Using Data to Inform Instruction Second Year Teacher Induction March 25, 2010

Data Sources Success for All Study Island eMetric PVAAS mclass EdInsight

The Student Population Breakdown Tier III Tier II Tier I 75-80% of Students 15% of Students 5-10% of Students Core Curriculum (Whole Group) Supplemental Programs (Small Group 3-8) Additional Supplemental Programs (Smaller Groups More Time)

The Current Process for Using Data at Highlands Standards Aligned Instruction Universal Screening – Starts with Benchmarking Students Shared Ownership Progress Monitoring Tiered Interventions Parental Engagement

The Process…. How Does It Work? Curriculum Binders Aligned Universal Screening Tools RtII Grade Level Meetings Frequent Monitoring Based on Needs Movement Between Tiers Internal and External Communication Tools

Instruction The core curriculum has these characteristics: Explicit & interactive instruction Systematic instruction Student practice opportunities Aligned student materials

Using Assessment Data 1.What are the goals for the grade level? 2.Who has met the goals? 3.What specific area(s) do most of our students need work? 4.Is this an area we have taught already, or has it not yet been addressed in the curriculum? 5.Where should we concentrate our efforts for all of our students? (Remember we look at the big picture first) 6. What are some effective strategies that will help our students meet their grade level goals? 7. What do we need to do as a team to make this happen for our students? 8. What should we do to make sure we all use this strategy as planned? Monitoring, assessments, etc.

Intervention Intervention Should be implemented as soon as we know there is a need. Should be based on assessment data, they are falling behind grade level goals. The instruction is more intensive than what they have been receiving and with is given using prescribed programs. Normally involves at least 30 minutes per day, 5 days per week.

Kindergarten Groups Pull out time with Title I and/or RtII teachers. Focused on students that are intensive. Keep groups small (2-5) Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning. It is important to work with each small group differently based on instructional need.

Focus Groups Grades 1&2 All 3 tiers are included. Keep high risk groups small (3-8) Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning. It is important to work with each small group differently based on instructional need.

The Focus…..The “Fab” 5 1. Phonological Awareness 2. Phonics 3. Vocabulary 4. Fluency 5. Comprehension

Flex Groups Grades 3-5 All 3 tiers are included. Keep high risk groups small (3-8) Monitor high risk student progress more frequently in order to make instructional changes to accelerate learning. It is important to follow scripted program. (REWARDS, SpellRead)

The Focus…..It Depends What are the needs based on the universal screening tools? What is happening in the classroom? What are the gaps in the curriculum? Others?

Model for Student Success Continuous Assessment Instruction Data-Based Instructional Planning

GRADEDIBELS MEASURE READING COMPONENT KindergartenInitial Sounds, Phoneme Segmentation Letter Naming Nonsense Words Phonemic Awareness Phonics First GradePhoneme Segmentation Letter Naming Nonsense Words Oral Reading Phonemic Awareness Phonics Reading Fluency Second GradeNonsense Words Oral Reading Phonics Reading Fluency Third/Fourth/Fifth Grade Oral ReadingReading Fluency