Pre-K Data Dig Using Data for Small Group Instruction

Intended Outcomes Analyze data and create groups of students for small group instruction. Plan for small group tiered lessons based on class standing or subtest results. Prepare data binder to help track and monitor progress made by students. Understand the rubric for tracking data. Read Intended Outcomes

Norms 6 CLICKS Go over group norms. Listen and respect each other Limit sidebar conversations Limit technology Take care of your needs (locate restrooms in the facility) Share ideas Have a great learning experience Ask participants if additional agreements are needed. Locate restrooms in the facility.

Rationale for Using Data Why do we need to organize and analyze data? Account for student performance Recognize implications for instruction Determine next steps Tier groups Differentiate instruction 1 CLICK Ask teachers the question on the slide. Have them share their answers. Analogy: When we go to the doctor, tests are conducted to determine what is wrong with us. The doctor just doesn’t leave the results in a folder and make a prognosis without adequate evidence. Test results are read and analyzed to make informed decisions to help a patient. If the patient is dying of cancer, the doctor cannot just sit back and say, “Sorry, I can’t help you.” He will do everything he can to make it better for his patient. Just like teachers in the classroom, we know our struggling and failing students. Assessments results are there for us to use; this knowledge will better help us in determining our next steps. What areas is this child struggling with? How can I help? What instructional strategies do I use? How often and how intense should I provide remediation? Assessments are useless if not used. They serve a variety of purposes: track learning, diagnose academic difficulties, determine program eligibility, evaluate teaching and most importantly ensure that students are learning!

System of Support Tier 3 Tier 2 Tier 1 Tier 3 Small Group (4-5x/week) Targeted and intense intervention in small homogenous groups Tier 3 Tier 2 Small Group (2-3x/week) Supplemental intervention in small homogenous groups in addition to classroom instruction Tier 2 3 CLICKS Go through each component of the pyramid and discuss each tier. Tier 1 Whole Group Quality classroom instructional interventions Tier 1

How to Determine Tiers Mr. Wonka’s Class Summary Teacher: Mr. Wonka Class: Mr. Wonka’s Class All Teachers Mrs. Hubbard Ms. Goldilocks Mr. Kermit Ms. Cinderella Mr. Wonka Class Totals Report - CTR: This tool allows you to view, download, and print report showing B – Baseline score.

Total Weighted Score The Total Weighted Score = total score of all subtests divided by the number of subtests.

Sort Total Weighted Score 3 CLICKS Clicking on B under Total Weighted Score sorts students’ scores from highest to lowest and shows the class standing. Tiers may be determined by grouping students according to their general skill level or performance. Homogenous grouping for small group instruction benefits your students and makes your job slightly easier. Knowing what the students in each small group need and teaching them on their level reduces the risk of boring a student with higher level abilities or overlooking a student who struggles.

Design activities/lessons that would extend the learning. Student Tiers Tier 3 Low 0-25% (4-5x/week) Tier 2 Mid 26-75% (2-3x/week) Tier 1 High 76-100% (once a week) Scaffold further so that this group of struggling students can be successful Bradley Cooper Miley Cyrus Lebron James Leonardo DiCaprio Michael Jordan Katy Perry Christina Aguilera Danica Patrick Scaffold the tasks Justin Bieber Jennifer Aniston Bruno Mars Selena Gomez 9 CLICKS Go over each tier and stress that the intensity, duration, and frequency of remediation differs according to the students’ skill levels. Ask teachers to look at the CTR of Mr. Wonka at the back of their PPT handout and name students who belong in each tier. Note that because of the size of Tier 2, the teacher may divide the tier into 2 sub-groups (according to Debbie Diller, the limit for small group is 5). Creating groups according to the student’s class standing may help a struggling student but this process may not be specific enough to effectively make an improvement. The issue with this is that some students perform better in other areas/subtests and might not necessarily be struggling across the board. In order to effectively make an impact on the performance of students, accommodate individual needs by analyzing data in detail, pinpointing objectives that need reinforcement and employing targeted instruction (adjust intensity and nature of instruction). Explain and give examples of scaffolding in the different tiers. Design activities/lessons that would extend the learning. Nicki Minaj Manny Pacquiao Drew Barrymore

Targeted Instruction Intentional Teaching Intensive Interventions The teacher acts with specific outcomes or goals in mind for the student’s development and learning. Lesson plans Intensive Interventions In small group instruction, the frequency, duration, and intensity of instruction are determined by the: Assessment Intervention goals PK guidelines as well as monitoring intervention outcomes depending on the results of the BOY, MOY and the student’s class standing Individualized Support In both whole group and small group instruction, scaffold and implement instruction by: Prompting Modeling Peer support to reinforce academic learning goals Use this analogy to explain targeted instruction: If a patient has a cough, you cannot just diagnose and prescribe just any type of Robitussin. They have specially formulated products like expectorants, mucolytic, and suppressants. A cough may be caused by asthma, emphysema, sore throat, bronchitis, pneumonia, lung disease, smoker’s cough or even cancer; some are dry, come with phlegm, body aches or fever. Doctors have to make the right diagnosis, prescribe the right medication, to ensure relief and recovery. Link this example to why intervention in the classroom has to be targeted! Because of this, it is not enough to use the students’ class standing (relate to cough in general). Clicking on B (baseline score) under each subtest (different kinds of coughs) will determine different student groups to “cure”. Keep in mind that groups are flexible because if the student is doing better, you cannot prescribe the same “medicine” (intervention). The student is ready to be moved (taken off the meds). Remember that groups are rearranged periodically according to the students’ needs; it is never permanent. Targeted Instruction: Intentional teaching – the teacher acts with specific outcomes or goals in mind for the student‘s development and learning. Intensive interventions – frequency, duration, and intensity of instruction are determined by the assessment; intervention goals, objectives as well as monitoring intervention outcomes depend on results of BOY, MOY and the student’s class performance. Individualized support – scaffold and implement instruction (e.g. prompting, modeling, peer support to reinforce academic learning goals.)

Skills Domain(s) to Target 2 CLICKS This is Mr. Wonka’s pie chart. Required subtests for the MOY are shown. The green shaded portion of the pie chart gives an overview of the percentage of correct answers for each test. Ask teachers to examine them: Which literacy skills are the students struggling with? Which math skills are the students struggling with? What is the lowest subtest in literacy? In math? Which literacy skills got the lowest score? How about in math?

Analyzing Subtests Knowing that Alliteration is one of the subtests the students did poorly on, clicking on B (under alliteration) will put the scores in order and help the teacher create tiers based on the student’s performance in this particular domain. Ask teachers to fill out the “Small Group Lesson Planning” template and write down the names of students that belong in each tier. (Click to the next slide for suggested activities under each tier.)

Differentiated Activities Tier 3 Low 0-25% (4-5x/week) Tier 2 Mid 26-75% (2-3x/week) Tier 1 High 76-100% (once a week) Alliteration Phase 1: Recognize Recognize that 3 words all begin with the same sound. Listen: map, make, mop Say the words with me: map, make, mop Do these words begin with the same sound? Yes they all begin with /m/ (Stretch the /m/ as you say the words.) Differentiated Activities Jennifer Aniston Danica Patrick Bruno Mars Drew Barrymore Selena Gomez Bradley Cooper Manny Pacquiao Katy Perry Christina Aguilera Miley Cyrus James Lebron Leonardo DiCaprio Alliteration Phase 2-3: Identify (Alike/Different) Identify 2 out of 3 words that begin with the same sound: fox, foot, cat Identify that word that does NOT begin with the same sound as the other 2: talk, top, dog (Use FSP Pocket Photos) Note that the students who were initially in the lowest tier by class standing are not necessarily in tier 3 when it comes to ‘alliteration’. Miley, Bradley, and James are grouped under Tier 2 even if their original class standing puts them in Tier 3. Brainstorm lesson/activity as a class. Show Lesson/Activity – from FSP Strategy Cards on Alliteration (repetition of same sounds at the beginning of words). Stress the importance of differentiated lessons/activities for each group. Nicki Minaj Michael Jordan Justin Bieber Alliteration Phase 4: Produce Students will produce words that begin with the same sound as a target word. Example: Think of another word that begins with saw, song, sock.

Why differentiate activities? Differentiation provides options for students to work on the same learning objective and yet be challenged individually. Some teachers might not understand what “differentiation” means. It does not mean doing different things, rather it provides classroom options for all students to work on the same learning objective and yet be challenged individually.   Give basketball example – If a coach knows you can dribble and swerve in and out of pylons, would he still ask you to practice bouncing the ball up and down? PE Tiered activities: Dribble from point A to point B in a straight line with one hand: Switch to other hand and repeat Use other had and develop a new floor pattern from A to B (not a straight line) Zigzag in and out of pylons as fast as possible Change hand Increase speed Dribble with one hand – and a partner playing defense Increase speed and use other hand Trade roles

Morning Message We’ve seen how we can differentiate instruction for basketball. How can we take that same concept and differentiate between our tiers in the morning message? Read the message. Demonstrate how questions can be tiered according to the skill level of the students. Tier 3: The teacher knows that Jennifer, Bruno, and Danica are struggling with Alliteration so s/he might say: Say the words with me: stupendous, students, spectacular. (Stretch the /s/ as you say the words.) Do these words begin with the same sound? Yes they all begin with /s/ Tier 2: Call on tier 2 students. Identify 2 out of 3 words that begin with the same sound: garden, grow, fruit. Call on another student to identify the word that does NOT begin with the same sound as the other 2: plant, pineapple, grapes Tier 1: Students will produce words that begin with the same sound as a target word. Think of another word that begins with school, seeds, strawberry (answer does not have to be a word in the morning message)

Table Activity Use your pie charts to determine the lowest skill domain in math and literacy. Look at the data under each of the lowest subtest and create your tiers. Using the Small Group Planning template, write down student names under each group (use 1 template for math and another for literacy). Plan for differentiated lessons/activities. If the teacher did not bring his/her class data, use Mr. Wonka’s data. Do this process for the lowest subtest in math. Have table members share with each other. Debrief as a whole class.

Prepare Data Binder Helps track and document progress made by all students in an organized way: Section 1: Assessment Data Section 2: Small Groups Section 3: Small Group Planning Section 4: Anecdotal Notes Section 5: Progress Monitoring Data Data Binder Data Binders help track and document progress made by all students in an organized way. The binder includes: assessment data small groups (don’t have more than 5 – Debbie Diller) small group schedule (meet with 1-2 groups/day; meet low group more often) small lesson plans written in Small Group Planning template work station activities progress monitoring data reteaching plan if needed

Section 1: Assessment Data Assessment Data Options Whole Class Class Totals Report Pie Chart Bar Graphs Include tiers by subtest (Class Totals Report) Individual Students Class Totals Report Pie Chart Print out assessment data by logging into http://frogstreetassessment.com. Pull out CTRs, Pie Charts (class and individual students) and bar graphs that determine specifically which students answered an item correctly/incorrectly (green/gray bar).

Section 2: Small Groups Allow for more active involvement Receive immediate feedback on their learning Assist students to clarify ideas about the subject matter Encourage students towards independent learning Learn and develop cooperative behavior Establish rapport between teacher and student 1 CLICK At their tables, ask teachers what they think are the benefits of having small groups. Do this round-robin style making sure each member has a turn. Debrief as a whole group. Slide in to show answers.

Small Group Tracking Form Alliteration/ Letter Sounds Jennifer Aniston Nicki Minaj Danica Patrick Tier 1: Tier 3: Michael Jordan Bruno Mars Justin Bieber Drew Barrymore 3 CLICKS This form can be kept in the Data Binder and serves as a reference for teachers to determine student groups. Post-its are recommended; a student who belongs to the blue group might have mastered the lesson faster than the others and can be moved to the next tier. In this example, Justin although placed with the high group for alliteration might not be able to cope with the pace and intensity of the orange group. He might have scored a 6/7 in alliteration because he guessed. His class standing of 37 is a red flag and a possible concern that he might need intense reinforcement/instruction; he might be more successful if placed with the green group. Bruno (because his class standing (36) is relatively higher than Danica) will (hypothetically) understand the skill faster and can be moved to the yellow group. Leonardo (class standing 63) might learn faster than the others in the green group and might be ready after a week of intervention. He can be transferred to the orange group. Selena Gomez Christina Aguilera Bradley Cooper Tier 2: Miley Cyrus Tier 2: Manny Pacquiao James Lebron Katy Perry Leonardo DiCaprio

Determine Your Small Groups Have teachers look through their data and determine their small groups according to each subtest. Use the Small Groups template to record student names.

Let’s take a break!

Section 3: Small Group Planning Subtest: Alliteration Tier 1 Nicki Minaj Michael Jordan Justin Bieber Alliteration Phase 4: Produce Tier 2 Alliteration Phase 2-3: Identify (Alike/Different) Tier 3 Jennifer Aniston Danica Patrick Bruno Mars Alliteration Phase 1: Recognize Drew Barrymore Selena Gomez Bradley Cooper Manny Pacquiao Katy Perry Christina Aguilera Miley Cyrus James Lebron Leonardo DiCaprio Sort your groups according to tiers Create groups of 5 or less based on their individual scores Determine small group lessons/activities

Small Group Documentation Form Small Group Planning Small Group Documentation Form Date: March 11, 2014 Lesson/Activities: Frog Street Alliteration Cards Skill Domain: Alliteration Notes: Drew and Selena are able to produce new words that begin with the same sound when given a group of words. Bradley, Manny, and Katy have difficulty picking out words that do not follow the same alliterative pattern in a group. Students: Drew, Selena, Katy, Bradley, Manny Next Steps: Bradley, Manny, Katy – use pictures to support activity. Drew and Selena – send to work stations Template included in packet. Give teachers time to preview this example.

Templates Show: These templates were created by the ECH department to help organize your data.

Transition of Activities Whole Group Small Group Work Stations Ask teachers why work station assignments or activities should be taught in the whole or small group prior to sending the student to do it individually. This will increase on-task behavior and make way for learning because students will not waste their time wondering what to do. Group work: Ask teachers to give example of a whole group activity. How will that activity look in your small groups? Discuss how the same activity will transition over to the work stations. Work station assignments or activities must be taught in the whole or small group prior to sending the student to do it individually.

Section 4: Anecdotal Records Anecdotal records are written observations or transcripts that provide cumulative information about a student’s development with a particular learning objective.       Anecdotal notes provide information about students' development over an extended period of time and is used to identify the instructional needs of students.

Useful Anecdotal Notes Be brief and focused and immediately recorded after the observation. Photos are also an option. Include the student’s strengths and weaknesses. Be recorded in binders with a single page for each student or in a notebook with each entry dated to provide a chronological record of classroom activities. Be recorded during different times and during different activities of the day in order to develop a complete profile of students' language abilities, interests and attitudes (on average 2x a week per student). Be examined by the teacher regularly to be sure that comments are made for each student on a variety of skills and behaviors. 5 CLICKS Read slide and explain.

Anecdotal Notes This is an observation form teachers can use when going around during work station time or small group instruction.

Application Marla Maria Peter Play segments: 0:00 to 1:20 Watch a portion of this video http://www.youtube.com/watch?v=WcoKuFw_q_k Ask teachers to complete anecdotal form for Maria, Marla, and Peter Debrief Maria Peter

Section 4: Progress Monitoring Use the Frog Street Assessment to administer subtests to monitor student progress. Frog Street subtests only gives information on previously made incorrect responses. Utilize data accumulated during small group and work station blocks to determine student progress. Provide tools and opportunities for your students to self-assess. 1 CLICK Turn to your “face” partner and discuss why progress monitoring is important. Debrief: Show slide.

CTR: Progress Monitoring Show and discuss example where student scored a 2 (baseline) on the BOY. The score of 26 under the 1 column shows that the teacher progress monitored and assessed the student before the MOY window. Inform teachers that the 1 column will always reflect the latest score and will not save previous attempts. If you would like to keep a record of the student’s progress, save file on your computer.

Self Assessment To ensure a rating of 4 on IPR I-2: Checks for student understanding and responds to student misunderstanding, the student should be able to self-assess. The indicators for level 4 in this criterion specifies that the teacher creates opportunities for students to self-assess their understanding of lesson objectives and provide feedback to the teacher. Play Michelle’s video http://vimeo.com/76633669 Access the Blog to show them where to get the materials from.

Early Childhood Blog http://hisdearlychildhood.wordpress.com

Rubric: Data Tracking Refer teachers to their handout – Administrator’s Observation Checklist on Data Collection and Tracking. Jigsaw the components by assigning each table member an area to focus on. Give the group 5 minutes to read and understand the rubric. Share with each other what you have learned.

Jeopardy: Process Review TIERS FOR FEARS LET’S GO ON A DATA TRACK & FIELD Small group intervention 4-5x a week Letter___ arranges student scores from highest to lowest Template that includes tiers, student names, and activities Top 76-100% of the class Chart that gives the percentage of correct answers Binder that tracks and documents student progress Intentional, intensive, and individualized Chart that reflects the Total Weighted Score Written observation or student transcripts $200 $200 $200 9 CLICKS Review session by playing the Jeopardy game. $400 $400 $400 $600 $600 $600