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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