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Data Driven First Grade Classrooms. TUSD Class Size Reduction Initiative 2007-2008. Objectives. At the end of this session, I will be able to: Articulate the relationship between the 4 Guiding questions and how they focus our efforts to impact student achievement.
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Data Driven First Grade Classrooms TUSD Class Size Reduction Initiative 2007-2008
Objectives At the end of this session, I will be able to: • Articulate the relationship between the 4 Guiding questions and how they focus our efforts to impact student achievement. • Analyze and use available data to clarify the achievement gap that exists and expands without intervention and enrichment. • Analyze and use available data and technology resources to identify students and plan for focused instructional interventions and enrichments.
What Exactly is Data? Data is distinct pieces of information, usually formatted in special ways. It can exist in a variety of forms -- as numbers or text on pieces of paper, as bits and bytes stored in electronic memory, or as facts stored in a person's mind.
Guiding Questions • What is it that we want students to know and be able to do? • How will we know if they’ve learned it? • What will we do if they haven’t learned it? • What will we do if they have? DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Educational Service.
The Intractability of Reading Failure • To close the achievement gap in Kindergarten, it takes ~30 minutes of additional instruction each day • To close the achievement gap in 4th grade, it takes ~2 hours of additional instruction each day K 4th grade 30 min 120 min (2 hours)
First Grade DIBELS Reading, Writing, Math, & Science benchmarks Gradebook, MTG Elem. Some types of data we use in the First grade classroom
Let’s Take a Look • We will explore these 3 data systems: • TUSD Stats • ATI-Galileo • DIBELS online database
TUSD Stats TUSD is data rich thanks to the TUSD Stats Web page. TUSD Stats can be found at the following address:http://tusdstats.tusd.k12.az.us
TUSD Stats Click on Student-Level Data and use your TUSD Stats to enter the Web site.
Writing • All grade levels • 4 times per school year, for most grades • Writing prompts assigned at the benchmark period (quarter 1 and 4 based on F.O.S.S.) • Teacher assesses writing ability based on 6-Traits writing rubric • Scores entered into TUSD Stats website • Data in TUSD stats can be sorted to help you make important decisions on differentiated instruction in your classroom
Writing – 6-Traits • Ideas and Content • Organization • Word Choice • Sentence Fluency • Voice • Conventions
Begin by logging on: ati-online.com Click on Galileo K-12 Created by Norma Lawrence
Your “Login Name” (first initial, last name)“Password” is the same as TUSDStats…3 letters, 3 numbers CLICK Created by Norma Lawrence
Click on Assessment tab, under the tab is Test Results, “click” and you will see Benchmark Results “click”
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REPORTS • There are two important reports to view: • 1. Student Assessment History • Tells me how my students did last year. • 2. Individual Profile • Students’ performance on a particular test.
Report for groups of students: Development Profile This will tell me groups of students for the specific standards.
DIBELSDynamic Indicators of Basic Early Literacy Skills • DIBELS Benchmark reports • DIBELS Progress Monitoring reports DIBELS data for your students can be found on the DIBELS home page: www.dibels.uoregon.edu
DIBELS assessments • Letter Naming Fluency (LNF) • Phoneme Segmentation Fluency (PSF) • Nonsense Word Fluency (NWF) • Word Use Fluency (WUF) • Oral Reading Fluency (ORF) • Retell Fluency (RF)
DIBELS Reports Click on Data System and Enter Your DIBELS User Name and Password to View Your Students’ DIBELS Scores
DIBELS Reports Click on View/Create Reports
Class Progress Graph (color bar graph) Summary of Effectiveness (pdf)
DIBELS Progress Monitoring • Students below benchmark • Any assessment below benchmark • Send-home report for Parents
I have the data; What do I do now? • Let’s revisit the 4 Guiding Questions: • What is it that we want students to know and be able to do? • How will we know if they’ve learned it? • What will we do if they haven’t learned it? • What will we do if they have? DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Educational Service.
Interventions? Explicit Instruction? 1:1? Small groupings? “ability groups”? Advanced lessons? Higher-level thinking activities? Reteaching? Tutoring? Resource Personnel? Enrichment? Who needs…
Phonemic Awareness Tasks Are At Different Levels of Complexity Deletion Addition Substitution Blending Segmentation Isolation Identity Categorization Phonemic Awareness Phonemes Onset-Rime / Rhyming Syllable Words in a Sentence
Below Benchmark on DIBELS Initial Sound Fluency (for students still on Progress Monitoring from kinder) What can we do? • Harcourt activities: daily phonemic awareness activities • Explicit instruction on initial/beginning sounds • Centers and “games” that work on initial sounds • Onsets and rimes activities • Beginning sound cards – matching same beginning sounds • Alphabet sounds activities • …
Below Benchmark on DIBELS Phoneme Segmentation Fluency What can we do? • Activities that work with onsets and rimes • Blending phonemes activities • Counting phonemes activities • Objects and pictures of 2,3,4, & 5 phoneme “words” - sort by number of sounds • Oral blending and segmenting activities • …
Benchmark + on DIBELS Phoneme Segmentation Fluency What can we do? • Provide enrichment: activities involving deleting phonemes, adding phonemes & substituting initial, final, and middle phonemes • Many activities can be oral, and then move into the written
Number Sense Continuum for AZ Early Learning Standards and AZ Kindergarten Standard
