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### Implementing Effective Grade-Level Data Team Meetings for Enhanced Student Learning ###

Establishing grade-level data team meetings is crucial for fostering collaboration among educators in analyzing student performance. This guide focuses on the fundamentals of creating a data wall, utilizing teacher action plans, and employing protocols for structured discussions. By using data cards like DIBELS and easyCBM, teams can identify student risk levels and tailor instructional strategies accordingly. The aim is to create targeted small group instruction that addresses learning gaps, enabling educators to refine their teaching approaches and enhance student outcomes effectively. ###

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### Implementing Effective Grade-Level Data Team Meetings for Enhanced Student Learning ###

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  1. Grade-level Data Team Meetings

  2. Establishing Grade-level Data Team Meetings • Basics of a Data Wall • Teacher Action Plans • Protocols

  3. Introduction to Data Walls A Data Wall is… • a planning tool that allows you to design and organize reading instruction • a visual way to monitor student progress and instructional effectiveness

  4. PPS Framework Review Table Discussion Choose a grade level Use the Framework to identify the instructional materials and time recommended for each Tier

  5. Data Cards • Fall DIBELS Composite Score and easyCBM Risk Rating determines Tier (color of card) • Color stays the same throughout year in order to give visual representation of student progress • Triangulate data to fine tune instruction within Tier • DIBELS individual measures (e.g., NWF, ORF) • easyCBM individual measures (e.g., VOCAB, PRF) • Progress Monitoring • Phonics Survey Tasks • In program assessments • Oaks

  6. Data Card Example

  7. Instructional Focus Groups… allow teachers to differentiate instruction within a tier and to design targeted small group instruction that addresses identified gaps in learning.

  8. Understanding Instructional Focus Groups Table Activity 5-7 minutes: • Divide your team into 3 groups (K, 1-3 & 4-8) • Each group reads the Instructional Focus Group document for their assigned grade level group • Highlight critical descriptors and recommended instructional focus • Be prepared to teach your team what you learned 10 minutes: • Use Go Around Protocol for each Instructional Focus Group • Share key points of each, K, 1-3 and 4-8

  9. Check for Understanding • At your table, discuss the correct Instructional Focus Group • Hold up card with the appropriate group number

  10. Description: DIBELS Composite Score indicates Low Risk/Benchmark Status Passed all sections of the Phonics Survey Passed all Scott Foresman Unit Assessments (or SF Quick Check-outs) Using this assessment information, determine Brianna’s instructional focus group. Application Activity Brianna –1st Grade

  11. Description: DIBELS Composite Score indicates Some Risk/Strategic Did not pass 1 or more tasks on the Phonics Survey Using this assessment information, determine David’s instructional focus group. Application Activity David – 2nd Grade

  12. Description: DIBELS Composite Score indicates High Risk/Intensive Using this assessment information, determine Sarah’s instructional focus group. Application Activity Sarah –Kindergarten

  13. Description: easyCBM Risk Rating indicates Some Risk/Strategic Passed Tasks 12 & 13 on 2nd Grade Phonics Survey Fluency score is below grade level percentile Inconsistent performance on SF Unit Assessments Using this assessment information, determine Robert’s instructional focus group. Application Activity Robert – 4th Grade

  14. Description: EasyCBM Risk Rating indicates Low Risk/Benchmark Passed all classroom assessments Met on OAKS Using this assessment information, determine Trevor’s instructional focus group. Application Activity Trevor – 7th Grade

  15. Establishing Grade-level Team Meetings • Basics of a Data Wall • Teacher Action Plans • Protocols

  16. Teacher Action Plans • Learner Centered Problem • Instructional Strategy • Plan to assess

  17. Establishing Grade-level Team Meetings • Basics of a Data Wall • Teacher Action Plans • Protocols

  18. Text-Based Discussion Protocol Table Group 10 minutes: • Read the Fall Benchmark Data Analysis Protocol • Take margin notes and/or highlight key ideas 15 minutes: • Discuss Guiding Questions • What role does the Data Wall play in the analysis of grade level data and the planning of instruction? • How does the protocol guide teachers in evaluating their grade level tiered approach to reading? • What are the key steps in the protocol? • How does this protocol support teachers to have focused data conversations?

  19. Protocol Shifts

  20. K-8 Reading Team Daniel Cogan – dcogan@pps.net Cathy Cowherd – ccowherd@pps.net Sheila Hallinan – shallinan@pps.net Mindy Hawley – mhawley2@pps.net Maryanne Stalnaker – mstalnaker@pps.net

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