Effective Use of Data and Goal Setting
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Transcript of Effective Use of Data and Goal Setting
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Effective Use of Dataand
Goal Setting
ETO Instructional Coaches’ AcademyJune 11, 2013
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Common Board Configuration (CBC)DATE: June 11, 2013
BENCHMARK: Understand the analysis of data to target differentiated instruction.
ESSENTIAL QUESTION:How can I align all data points to support classroom teachers and set goals for classroom instruction?
HIGHER ORDER QUESTIONS:• How will I ensure that
teachers successfully incorporate collaborative strategies during group work?
EXIT SLIP:
•Revisit Essential Question
AGENDA: What data points are the most effective –Bell RingerI Do:•Purpose and Components of various data pointsWe Do:•Discuss and analyze various data points to group studentsThey Do:•Within a group, analyze data and discuss its implementationYou Do:Revisit all disaggregated data– How would you guide teachers through the implementation of Differentiated Instruction?
HOME LEARNING:
Review today’s activities and reflect on how you would implement the analysis of data in order to increase student achievement.
BELL RINGER: An Investigator of Data.
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.
VOCABULARY: -FAIR-Accelerated Reader -CELLA-Interim Assessments -Goal Setting
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Essential Question
How can I align all data points to support classroom teachers and set goals for classroom instruction?
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What Will a Teacher Need?
• FAIR Data
• Class Status
Report
• Phonics Inventory
• CELLA Data
• STAR Data
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What Will a Teacher Need?
• Grouping Template
• Baseline or Interim Data
• Edusoft Class List
Report
• Analyzing Baseline/ Interim
Assessment Sheet
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Data Points • FAIR
(Flor ida Assessment for Instruct ion in Reading)
• PHONICS INVENTORY
• CELLA (ELL STUDENTS)
• STAR
• BASELINE/INTERIMS
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Step 1:
• BOX AND PROFILE STUDENTS
Florida Assessment for Instruction in ReadingFAIR
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Class Status Report
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Class Status Report
Box 3 + 5
Box 2 + 5
Box 3 + 5
Box 2 + 5
Box 2 + 4
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• Determine Which Students need further Testing
Step 2:
PHONICS INVENTORY
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Phonics Inventory
• Students that fall in Box 5 should be given a Phonics Inventory.
• Analyze Phonics Inventory–Determine where deficiencies
begin.•Example: Short Vowels
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CELLA
Step 3:
• Identify ELL Students and Determine oral and reading skills
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Now available in EXCEL.
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CELLA Item Analysis Report
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Content Differences Between Levels
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Use CELLA Data
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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.
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Consider CELLA Oral data forFAIR 3+5 Grouping
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Compare CELLA Reading data to Benchmark data
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STAR• Identify Instructional Level
Step 4:
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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.
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Step 5: Group Students
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Name IRL FAIR Interim
Group Students
• Take 3 Post-It Notes.• Divide it into 4 Columns (see below)• Group students by IRL and FAIR (High, Medium
and Low)
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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?
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High Middle
Low
Name IRL FAIR Interim
Janeisha 4.7 1
Kendrick 3.3 2 + 5
Keani 3.2 3 + 4
Alexys 3.1 2 + 4
Mikya 3.0 2 + 5
Naomie 2.8 2+4
Name IRL FAIR Interim
Wilmer 2.3 3 + 5
Kayla 2.1 3 + 5
Nyssa 2.0 2 + 5
Louis 1.8 3 + 5
Nathaly 1.7 1
Yonti 1.7 2 + 5
Name IRL
FAIR Interim
Kateria 1.5
3 + 5
Monica 1.5
3 + 5
Ashley PP 3 + 5
Kareen PP 3 + 5
Kadazjah PP 3 + 5
Are there any students that
may be misplaced?
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BASELINE/INTERIMS• Rank Benchmarks to determine Class Deficiencies
Step 6:
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CLASS LIST REPORT
This reflects the class’s overall performance
This reflects the class’s performance on the specific benchmarks
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Step 5: Rank Benchmarks
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DATA CHATS - TEACHERS
Provide teachers with the protocol and Edusoft Reports
and have them identify strengths and weaknesses prior
to chat.
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BASELINE/INTERIMS• Identify Benchmark Needs for each Group
Step 7:
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HighMiddle
Low
Name IRL FAIR Interim
Janeisha 4.7 1
Kendrick 3.3 2 + 5
Keani 3.2 3 + 4
Alexys 3.1 2 + 4
Mikya 3.0 2 + 5
Naomie 2.8 2+4
Name IRL FAIR Interim
Wilmer 2.3 3 + 5
Kayla 2.1 3 + 5
Nyssa 2.0 2 + 5
Louis 1.8 3 + 5
Nathaly 1.7 1
Yonti 1.7 2 + 5
Name IRL FAIR Interim
Kateria 1.5 3 + 5
Monica 1.5 3 + 5
Ashley PP 3 + 5
Kareen PP 3 + 5
Kadazjah PP 3 + 5
Add Interim Data.
Are there any students that may
be misplaced?
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BASELINE/INTERIMS
•Determine the Instructional Focus for Each Group and Identify Appropriately Leveled Materials.
Step 8:
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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
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Accelerated Reader
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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
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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
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“The real voyage of discovery consists not in seeking new
landscapes, but inseeing with new eyes.”
Marcel Proust
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ESSENTIAL QUESTION
How can I align all data points to support classroom teachers and set goals for classroom instruction?
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Goal Setting
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Goal Setting – Fall to Winter Interim
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CLASS LIST REPORT
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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
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Goal Setting – Class (FAIR)Grade Level FAIR – Task Score Type Goal (AP1 – AP3)
Kindergarten Broad Screen Mean Score +17
1st Grade Reading Comprehension % at or above Target Passage
+18
2nd Grade Reading Comprehension % at or above Target Passage
+10
3rd Grade Reading Comprehension Median %tile Rank +22
4th Grade Reading Comprehension Median %tile Rank +14
5th Grade Reading Comprehension Median %tile Rank +10
6th Grade Reading Comprehension Median %tile Rank +4
7th Grade Reading Comprehension Median %tile Rank +6
8th Grade Reading Comprehension Median %tile Rank +4
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Tracking Progress
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3rd Grade 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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AP1 AP2 AP30
10
20
30
40
50
60
70
Standard Aim Line Current Performance
2012-2013 Aim Line
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3rd Grade AP2- Class Grade Summary Report for 2012-2013
• How much growth has occurred from AP1 to AP2?
• Is the current performance for the class aligned with the aim line?
+11%
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AP1 AP2 AP30
10
20
30
40
50
60
70
Standard Aim Line Current Performance
Student Growth from AP1 to AP2
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3rd Grade AP3- Class Grade Summary Report for 2012-2013
• How much growth has occurred from AP1 to AP3?
• Is the current performance for the class aligned with the aim line?
• What does the data show about the growth of students from AP1 to AP3?
+11%
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AP1 AP2 AP30
10
20
30
40
50
60
70
Standard Aim Line Current Performance
Student Growth from AP1 to AP3
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Set the Goal
AP1 AP2 AP30
10
20
30
40
50
60
70
Standard Aim Line Current Performance
Determine the goal for your class.
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Reflection
What plans will you set to meet targeted goals?
What are some trends that you notice?
How can we support classes that are showing declines in their data?
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ETO Elementary Collaboration Website
Build, Sustain, Accelerate
http://www.etomiami.com