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Grade-level Data Team Meetings

Grade-level Data Team Meetings. Establishing Grade-level Data Team Meetings. Basics of a Data Wall Teacher Action Plans Protocols. Introduction to Data Walls. A Data Wall is… a planning tool that allows you to design and organize reading instruction

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Grade-level Data Team Meetings

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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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