Effective Use of Dataand

Goal Setting

ETO Instructional Coaches’ AcademyJune 11, 2013

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

Essential Question

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

What Will a Teacher Need?

• FAIR Data

• Class Status

Report

• Phonics Inventory

• CELLA Data

• STAR Data

What Will a Teacher Need?

• Grouping Template

• Baseline or Interim Data

• Edusoft Class List

Report

• Analyzing Baseline/ Interim

Assessment Sheet

Data Points • FAIR

(Flor ida Assessment for Instruct ion in Reading)

• PHONICS INVENTORY

• CELLA (ELL STUDENTS)

• STAR

• BASELINE/INTERIMS

Step 1:

• BOX AND PROFILE STUDENTS

Florida Assessment for Instruction in ReadingFAIR

Class Status Report

Class Status Report

Box 3 + 5

Box 2 + 5

Box 3 + 5

Box 2 + 5

Box 2 + 4

• Determine Which Students need further Testing

Step 2:

PHONICS INVENTORY

Phonics Inventory

• Students that fall in Box 5 should be given a Phonics Inventory.

• Analyze Phonics Inventory–Determine where deficiencies

begin.•Example: Short Vowels

CELLA

Step 3:

• Identify ELL Students and Determine oral and reading skills

Now available in EXCEL.

CELLA Item Analysis Report

Content Differences Between Levels

Use CELLA Data

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.

Consider CELLA Oral data forFAIR 3+5 Grouping

Compare CELLA Reading data to Benchmark data

STAR• Identify Instructional Level

Step 4:

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.

Step 5: Group Students

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)

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?

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?

BASELINE/INTERIMS• Rank Benchmarks to determine Class Deficiencies

Step 6:

CLASS LIST REPORT

This reflects the class’s overall performance

This reflects the class’s performance on the specific benchmarks

Step 5: Rank Benchmarks

DATA CHATS - TEACHERS

Provide teachers with the protocol and Edusoft Reports

and have them identify strengths and weaknesses prior

to chat.

BASELINE/INTERIMS• Identify Benchmark Needs for each Group

Step 7:

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?

BASELINE/INTERIMS

•Determine the Instructional Focus for Each Group and Identify Appropriately Leveled Materials.

Step 8:

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

Accelerated Reader

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

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

“The real voyage of discovery consists not in seeking new

landscapes, but inseeing with new eyes.”

Marcel Proust

ESSENTIAL QUESTION

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

Goal Setting

Goal Setting – Fall to Winter Interim

CLASS LIST REPORT

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

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

Tracking Progress

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%

AP1 AP2 AP30

10

20

30

40

50

60

70

Standard Aim Line Current Performance

2012-2013 Aim Line

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%

AP1 AP2 AP30

10

20

30

40

50

60

70

Standard Aim Line Current Performance

Student Growth from AP1 to AP2

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%

AP1 AP2 AP30

10

20

30

40

50

60

70

Standard Aim Line Current Performance

Student Growth from AP1 to AP3

Set the Goal

AP1 AP2 AP30

10

20

30

40

50

60

70

Standard Aim Line Current Performance

Determine the goal for your class.

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?

QUESTIONS/CONCERNS

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