RESULTS: Intentionally RESULTS: Intentionally Gathering DataGathering Data

Presented by:Presented by:Carrie Cathey, More@4 Literacy CoachCarrie Cathey, More@4 Literacy CoachDaria Malone, More@4 Literacy CoachDaria Malone, More@4 Literacy CoachTina McClanahan, Literacy FacilitatorTina McClanahan, Literacy Facilitator

September 9, 2010September 9, 2010

Pre-K Data Collection Pre-K Data Collection and Planning Toolsand Planning Tools

RESULTS: RESULTS: Intentionally Gathering DataIntentionally Gathering Data

RESULTS: Review RESULTS: Review (Jeopardy)(Jeopardy)

RESULTS: Progress RESULTS: Progress Monitoring Tools= Monitoring Tools= Assessment Driven Assessment Driven InstructionInstruction ASSESSASSESS PLANPLAN INSTRUCTINSTRUCT

RESULTS JEOPARDYRESULTS JEOPARDY

Progress Progress Monitoring ToolMonitoring Tool

Instructional Instructional StrategiesStrategies

Parent ActivitiesParent Activities

100100 100100 100100

200200 200200 200200

300300 300300 300300

RESULTS: Progress Monitoring RESULTS: Progress Monitoring Tools= Tools= Assessment Driven InstructionAssessment Driven Instruction

North Carolina Professional North Carolina Professional Teaching Standards (NCPTS)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 DataASSESS: Gather & Analyze Data

Assessment: Assessment:

““A systematic procedure for obtaining A systematic procedure for obtaining information from observation, interviews, information from observation, interviews, portfolios, projects, tests, and other portfolios, projects, tests, and other sources that can be used to make sources that can be used to make judgments about characteristics of children judgments about characteristics of children or programs.”or programs.”

Chapter 9: Assessing Children’s Progress AppropriatelyChapter 9: Assessing Children’s Progress Appropriately

Group TimeGroup Time

Discuss the connections Discuss the connections you made to the video you made to the video clip. (5 min.)clip. (5 min.)

Group Share (2 min. Group Share (2 min. each)each)

Where would we include Where would we include the Humpty Dumpty the Humpty Dumpty activity in our activity in our Instructional Strategies Instructional Strategies section of the RESULTS section of the RESULTS Notebook? (2 min.)Notebook? (2 min.)

ASSESS: Analyzing DataASSESS: Analyzing Data

Group TimeGroup Time

Steps in Analyzing this DataSteps in Analyzing this Data

Look at the data (10 min.)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 Which indicators might you teach whole group, small

group, or one on one?group, or one on one?

Group Share (1 min. each)Group Share (1 min. each)

Assess: Analyzing DataAssess: Analyzing Data

15 minute BREAK15 minute BREAK

RESULTS: Progress Monitoring RESULTS: Progress Monitoring Tools= Tools= Assessment Driven InstructionAssessment 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.

PLANPLAN 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 TimeGroup Time

Discuss the connections Discuss the connections you made.you made.(3 min.)(3 min.)

Group Share (1 min. per Group Share (1 min. per group)group)

Locate this activity in the Locate this activity in the Instructional Strategies Instructional Strategies section of the RESULTS section of the RESULTS Notebook.Notebook.

RESULTS: Progress Monitoring RESULTS: Progress Monitoring Tools= Tools= Assessment Driven InstructionAssessment 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 ActivitiesINSTRUCT: Intentional Activities

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

Group TimeGroup Time

Discuss the connections you made to the video clips. Discuss the connections you made to the video clips. (6 min.)(6 min.)

Group Share (2 min. per group)Group Share (2 min. per group) Where would we include these activities in our Instructional Where would we include these activities in our Instructional

Strategies section of the RESULTS Notebook?Strategies section of the RESULTS Notebook?

ASSESS-PLAN-INSTRUCT ASSESS-PLAN-INSTRUCT

RESULTS: Intentionally RESULTS: Intentionally Gathering DataGathering Data

Presented by:Presented by:Carrie Cathey, More@4 Literacy CoachCarrie Cathey, More@4 Literacy CoachDaria Malone, More@4 Literacy CoachDaria Malone, More@4 Literacy CoachTina McClanahan, Literacy FacilitatorTina McClanahan, Literacy Facilitator

September 9, 2010September 9, 2010

A special thanks to…A special thanks to…

Ms. Nicholson, Ms. Crosby and the Ms. Nicholson, Ms. Crosby and the students at Druid Hills Elementarystudents at Druid Hills Elementary

Ms. Spigner, Ms. McCorkle-Young and the Ms. Spigner, Ms. McCorkle-Young and the students at Billingsville Elementarystudents at Billingsville Elementary

Mrs. Call, Mrs. Matson and the students at Mrs. Call, Mrs. Matson and the students at Lebanon Road ElementaryLebanon Road Elementary

ResourcesResources

Chapter 9: Assessing Children’s Progress Chapter 9: Assessing Children’s Progress Appropriately, pg. 79Appropriately, pg. 79

http://www.centralischool.ca/~bestpractice/tiered/index.html

http://www.rockwood.k12.mo.us/departments/curriculum/diff/tiered_files/frame.htm

http://www.bertiekingore.com/http://www.bertiekingore.com/tieredinstruct.htmtieredinstruct.htm

PLAN: DifferentiationPLAN: Differentiation

What we call What we call differentiationdifferentiation is notis not a a recipe for teaching. It recipe for teaching. It is notis not an an instructional strategy. It instructional strategy. It is notis not what a what a teacher does when he or she has time. It teacher does when he or she has time. It isis a way of thinking about a way of thinking about teachingteaching and and learninglearning. . It is a philosophy.It is a philosophy.

Carol Ann TomlinsonCarol Ann Tomlinson

Differentiated Instruction SuggestsDifferentiated Instruction Suggests

Teachers can challenge all learners by…Teachers can challenge all learners by…

Providing materials and tasks on the Providing materials and tasks on the standard at varied levels of difficultystandard at varied levels of difficulty

With varying degrees of scaffoldingWith varying degrees of scaffolding Through multiple instructional groupsThrough multiple instructional groups

Things to Notice as You Analyze the DataThings to Notice as You Analyze the Data

QuantityQuantity TimeTime Level 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 AdaptationsNine Types of Curriculum Adaptations

Group TimeGroup Time Determine the Determine the

level of difficulty of level of difficulty of the puzzles at your the puzzles at your table.table.

Discuss which Discuss which adaptations you adaptations you used to determine used to determine the difficulty level.the difficulty level.

Share your Share your findings.findings.

PLAN: Print and Word AwarenessPLAN: Print and Word Awareness

Focus: Choose one or Focus: Choose one or two indicatorstwo indicators

Materials: ?Materials: ?

Time: Reteach—Small Time: Reteach—Small Group, SWPL, Centers, Group, SWPL, Centers, TransitionsTransitions

Students: whole group, Students: whole group, small group and/or one small group and/or one on oneon one

PLANPLAN