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Effective Use of Data and Goal Setting

Effective Use of Data and Goal Setting . ETO Instructional Coaches’ Academy June 11, 2013. Common Board Configuration (CBC). DATE: June 11 , 2013. VOCABULARY: -FAIR Accelerated Reader CELLA -Interim Assessments -Goal Setting . EXIT SLIP: Revisit Essential Question.

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Effective Use of Data and Goal Setting

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  1. Effective Use of Dataand Goal Setting ETO Instructional Coaches’ Academy June 11, 2013

  2. Common Board Configuration (CBC) DATE:June 11, 2013 • VOCABULARY: • -FAIR • Accelerated Reader • CELLA • -Interim Assessments • -Goal Setting • EXIT SLIP: • Revisit Essential Question BELL RINGER:An Investigator of Data. BENCHMARK: Understand the analysis of data to target differentiated instruction. • AGENDA: • What data points are the most effective –Bell Ringer • I Do: • Purpose and Components of various data points • We Do: • Discuss and analyze various data points to group students • They Do: • Within a group, analyze data and discuss its implementation • You Do: • Revisit all disaggregated data– How would you guide teachers through the implementation of Differentiated Instruction? OBJECTIVE: Participants will have a thorough understanding of the role of the coach and teacher through the use of analyzing various data points in order to group students and plan for targeted lessons. • HIGHER ORDER QUESTIONS: • How will I ensure that teachers successfully incorporate collaborative strategies during group work? • HOME LEARNING: • Review today’s activities and reflect on how you would implement the analysis of data in order to increase student achievement. ESSENTIAL QUESTION: How can I align all data points to support classroom teachers and set goals for classroom instruction?

  3. Essential Question How can I align all data points to support classroom teachers and set goals for classroom instruction?

  4. What Will a Teacher Need? • FAIR Data • Class Status Report • Phonics Inventory • CELLA Data • STAR Data

  5. What Will a Teacher Need? • Grouping Template • Baseline or Interim Data • Edusoft Class List Report • Analyzing Baseline/ Interim Assessment Sheet

  6. Data Points • FAIR (Florida Assessment for Instruction in Reading) • Phonics Inventory • Cella (ELL Students) • STAR • Baseline/Interims

  7. Florida Assessment for Instruction in Reading FAIR Step 1: Box and Profile Students

  8. Class Status Report

  9. Class Status Report Box 3 + 5 Box 2 + 5 Box 3 + 5 Box 2 + 5 Box 2 + 4

  10. Step 2: PHONICS INVENTORY Determine Which Students need further Testing

  11. Phonics Inventory • Students that fall in Box 5 should be given a Phonics Inventory. • Analyze Phonics Inventory • Determine where deficiencies begin. • Example: Short Vowels

  12. Step 3: • Identify ELL Students and Determine oral • and reading skills CELLA

  13. Now available in EXCEL.

  14. CELLA Item Analysis Report

  15. Content Differences Between Levels

  16. Use CELLA Data

  17. What Can Coaches and Teachers Do With This Data? • Consider CELLA Oral data for FAIR 3+5 grouping. • Compare CELLA Reading data to Baseline, Interim, and FAIR Reading Comprehension. • Use CELLA Oral data to identify appropriate ESOL strategies to increase proficiency in listening, speaking, reading and writing. • Incorporate ESOL strategies for listening, speaking, reading and writing skills within daily lesson plan.

  18. Consider CELLA Oral data forFAIR 3+5 Grouping

  19. Compare CELLA Reading data to Benchmark data

  20. Step 4: Identify Instructional Level STAR

  21. Instructional Reading Level • IRL (Instructional Reading Level)  The Instructional Reading level is the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance.  IRL scores are Pre-Primer (PP), Primer (P), 1 through 12, Post-High School (PHS). • The IRL will allow teachers to choose text that is appropriate for each group of students.

  22. Step 5: Group Students

  23. Group Students • Take 3 Post-It Notes. • Divide it into 4 Columns (see below) • Group students by IRL and FAIR (High, Medium and Low)

  24. HOT Questions • Why should I group students now if I have not yet looked at Interim data ? • What is the purpose of grouping students by instructional level • Can I group students by phonics deficiencies?

  25. High Middle Low Are there any students that may be misplaced?

  26. Step 6: Rank Benchmarks to determine Class Deficiencies Baseline/Interims

  27. CLASS LIST REPORT This reflects the class’s performance on the specific benchmarks This reflects the class’s overall performance

  28. Step 5: Rank Benchmarks

  29. DATA CHATS - TEACHERS Provide teachers with the protocol and Edusoft Reports and have them identify strengths and weaknesses prior to chat.

  30. Step 7: Identify Benchmark Needs for each Group Baseline/Interims

  31. High Middle Low Add Interim Data. Are there any students that may be misplaced?

  32. Step 8: Determine the Instructional Focus for Each Group and Identify Appropriately Leveled Materials. Baseline/Interims

  33. Instructional Focus • The Comprehension Focus for the Teacher Led Center is determined by Baseline/Interims. • Same Benchmark + Leveled Materials for Each Group = DIFFERENTIATED INSTRUCTION • Different Benchmark + Leveled Materials for Each Group = DIFFERENTIATED INSTRUCTION

  34. Accelerated Reader

  35. Example – Week of June 10th • High Group (IRL = 2.8-4.7) • Focus: Text Features • Materials: Reading A-Z “Coral Reefs” Level Q • Middle Group (IRL = 1.7-2.3) • Focus: Text Features • Materials: Reading A-Z “Oil a Messy Resource” Level L • Low Group (IRL = PP-1.5) • Focus: Text Features • Materials: Reading A-Z “All Kinds of Factories” Level E

  36. Example – Week of June 17th • High Group • Focus: Compare and Contrast • Materials: HM Leveled Reader “Whale Music” Level N • Middle Group • Focus: Compare and Contrast • Materials: HM Leveled Reader “Henry and the Fox” Level K • Low Group • Focus: Compare and Contrast • Materials: Scott Foresman Science Leveled Readers “Habitats” Level E

  37. “The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” Marcel Proust

  38. ESSENTIAL QUESTION How can I align all data points to support classroom teachers and set goals for classroom instruction?

  39. Goal Setting

  40. Goal Setting – Fall to Winter Interim

  41. CLASS LIST REPORT

  42. Setting Goals “When we teach children how to set and achieve goals, and how to apply these principles to their school work, they learn how to take more ownership of their education. They learn how they play a significant role in their education and in their future. By learning how to set and achieve goals, how to overcome challenges, the importance of being positive, and how to measure their progress, children learn how to enhance and increase their chances for success.” John Bishop, Accent on Success

  43. Goal Setting – Class (FAIR)

  44. Tracking Progress

  45. 3rdGrade AP1- Class Grade Summary Report for 2012-2013 Steps : • Identify the Median Percentile Rank for Reading Comprehension on the Class Grade Summary Report. • Based on the Goal Setting report, determine the goal set for the grade level. • Begin to chart progress. +22%

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