goal Skill Level:____________________________________________
Spring Outcome: At the end of first grade, on DORF, what percent are:
Established: _______ Emerging: ________ Deficit: _______
Is the outcome criterion (95% Low Risk) met? Yes. Schoolwide No. Go to
System is a Strength Activity 2
Compare Outcomes to overall Oregon Reading First outcomes:
Comments:
Activity 2:
Grade Level Adequate Progress Towards Successful Outcomes: (Percent of students that successfully met Spring Benchmark Goals)
Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Summary of Effectiveness Reports
1. Initial Skills: In the middle of first grade, what percentage of students schoolwide are
Benchmark: _____% Strategic: _____% Intensive: _____%
2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the middle of first grade, what percent achieved the DORF goal of 40 for the end of first grade? _____%
3. How would you rate the effectiveness of the core curriculum and instruction?
( Relative Strength - 96% to 100% of benchmark students achieve DORF goal
( Needs Support - 89% to 95% of benchmark students achieve DORF goal
( Substantial Support - 0% to 88% of benchmark students achieve DORF goal
4. Adequate Progress of Strategic Students: Of the students who were Strategic in the middle of first grade, what percent achieved the DORF goal of 40 for the end of first grade? _____%
5. How would you rate the effectiveness of the schoolwide system of supplemental support?
( Relative Strength - 42% to 82% of strategic students achieve DORF goal.
( Needs Support - 24% to 41% of strategic students achieve DORF goal.
( Needs Substantial Support - 0% to 23% of strategic students achieve DORF goal.
6. Adequate Progress of Intensive Students: Of the students who were Intensive in the middle of first grade, what percent achieved DORF of 20 (emerging) or 40 (established) for the end of first grade? _____%
7. How would you rate the effectiveness of the schoolwide system of intensive intervention?
( Relative Strength - 50% to 100% of intensive students achieve DORF emerging or established.
( Needs Support - 26% to 49% of intensive students achieve DORF emerging or established.
( Needs Substantial Support - 0% to 25% of intensive students achieve DORF emerging or established.
8. Compare grade level adequate progress to Oregon Reading First Norms. Based on this comparison: Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks).
Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks).
Second Grade: Spring
Evaluating Effectiveness of Schoolwide System Worksheet
Activity 1:
Spring Goal: What is the primary instructional goal for the spring of second grade?
Core Component or Big Idea:____________________________________________DIBELS Measure:____________________________________________Goal Skill Level:____________________________________________
Spring Outcome: At the end of second grade, on DORF, what percent are:
Low Risk: _______ Some Risk: ________ At Risk: _______
Is the outcome criterion (95% Established) met? Yes. Schoolwide No. Go to
System is a Strength Activity 2
Compare Outcomes to overall Oregon Reading First outcomes:
Comments:
Activity 2:
Grade Level Adequate Progress Towards Successful Outcomes: (Percent of students that successfully met Spring Benchmark Goals)
Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Summary of Effectiveness Reports
1. Initial Skills: In the middle of second grade, what percentage of students schoolwide are
Benchmark: _____% Emerging: _____% Intensive: _____%
2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the middle of second grade, what percent achieved the DORF goal of 90 for the end of second grade? _____%
3. How would you rate the effectiveness of the core curriculum and instruction?
( Relative Strength - 88% to 100% of benchmark students achieve DORF goal.
( Needs Support - 78% to 87% of benchmark students achieve DORF goal.
( Substantial Support - 0% to 77% of benchmark students achieve DORF goal.
4. Adequate Progress of Some Risk Students: Of the students who were Emerging in the middle of second grade, what percent achieved the DORF goal of 90 for the end of second grade? _____%
5. How would you rate the effectiveness of the schoolwide system of supplemental support?
( Relative Strength - 20% to 81% of strategic students achieve DORF goal.
( Needs Support - 7% to 19% of strategic students achieve DORF goal.
( Needs Substantial Support - 0% to 6% of strategic students achieve DORF goal.
6. Adequate Progress of Intensive Students: Of the students who were Intensive in the middle of second grade, what percent achieved DORF of 70 (some risk) or 90 (low risk) for the end of second grade? _____%
7. How would you rate the effectiveness of the schoolwide system of intensive intervention?
( Relative Strength - 14% to 54% of intensive students achieve DORF some risk or low risk.
( Needs Support - 5% to 13% of intensive students achieve DORF some risk or low risk.
( Needs Substantial Support - 0% to 4% of intensive students achieve DORF some risk or low risk.
8. Compare grade level adequate progress to Oregon Reading First Norms. Based on this comparison: Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks).
Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks).
Third Grade: Spring
Evaluating Effectiveness of Schoolwide System Worksheet
Activity 1:
Spring Goal: What is the primary instructional goal for the spring of third grade?
Core Component or Big Idea:____________________________________________DIBELS Measure:____________________________________________Goal Skill Level:____________________________________________
Spring Outcome: At the end of third grade, on DORF, what percent are:
Low Risk: _______ Some Risk: ________ At Risk: _______
Is the outcome criterion (95% Established) met? Yes. Schoolwide No. Go to
System is a Strength Activity 2
Compare Outcomes to overall Oregon Reading First outcomes:
Comments:
Activity 2:
Grade Level Adequate Progress Towards Successful Outcomes: (Percent of students that successfully met Spring Benchmark Goals)
Materials Needed: Grade-level Summary of Effectiveness Reports, Oregon Reading First Summary of Effectiveness Reports
1. Initial Skills: In the middle of third grade, what percentage of students schoolwide are
Benchmark: _____% Strategic: _____% Intensive: _____%
2. Adequate Progress of Benchmark Students: Of the students who were Benchmark in the middle of third grade, what percent achieved the DORF goal of 110 for the end of third grade? _____%
3. How would you rate the effectiveness of the core curriculum and instruction?
( Relative Strength - 89% to 100% of benchmark students achieve DORF goal.
( Needs Support - 80% to 88% of benchmark students achieve DORF goal.
( Substantial Support - 0% to 79% of benchmark students achieve DORF goal.
4. Adequate Progress of Some Risk Students: Of the students who were Emerging in the middle of third grade, what percent achieved the DORF goal of 110 for the end of third grade? _____%
5. How would you rate the effectiveness of the schoolwide system of supplemental support?
( Relative Strength - 25% to 75% of strategic students achieve DORF goal.
( Needs Support - 13% to 24% of strategic students achieve DORF goal.
( Needs Substantial Support - 0% to 12% of strategic students achieve DORF goal.
6. Adequate Progress of Intensive Students: Of the students who were Intensive in the middle of third grade, what percent achieved DORF of 80 (some risk) or 110 (low risk) for the end of third grade? _____%
7. How would you rate the effectiveness of the schoolwide system of intensive intervention?
( Relative Strength - 33% to 68% of intensive students achieve DORF some risk or low risk.
( Needs Support - 20% to 32% of intensive students achieve DORF some risk or low risk.
( Needs Substantial Support - 0% to 19% of intensive students achieve DORF some risk or low risk.
8. Compare grade level adequate progress to Oregon Reading First Norms. Based on this comparison: Discuss areas of strength: (e.g. Compared to the project wide data, our grade has a higher percentage of strategic students meeting spring time benchmarks.)
Discuss areas of needed student support (e.g. Compared to the project wide data, our grade has a lower percentage of intensive students meeting spring time benchmarks.)
School: ___________________________
2006 by the Oregon Reading First Center
Center on Teaching and Learning
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