Instructional Practices, Part II project DATA Instruction Module.

Instructional Practices, Part II

projectDATAInstruction Module

www.uoregon.edu/~projdata

Log-in to AIMSweb

Log-in to AIMSweb using your username and password from the inside of your namecard• www.aimsweb.com• User number: 10216

Set your laptop aside - we’ll come back to your data later…


Agenda

• Project map • Questioning in review• Break• Data analysis activity• Review data and intervention tracker

• Closing activities


projectDATA Map


Question Categories in Review


Your Use of Questioning StrategiesLooking at tally sheet…

• How did you take the information re: questioning back to your classroom?

• How did you use questioning strategies to supplement the questions already posed in your curriculum?

• As a whole group:– What categories of questions did you find

yourself asking the most? – What’s an example of a question you asked

your students?– Could you have gone in greater depth? – Should the questions have been more basic to

scaffold learning?

Data Review & Analysis


Data Example


Data Example

• What do you notice about the student’s scores?

– Think about the 3-4 point rule and the slope of the lines…

• Other information: – Student is just below benchmark

on EasyCBM screening assessment– Student often works carelessly

when completing assignments


Recommendations from Data

• Number of points below line and slope of line suggest student needs intervention

• Suggestions:– Examine types of problems student is

struggling with on probes and provide review based on types of errors student is making

– Identify whether other students are also struggling with the skill (i.e., instructional grouping)

– Integrate more opportunities for guided and independent practice of skill

– Implement an individual self-monitoring intervention with the student to reduce carelessness in work


Rationale for Recommendations• Goal is to provide additional

support within the classroom before an outside intervention is necessary:

– If student is pulled out of class for additional support, miss access to grade level content

– Want “good” students to continue to experience success, across all aspects of mathematics content

– Save intensive resources for students who really need them


Data Activity

• Look at the data (graphs, facts) on your handout

• In a small group, discuss: – What recommendations do you have

for the student?– How would you monitor student

learning (be specific)?– What other information would you

want to know about the student to support your decisions?


• You should be logged into AIMSweb…• Take notes on the following:

– What proportion of your class is on target to meet their individual goals?• Near target?• Below target?

– Find students who are “below target” and look at their graphs• What do you notice about their performances?

• Are you monitoring these students on the intervention tracker?

• How have your interventions impacted student performance?

Connection to Data


Navigation Tabs

To generate a class set of student progress graphs:

1.Click the box to the right of ‘Progress Report’ to select all students.

2.Scroll to the bottom of the page, and click ‘View Selected’

StudentList

AIMSweb – Progress Monitor


• Take out intervention tracker• Share with a partner:

– How are you using the intervention tracker to document interventions for students?

– What interventions did you implement with students?

– Did you make any changes to interventions? What information did you use to inform your decision to make a change?

Intervention Tracker


Navigation Tabs

StudentList

AIMSweb: Enter Intervention Line

Click date (for individual student) under “Next Score”



Click “Show ALL sessions for this

schedule”



Records per PageScroll and select “ALL”



Find intervention start date;Click “I”



1. Label Intervention;2. Click “Add”

3. Click on ‘Progress Monitor’ tab to return to class list and view student graph


Data and the Intervention Tracker

• Moving forward from today’s data discussion…

– How will you use the intervention tracker to monitor student performance?

– When will you record interventions?

– How often will you review data to determine effectiveness of intervention(s)?

– What data will you use to make decisions?

Sustainability Overview


1. Continue to use formative and summative assessment data to inform decisions

2. Continue to utilize effective instructional practices

3. Share knowledge of assessment and data-based instructional decision-making with other teachers at your school

4. Develop an action plan for:– Taking knowledge back to school site– Utilizing knowledge effectively in own

practice

ProjectDATA Sustainability Goals


• When forward mapping with district, consider:– How will you sustain progress monitoring?

– What resources will you need?– What other practices will you want to continue to engage in next year (and for years to come)?

• Tasks between now and next inservice:– Complete needs assessment survey

• Elisa or Nancy will email link to survey

Sustainability Within Your School


Closing Activities

• Questions?

• Next meeting: May 6– Instruction post-survey

– Sustainability: looking forward to next year

• Mathematicians Workshop Series– Dan Erman, April 17-18– Trish Koontz, May 15-16– Richard Schaar, May 29-30– Media Services, Rm. 41 for all future sessions

• Evaluation

Instructional Practices, Part II project DATA Instruction Module.

Documents

Transcript of Instructional Practices, Part II project DATA Instruction Module.