Beyond The Box: Organizing and Expanding Student Data

Who is Tri County North Elementary?

We are A K – 4 elementary with a total enrollment of 374 students. A small rural district. A Kindergarten through 12 th grade building. An elementary consisting of 4 classes at each grade level K – 4. An elementary with 2 title teachers and 2 intervention specialists.

We are.... In our second year of Project MORE. Working with over 65 students in grades 2 through 4. Working with over 36 mentors in grades 5 through 8.

Beyond the Box! Tips on making materials more effective.

Color Coded Grade Levels 1 st –Red F-J 2 nd –Yellow K-P 3 rd –Green Q-S 4 th –Blue T-V

Really Good Stuff Work Station Management Store More Wire works Hang up totes storage rack Hang-up totes Homework folders with hook and loop closures Highlighter tape Write again two sided dialogue paddles Book baskets, large rectangle Book basket label set Pencil and marker baskets timers

Walmart/ Sams Club Duck tape Pencil pouches Blue, yellow, and pink highlighters Labels- address & shipping Post its Index cards Paper Zip lock bags Card stock Company donation Dry erase markers United Art & Education Stickers Sticker charts Erasers Bookmarks 5 drawer storage unit Office Max Alera Wire shelving three tier rolling cart

Mentor/ student folders Timers Wipe off boards Stickers Pencil Pouches Highlighters Tape

Laminated : Fluency passage Lesson plans (for game directions only) Game pieces Game board One copy of book

We put all consumables and non consumables in a tote

Finished product

Bulletin board with Daily Schedule

Mentor training

Lesson:Instructions:Performance Comments: Day 1_____Complete Fluency Check Cold Read __________ wpm Warm Read __________ wpm _____Have the student graph cold/warm reads (write the wpm above lines) _____Read the book title and look at the pictures and headings _____Review vocabulary or sight words _____ Read book (alternating pages between mentor and student) Write one word the student learned today: _________________________ Does the student want a copy of the book? Y N Day 2_____Practice reading the fluency passage – read with expression _____Read the book (student reads) _____Use the bookmark (in the pencil pouch) to ask questions about the book _____If time allows, play the game that goes with the book (in plastic bag) Write one word the student learned today: _________________________ Day 3_____Practice reading the fluency passage – Mentor read with expression _____Student practice read the fluency passage _____Read the book (alternating pages between mentor and student) _____ Ask the questions on the discussion cards _____Complete the graphic organizer Write one word the student learned today: _________________________ Day 4_____Practice reading the fluency passage – read with expression Hot Read __________ wpm _____Have the student graph the hot read (write the wpm above the line) _____Read the book (alternating pages between mentor and student) _____Have the student state the main ideas of the book _____Complete Comprehension Check (student completes independently) Score ___________ (comprehension quick check) _____Play a game of your choice Write one word the student learned today: _________________________

Added: Vocabulary List Discussion Cards List

Frog games Located at

Lesson:Instructions:Mentor Comments: Day 1_____Complete Fluency Check ( mark missed words ) Cold Read __________ wpm _____ Go over missed words Warm Read __________ wpm _____Have the student graph cold/warm reads ( write the wpm above lines ) _____Read the book title and look at the pictures and headings _____Review vocabulary/sight words ( look in the back of the book for more words) _____Take a picture walk ( make predictions, look, see, think, ask-who, what, where, ) _____Student read book (mentor follows along and uses highlighter & stickers to mark missed words in student copy) ______Student read up to page_______ ( student may finish reading tomorrow ) _____________________________________________________________ Day 2_____Student practice reading the fluency passage( at least 3x ) _____Mentor read the passage with expression _____Read the book ( student finishes reading the book ) _____Use the bookmark ( in the pencil pouch ) to ask questions about the book _____Partner read ( alternating the pages between the mentor & student ) _____If time allows, play the game that goes with the book ( in plastic bag ) __________________________________________________ Day 3_____Student practice reading the fluency passage( at least 3x ) _____Student read book ( student reads from student copy noticing highlighted words) _____ Ask the questions on the discussion cards _____Complete the graphic organizer _____If time permits, play the game __________________________________________________ Day 4_____Practice reading the fluency passage – read with expression Hot Read __________ wpm _____Have the student graph the hot read ( write the wpm above the line ) _____Read comprehension quick check questions _____Read the book (alternating pages between mentor and student) _____Complete Comprehension Check ( student completes independently ) Score ___________ (comprehension quick check) _____Play a game of your choice __________________________________________________

Project MORE Data Collection Sheet  Completed weekly  Used to collect data for individual student folders  Given to update teachers on student progress

Components of the Weekly Report Current book name, level, and corresponding DRA (Developmental Reading Assessment) level Changes in reading levels Setting fluency goals Scores for cold, warm, and hot reads, comprehension quick check, and weekly AIMSWEB progress monitoring score Dismissal information

Fluency Goals End of the Year Goal – Beginning of the Year Goal # of Weeks 92-55=37 36

Weekly Report Example 1 The student was successful of reaching her goal of 88 words per minute on the cold, warm, and hot reads. The student increased her level. The student also scored 10/11 on the comprehension quick check.

Weekly Report Example 2 The student did not reach the weekly goal so she will need to stay on the current reading level.

Dismissal from Project MORE Monitored: have at least two consecutive AIMSWEB progress monitoring points above goal Eligible for Dismissal: have at least three consecutive AIMSWEB progress monitoring points above the goal

Frequently Asked Questions: 1. How do students get into the program? Students are selected according to their score on the AIMSWEB benchmarking fluency test. 2. Is the focus of the program to improve fluency? We also focus on vocabulary and comprehension. 3. What happens when the school week is short? The students practice fluency, vocabulary, and games. 4. Is the program only for students with IEPs? We target students with IEPs and students that may need a boost of Reading intervention according to AIMSWEB.

 Heather Means  Alycia Dudley  Rachel Davidson  Cindy Heltsley Tri-County North Schools