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Session 5

Session 5. Supporting Your Learners : Case Studies. Objectives. Participants will collaboratively examine case studies based on sample data from end-of year assessments

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Session 5

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  1. Session 5 Supporting Your Learners : Case Studies EngageNY.org

  2. Objectives Participants will collaboratively examine case studies based on sample data from end-of year assessments Participants will understand how Skills remediation lessons are developed from the Assessment and Remediation Guide to address the specific needs of the students Participants will have the opportunity to build their own lessons based on data they brought EngageNY.org

  3. Case Study Pathway • Walk through of end-of year assessments for kindergarten student, Evan • Walk through of end-of year assessments for first grade student, Ella For each case study: • Gather, score and analyze results from EOY assessments • Determine each student’s specific instructional needs • Build an instructional plan for each student • View a sample lesson from the A & R guide that fits each student’s needs • Create lessons for these case studies or your own data using the A & R Guide • Analysis of data to determine Evan and Ella’s specific instructional needs • Use the Assessment and Remediation Guide to plan targeted lessons for Evan and Ella EngageNY.org

  4. Kindergarten End- of-Year Assessments Case Study 1: Evan EngageNY.org

  5. Gathering Assessment Materials Teacher Guides Student Workbooks Student assessments Individual summary score sheets Extra worksheets to do while teacher is administering assessments to other students • Testing instructions • Answer keys • Scoring analysis • Class summary sheets EngageNY.org

  6. Gathering Kindergarten EOYAssessment Materials CS 1 Teacher’s Guide: Lessons 15-20 Student Workbook: 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.6, 18.2 EngageNY.org

  7. Kindergarten End-Of-Year Assessments Skills Unit 8 • Word Recognition • Lowercase Letter name • Tricky Words • Psuedoword Reading • Real Word Reading • Code Knowledge Diagnostic • Story Reading: Running record and comprehension CS 5 EngageNY.org

  8. Gathering Data for Students Individual Summary Score Sheet in Workbook Class Summary Sheets in Teacher’s Guide EngageNY.org

  9. Example EOY results CS 6 EngageNY.org

  10. Word Recognition Assessment • Whole group • 20 words • Students who score 90% (18 or more correct) have strong word recognition skills • Students who score 90% (less than 18 correct, need further assessment) • Evan scored 16/20 CS 7 – 9 EngageNY.org

  11. Psuedoword Assessment CS 12 – 13 Scores 27 or above indicate strong word attack skills Evan received 23/30 Next task…Code Knowledge Diagnostic EngageNY.org

  12. Code Knowledge Diagnostic Assessment • Pinpoints specific letter sound correspondences not yet mastered • Evan scored 22 on rows 1-5 suggesting weak letter/sound knowledge CS 15 – 17 EngageNY.org

  13. Scoring and Analysis Evan Scored 16. Evan scored 23. Evan scored 22. CS 18 – 19 EngageNY.org

  14. More Assessments for Evan The Lowercase Letter Name Assessment Tricky Word Assessment Evan missed tricky words a, was • Total Score 22/26 • Considered: Good • Evan missed • ‘d’, ‘t’, ‘p’, ‘f’ CS 20 – 25 EngageNY.org

  15. What Will Evan Need? • Review the assessments and results • What does the data tell you? • What will Evan need to be retaught? CS 6 EngageNY.org

  16. What Evan Needs Assessments What to Reteach: Medial sound /o/, Final sounds /b/, /t/, /d/, Digraphs /sh/, /ch/ , Consonant Doubles /ff/ ‘d’, ‘t’, ‘p’, ‘f’ a, was Code Diagnostic Lowercase Letters Tricky Words EngageNY.org

  17. For Evan Instructional Planning EngageNY.org

  18. Building an Instructional Plan for Evan Reteach: • Medial sound /o/, • Final sounds /b/, /t/, /d/, • Digraphs /sh/, /ch/ • Consonant Doubles /ff/ • Lowercase Letters: ‘d’, ‘t’, ‘p’, ‘f’ • Tricky Words: a, was EngageNY.org

  19. Remediation & Targeted Instruction AR 2 EngageNY.org

  20. Unit 8 A & R Instructional Flowchart /o/,/b/,/d/,/t/ /sp/ /ff/ AR 2 EngageNY.org

  21. Unit 8 A & R Guide Instructional Flowchart AR 2 EngageNY.org

  22. Establishing Evan’s Level of Instructional Need Based on Evan’s specific errors, what level of instruction will he require? • Guided Reinforcement: On pace some gaps in knowledge • Explicit Re-teaching: Explicit instruction in (1) specific literacy component • Comprehensive Re-teaching: Instruction over (2+) multiple components of literacy • . EngageNY.org

  23. Establishing Evan’s Level of Instructional Need Evan will need to receive explicit reteaching in the areas of phonological awareness and phonics for the specific sounds targeted He has not demonstrated preparedness to move onto K Skills Units 9 and 10. EngageNY.org

  24. Lesson Structure for Explicit Reteaching • Warm-Up • Explicit Phonics Instruction • Guided Practice (working with skills) • Guided Practice (Applying Skills) AR 6 EngageNY.org

  25. Sample Lesson AR 7 – 9 EngageNY.org

  26. Grade 1 End of Year Case Study 2: Ella EngageNY.org

  27. First and Second Grades End-Of-Year Assessments Three Part Assessment Silent Reading Comprehension Fluency Word Reading In Isolation EngageNY.org

  28. Gathering First Grade EOY Assessment Materials CS 26 • Teachers Guide: Unit 7, Lessons 19–21 • Student Workbook: 19.1, 19.2, 19.3 EngageNY.org

  29. Focus on Comprehension • Ella answered 1 literal question and 1 evaluative question incorrectly • Ella will be assessed for Fluency • Work on comprehension CS 32 – 38 EngageNY.org

  30. Focus on Fluency CS 39 – 46 EngageNY.org

  31. Focus on Word Reading in Isolation CS 47 – 49 EngageNY.org

  32. Directing Remediation Remediation sheet to group students Record phonemes student missed CS 50 – 56 EngageNY.org

  33. For Ella Instructional Planning EngageNY.org

  34. What Will Ella Need? • Review the assessments and results • What does the data tell you? • What will Ella’s instruction need to focus on? CS 28 – 29 EngageNY.org

  35. Ella’s Missed Phonemes on Word Reading Assessment Consonants /d/, /g/, /j/, /n/, /r/, /s/, /ch, /th/ Vowels /i/, /ae/, /oe/, /aw/ Record phonemes Ella missed CS 48 EngageNY.org

  36. First Grade Ella’s EOY Summary • Received 2 wrong on silent reading • Fluency running record taken Ella scored 50%percentile, and is on grade level • Scored 75% for word reading CS 28 – 29, 41 EngageNY.org

  37. Establishing Ella’s Level of Instructional Need Based on Ella’s specific errors, what level of instruction will she require? • Guided Reinforcement: On pace some gaps in knowledge • Explicit Re-teaching: Explicit instruction in (1)specific literacy component • Comprehensive Re-teaching: Instruction over (2+) multiple components of literacy • . EngageNY.org

  38. Comprehensive Reteaching Lesson Structure • Warm-Up • Explicit Instruction • Guided Practice (working with skills) • Guided practice (applying skills) • Independent Practice (Progress monitoring) AR 11 EngageNY.org

  39. Comprehensive Reteaching Sample Lesson AR 12 EngageNY.org

  40. Your Turn: Using the A&R Guide Creating Lessons for your data EngageNY.org

  41. Planning Instruction With the A & R Guide EngageNY.org Is determined by… • Observation of student performance during instruction • Student scores on performance throughout the units • Progress monitoring from the A & R Guide

  42. Navigating the A & R Guide for K and First Grades AR 1 • Step 1: Use the Cross Reference charts and Determining Student Need Flow Charts • Step 2: Refer to the Skills Scope and Sequence • Step 3: Consider the student’s level of Instructional Need • Step 4: Select exercises and assessments and prepare materials for instruction and progress monitoring • Step 5: Progress Monitor Students EngageNY.org

  43. Step 1: Use Cross Reference and Determining Students Needs Charts EngageNY.org

  44. Step 2: Use Skills Scope and Sequence To confirm the earliest point of weakness EngageNY.org

  45. Step 3: Level of Instructional Need Guided Reinforcement Comprehensive Reteaching Explicit Reteaching EngageNY.org

  46. Step 4: Choose Exercises Aligned to Instruction Fluency Cards Bingo Cards EngageNY.org

  47. Step 5: Monitor Student’s Progress Progress Monitoring Sheet from A & R Guide EngageNY.org

  48. Navigating Second Grade A & R Guide AR 1 Phonics only: Typical instructional sequence • Determine letter-sound needs • Locate in TOC of the A&R guide the section for those letter-sounds • Pretest using section assessment • Teach lesson(s) using Word Lists, provide practice sheets, read aloud sentences/stories, games • Administer post -tests EngageNY.org

  49. Hyperlinks to the A & R guides for each grade KindergartenFirst GradeSecond Grade Unit 3Unit 3Whole guide Unit 4Unit 4 Unit 5Unit 5 Unit 6Unit 6 Unit 7 Unit 8 EngageNY.org

  50. Work Time: Developing Targeted Lesson Plans Your Task Resources: Hyperlinks to A&R guide (Slide 50) A&R Navigational Checklist (AR, page 1) Lesson plan templates: Guided Reinforcement (AR, page 5) Explicit Reteaching (AR, page 10) Comprehensive Reteaching (AR, page 13) Using: • Your class data –or– • Evan or Ella’s EOY assessment data • Determine student’s area of need. • Determine level of instructional need: • Guided Reinforcement • Explicit Reteaching • Comprehensive Reteaching • Use the corresponding lesson plan template to develop a targeted lesson. EngageNY.org

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