1. ETO Instructional Coaches’ Academy June 11, 2013

2. Common Board Configuration (CBC) DATE: June 11, 2013 BENCHMARK: Understand the analysis of data to target differentiated instruction. ESSENTIAL QUESTION: How can I align all data points to support classroom teachers and set goals for classroom instruction? HIGHER ORDER QUESTIONS: How will I ensure that teachers successfully incorporate collaborative strategies during group work? EXIT SLIP: Revisit Essential Question AGENDA: What data points are the most effective –Bell Ringer I Do: Purpose and Components of various data points We Do: Discuss and analyze various data points to group students They Do: Within a group, analyze data and discuss its implementation You Do: Revisit all disaggregated data– How would you guide teachers through the implementation of Differentiated Instruction? HOME LEARNING: Review today’s activities and reflect on how you would implement the analysis of data in order to increase student achievement. BELL RINGER : An Investigator of Data. OBJECTIVE: Participants will have a thorough understanding of the role of the coach and teacher through the use of analyzing various data points in order to group students and plan for targeted lessons. VOCABULARY: -FAIR -Accelerated Reader -CELLA -Interim Assessments -Goal Setting

3. Essential Question How can I align all data points to support classroom teachers and set goals for classroom instruction?

4. What Will a Teacher Need? FAIR Data Class Status Report Phonics Inventory CELLA Data STAR Data

5. What Will a Teacher Need? Grouping Template Baseline or Interim Data Edusoft Class List Report Analyzing Baseline/ Interim Assessment Sheet

6. Data Points FAIR (Florida Assessment for Instruction in Reading) PHONICS INVENTORY CELLA (ELL STUDENTS) STAR BASELINE/INTERIMS

7. Step 1: BOX AND PROFILE STUDENTS Florida Assessment for Instruction in Reading FAIR

8. Class Status Report

10. Box 3 + 5 Box 2 + 5 Box 3 + 5 Box 2 + 5 Box 2 + 4 Box 3 + 5 Box 2 + 5 Box 3 + 5 Box 2 + 5 Box 2 + 4

11. Determine Which Students need further Testing Step 2: PHONICS INVENTORY

12. Phonics Inventory Students that fall in Box 5 should be given a Phonics Inventory. Analyze Phonics Inventory –Determine where deficiencies begin. Example: Short Vowels

14. CELLA Step 3: Identify ELL Students and Determine oral and reading skills

15. Now available in EXCEL.

16. CELLA Item Analysis Report

17. Content Differences Between Levels

18. Use CELLA Data

19. What Can Coaches and Teachers Do With This Data? Consider CELLA Oral data for FAIR 3+5 grouping. Compare CELLA Reading data to Baseline, Interim, and FAIR Reading Comprehension. Use CELLA Oral data to identify appropriate ESOL strategies to increase proficiency in listening, speaking, reading and writing. Incorporate ESOL strategies for listening, speaking, reading and writing skills within daily lesson plan.

20. Consider CELLA Oral data for FAIR 3+5 Grouping

21. Compare CELLA Reading data to Benchmark data

22. STAR Identify Instructional Level Step 4:

24. Instructional Reading Level IRL (Instructional Reading Level) The Instructional Reading level is the grade level at which a student is at least 80% proficient at recognizing words and comprehending reading material with assistance. IRL scores are Pre-Primer (PP), Primer (P), 1 through 12, Post-High School (PHS). The IRL will allow teachers to choose text that is appropriate for each group of students.

25. Step 5: Group Students

26. NameIRLFAIRInteri m Group Students Take 3 Post-It Notes. Divide it into 4 Columns (see below) Group students by IRL and FAIR (High, Medium and Low)

27. HOT Questions Why should I group students now if I have not yet looked at Interim data ? What is the purpose of grouping students by instructional level Can I group students by phonics deficiencies?

28. HighMiddle Low NameIRLFAIRInterim Janeisha4.71 Kendrick3.32 + 5 Keani3.23 + 4 Alexys3.12 + 4 Mikya3.02 + 5 Naomie2.82+4 NameIRLFAIRInterim Wilmer2.33 + 5 Kayla2.13 + 5 Nyssa2.02 + 5 Louis1.83 + 5 Nathaly1.71 Yonti1.72 + 5 NameIR L FAIRInterim Kateria1. 5 3 + 5 Monica1. 5 3 + 5 AshleyPP3 + 5 KareenPP3 + 5 KadazjahPP3 + 5 Are there any students that may be misplaced?

29. BASELINE/INTERIMS Rank Benchmarks to determine Class Deficiencies Step 6:

30. CLASS LIST REPORT This reflects the class’s overall performance This reflects the class’s performance on the specific benchmarks

31. Step 5: Rank Benchmarks

32. DATA CHATS - TEACHERS Provide teachers with the protocol and Edusoft Reports and have them identify strengths and weaknesses prior to chat.

33. BASELINE/INTERIMS Identify Benchmark Needs for each Group Step 7:

34. High Middle Low NameIRLFAIRInterim Janeisha4.71 Kendrick3.32 + 5 Keani3.23 + 4 Alexys3.12 + 4 Mikya3.02 + 5 Naomie2.82+4 NameIRLFAIRInterim Wilmer2.33 + 5 Kayla2.13 + 5 Nyssa2.02 + 5 Louis1.83 + 5 Nathaly1.71 Yonti1.72 + 5 NameIRLFAIRInterim Kateria1.53 + 5 Monica1.53 + 5 AshleyPP3 + 5 KareenPP3 + 5 KadazjahPP3 + 5 Add Interim Data. Are there any students that may be misplaced?

36. BASELINE/INTERIMS Determine the Instructional Focus for Each Group and Identify Appropriately Leveled Materials. Step 8:

37. Instructional Focus The Comprehension Focus for the Teacher Led Center is determined by Baseline/Interims. Same Benchmark + Leveled Materials for Each Group = DIFFERENTIATED INSTRUCTION Different Benchmark + Leveled Materials for Each Group = DIFFERENTIATED INSTRUCTION

39. Accelerated Reader

40. Example – Week of June 10th High Group (IRL = 2.8-4.7) –Focus: Text Features –Materials: Reading A-Z “Coral Reefs” Level Q Middle Group (IRL = 1.7-2.3) –Focus: Text Features –Materials: Reading A-Z “Oil a Messy Resource” Level L Low Group (IRL = PP-1.5) –Focus: Text Features –Materials: Reading A-Z “All Kinds of Factories” Level E

41. Example – Week of June 17th High Group –Focus: Compare and Contrast –Materials: HM Leveled Reader “Whale Music” Level N Middle Group –Focus: Compare and Contrast –Materials: HM Leveled Reader “Henry and the Fox” Level K Low Group –Focus: Compare and Contrast –Materials: Scott Foresman Science Leveled Readers “Habitats” Level E

42. “The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” Marcel Proust “The real voyage of discovery consists not in seeking new landscapes, but in seeing with new eyes.” Marcel Proust

43. ESSENTIAL QUESTION How can I align all data points to support classroom teachers and set goals for classroom instruction?

45. Goal Setting – Fall to Winter Interim

46. CLASS LIST REPORT

47. Setting Goals “When we teach children how to set and achieve goals, and how to apply these principles to their school work, they learn how to take more ownership of their education. They learn how they play a significant role in their education and in their future. By learning how to set and achieve goals, how to overcome challenges, the importance of being positive, and how to measure their progress, children learn how to enhance and increase their chances for success.” John Bishop, Accent on Success

48. Goal Setting – Class (FAIR) Grade LevelFAIR – TaskScore TypeGoal (AP1 – AP3) Kindergarten Broad ScreenMean Score +17 1 st Grade Reading Comprehension% at or above Target Passage +18 2 nd Grade Reading Comprehension% at or above Target Passage +10 3 rd Grade Reading ComprehensionMedian %tile Rank +22 4 th Grade Reading ComprehensionMedian %tile Rank +14 5 th Grade Reading ComprehensionMedian %tile Rank +10 6 th Grade Reading ComprehensionMedian %tile Rank +4 7 th Grade Reading ComprehensionMedian %tile Rank +6 8 th Grade Reading ComprehensionMedian %tile Rank +4

49. Tracking Progress

50. 3 rd Grade AP1- Class Grade Summary Report for 2012-2013 Steps : Identify the Median Percentile Rank for Reading Comprehension on the Class Grade Summary Report. Based on the Goal Setting report, determine the goal set for the grade level. Begin to chart progress. +22%

51. 2012-2013 Aim Line

52. 3 rd Grade AP2- Class Grade Summary Report for 2012-2013 How much growth has occurred from AP1 to AP2? Is the current performance for the class aligned with the aim line? +11%

53. Student Growth from AP1 to AP2

54. 3 rd Grade AP3- Class Grade Summary Report for 2012-2013 How much growth has occurred from AP1 to AP3? Is the current performance for the class aligned with the aim line? What does the data show about the growth of students from AP1 to AP3? +11%

55. Student Growth from AP1 to AP3

56. Set the Goal Determine the goal for your class.

57. Reflection What plans will you set to meet targeted goals? What are some trends that you notice? How can we support classes that are showing declines in their data?

58. QUESTIONS/CONCERNS

59. ETO Elementary Collaboration Website Build, Sustain, Accelerate http://www.etomiami.com