RESULTS: Intentionally Gathering Data Presented by: Carrie Cathey, Literacy Coach Daria Malone, Literacy Coach Tina McClanahan, Literacy Facilitator September 9, 2010

Pre-K Data Collection and Planning Tools

RESULTS: Intentionally Gathering Data  RESULTS: Review (Jeopardy)  RESULTS: Progress Monitoring Tools= Assessment Driven Instruction ASSESS ASSESS PLAN PLAN INSTRUCT INSTRUCT

RESULTS JEOPARDY Progress Monitoring Tool Instructional Strategies Parent Activities

RESULTS: Progress Monitoring Tools= Assessment Driven Instruction

North Carolina Professional Teaching Standards (NCPTS) Standard I: Teachers Demonstrate Leadership a. Teachers lead in their classroom: take responsibility for all students’ learning; use data to organize, plan, and set goals; use a variety of assessment data throughout the year to evaluate progress Standard IV: Teachers Facilitate Learning for Their Students h. Teachers use a variety of methods to assess what each student has learned: use multiple indicators, both formative and summative, to evaluate student progress; use assessment systems to inform instruction and demonstrate evidence of students’ 21st Century knowledge, skills, performance, and dispositions. Standard V: Teachers Reflect on Their Practice a. Teachers analyze student learning: think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement; collect and analyze student performance data to improve effectiveness

ASSESS: Gather & Analyze Data Assessment:  “A systematic procedure for obtaining information from observation, interviews, portfolios, projects, tests, and other sources that can be used to make judgments about characteristics of children or programs.” Chapter 9: Assessing Children’s Progress Appropriately

Group Time  Discuss the connections you made to the video clip. (5 min.)  Group Share (2 min. each)  Where would we include the Humpty Dumpty activity in our Instructional Strategies section of the RESULTS Notebook? (2 min.)

ASSESS: Analyzing Data

Group Time Steps in Analyzing this Data  Look at the data (10 min.) Highlight all of the minus signs (-) Highlight all of the minus signs (-) Which indicators are most students proficient? Which indicators are most students proficient? Which indicators might you teach whole group, small group, or one on one? Which indicators might you teach whole group, small group, or one on one?  Group Share (1 min. each)

Assess: Analyzing Data

15 minute BREAK

RESULTS: Progress Monitoring Tools= Assessment Driven Instruction Standard IV: Teachers Facilitate Learning for their students. b. Teachers plan instruction appropriate for their students: collaborate with colleagues; use data for short and long range planning; engage students in the learning process; monitor and modify plans to enhance student learning; respond to cultural diversity and learning needs of students. c. Teachers us a variety of instructional methods: choose methods and materials as they strive to eliminate achievement gaps; employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction.

PLAN   Focus: Choose one or two indicators—Space between a word; big word/little word Materials: sentence strips/envelopes/scissors/ triangle pocket chart   Focus: Choose one or two indicators—space (follow- up)/1:1 (longer text)/same word (new concept) Materials: patterned story written on sentence strips/ pocket chart/pointer   Focus: 1:1 Materials: 1:1— dots, stickers, stickers/words, words with dots, words

Group Time  Discuss the connections you made. (3 min.)  Group Share (1 min. per group)  Locate this activity in the Instructional Strategies section of the RESULTS Notebook.

RESULTS: Progress Monitoring Tools= Assessment Driven Instruction Standard IV: Teachers Facilitate Learning for Their Students a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students: know how students think and learn; adapt resources to address the strengths and weaknesses of students f. Teachers help students work in teams and develop leadership qualities: teach the importance of cooperation and collaboration; organize learning teams in order to help students identify roles, strengthen social ties, improve communication and collaborative skills, interact with people form different cultures and backgrounds, and develop leadership qualities. g. Teachers communicate effectively: communicate clearly with students in a variety of ways; assist students in articulating thoughts and ideas clearly and effectively.

INSTRUCT: Intentional Activities

… "assessment almost always occurs in the context of activities and tasks that are already familiar to them.”

Group Time  Discuss the connections you made to the video clips. (6 min.)  Group Share (2 min. per group)  Where would we include these activities in our Instructional Strategies section of the RESULTS Notebook?

ASSESS-PLAN-INSTRUCT

RESULTS: Intentionally Gathering Data Presented by: Carrie Cathey, Literacy Coach Daria Malone, Literacy Coach Tina McClanahan, Literacy Facilitator September 9, 2010

A special thanks to…  Ms. Nicholson, Ms. Crosby and the students at Druid Hills Elementary  Ms. Spigner, Ms. McCorkle-Young and the students at Billingsville Elementary  Mrs. Call, Mrs. Matson and the students at Lebanon Road Elementary

Resources  Chapter 9: Assessing Children’s Progress Appropriately, pg. 79  tiered/index.html tiered/index.html tiered/index.html  nts/curriculum/diff/tiered_files/frame.htm nts/curriculum/diff/tiered_files/frame.htm nts/curriculum/diff/tiered_files/frame.htm 

PLAN: Differentiation  What we call differentiation is not a recipe for teaching. It is not an instructional strategy. It is not what a teacher does when he or she has time. It is a way of thinking about teaching and learning. It is a philosophy. Carol Ann Tomlinson

Differentiated Instruction Suggests Teachers can challenge all learners by…  Providing materials and tasks on the standard at varied levels of difficulty  With varying degrees of scaffolding  Through multiple instructional groups Things to Notice as You Analyze the Data

QuantityTimeLevel of Support Input Alternate Goals Difficulty Participation Output Substitute Curriculum Adapt the way instruction is delivered to the learner. Adapt the number of items that the learner is expected to learn or complete. Adapt the time allotted and allowed for learning, task completion, or testing. Increase the amount of personal assistance to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. Adapt the skill level, problem type, or the rules on how the learner may approach the work. Adapt how the student can respond to instruction. Adapt the extent to which a learner is actively involved in the task. For example: During story time, one student may have a copy of the storybook that the teacher is reading and is expected to follow along. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: A non-verbal student learning colors may point as the teacher names a color. (Verbal students would name the color.) Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During centers a student is learning toileting skills with an adult. Nine Types of Curriculum Adaptations

Group Time  Determine the level of difficulty of the puzzles at your table.  Discuss which adaptations you used to determine the difficulty level.  Share your findings.

PLAN: Print and Word Awareness  Focus: Choose one or two indicators  Materials: ?  Time: Reteach—Small Group, SWPL, Centers, Transitions  Students: whole group, small group and/or one on one

PLAN