Using Data to Inform Instruction Second Year Teacher Induction March 25, 2010

Using Datato Inform Instruction

Second Year Teacher Induction

March 25, 2010

Data Sources

Success for All

Study Island

eMetric

PVAAS

mclass

EdInsight

The Student Population Breakdown

Tier III

Tier II

Tier I

75-80% ofStudents

15% ofStudents

5-10% ofStudents

CoreCurriculum

(WholeGroup)

SupplementalPrograms

(Small Group 3-8)

Additional SupplementalPrograms

(Smaller GroupsMore Time)

The Current Process for Using Data at Highlands

Standards Aligned Instruction

Universal Screening – Starts with Benchmarking Students

Shared Ownership

Progress Monitoring

Tiered Interventions

Parental Engagement

The Process…. How Does It Work?

Curriculum Binders

Aligned Universal Screening Tools

RtII Grade Level Meetings

Frequent Monitoring Based on Needs

Movement Between Tiers

Internal and External Communication Tools

Instruction

The core curriculum has these characteristics:

Explicit & interactive instructionSystematic instructionStudent practice opportunitiesAligned student materials

Using Assessment Data1. What are the goals for the grade level?

2. Who has met the goals?

3. What specific area(s) do most of our students need work?

4. Is this an area we have taught already, or has it not yet been addressed in the curriculum?

5. Where should we concentrate our efforts for all of our students? (Remember we look at the big picture first)

6. What are some effective strategies that will help our students meet their grade level goals?

7. What do we need to do as a team to make this happen for our students?

8. What should we do to make sure we all use this strategy as planned? Monitoring, assessments, etc.

Intervention

Should be implemented as soon as we know there is a need.

Should be based on assessment data, they are falling behind grade level goals.

The instruction is more intensive than what they have been receiving and with is given using prescribed programs.

Normally involves at least 30 minutes per day, 5 days per week.

Kindergarten Groups

Pull out time with Title I and/or RtII teachers. Focused on students that are intensive.Keep groups small (2-5)Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning.It is important to work with each small group differently based on instructional need.

Focus Groups Grades 1&2

All 3 tiers are included.Keep high risk groups small (3-8)Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning.It is important to work with each small group differently based on instructional need.

The Focus…..The “Fab” 5

1. Phonological Awareness

2. Phonics

3. Vocabulary

4. Fluency

5. Comprehension

Flex Groups Grades 3-5

All 3 tiers are included.

Keep high risk groups small (3-8)

Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning.

It is important to follow scripted program. (REWARDS, SpellRead)

The Focus…..It Depends

What are the needs based on the universal screening tools?

What is happening in the classroom?

What are the gaps in the curriculum?

Others?

Model for Student Success

ContinuousAssessment

Instruction

Data-BasedInstructional

Planning

GRADE DIBELSMEASURE

READINGCOMPONENT

Kindergarten Initial Sounds,Phoneme SegmentationLetter NamingNonsense Words

Phonemic Awareness

Phonics

First Grade Phoneme SegmentationLetter NamingNonsense WordsOral Reading

Phonemic AwarenessPhonicsReading Fluency

Second Grade Nonsense WordsOral Reading

PhonicsReading Fluency

Third/Fourth/Fifth Grade

Oral Reading Reading Fluency