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RESULTS: Intentionally Gathering Data

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RESULTS: Intentionally Gathering Data Presented by: Carrie Cathey, More_at_4 Literacy Coach Daria Malone, More_at_4 Literacy Coach Tina McClanahan, Literacy Facilitator – PowerPoint PPT presentation

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Title: RESULTS: Intentionally Gathering Data


1
RESULTS Intentionally Gathering Data
  • Presented by
  • Carrie Cathey, More_at_4 Literacy Coach
  • Daria Malone, More_at_4 Literacy Coach
  • Tina McClanahan, Literacy Facilitator
  • September 9, 2010

2
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3
Pre-K Data Collection and Planning Tools
4
RESULTS Intentionally Gathering Data
  • RESULTS Review (Jeopardy)
  • RESULTS Progress Monitoring Tools Assessment
    Driven Instruction
  • ASSESS
  • PLAN
  • INSTRUCT

5
RESULTS JEOPARDY
Progress Monitoring Tool Instructional Strategies Parent Activities
100 100 100
200 200 200
300 300 300
6
RESULTS Progress Monitoring Tools Assessment
Driven Instruction
7
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

8
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 Childrens Progress
    Appropriately

9
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10
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.)

11
ASSESS Analyzing Data
12
Group Time
  • Steps in Analyzing this Data
  • Look at the data (10 min.)
  • Highlight all of the minus signs (-)
  • Which indicators are most students proficient?
  • Which indicators might you teach whole group,
    small group, or one on one?
  • Group Share (1 min. each)

13
Assess Analyzing Data
14
15 minute BREAK
15
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.
16
PLAN
  • Focus Choose one or two indicatorsSpace between
    a word big word/little word Materials sentence
    strips/envelopes/scissors/ triangle pocket chart
  • Focus Choose one or two indicatorsspace
    (follow-up)/11 (longer text)/same word (new
    concept) Materials patterned story written on
    sentence strips/ pocket chart/pointer
  • Focus 11 Materials 11dots, stickers,
    stickers/words, words with dots, words

17
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.

18
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.
19
INSTRUCT Intentional Activities
20
INSTRUCT Intentional Activities
  • "assessment almost always occurs in the context
    of activities and tasks that are already familiar
    to them.

21
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22
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23
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24
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?

25
ASSESS-PLAN-INSTRUCT
26
RESULTS Intentionally Gathering Data
  • Presented by
  • Carrie Cathey, More_at_4 Literacy Coach
  • Daria Malone, More_at_4 Literacy Coach
  • Tina McClanahan, Literacy Facilitator
  • September 9, 2010

27
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

28
Resources
  • Chapter 9 Assessing Childrens Progress
    Appropriately, pg. 79
  • http//www.centralischool.ca/bestpractice/tiered/
    index.html
  • http//www.rockwood.k12.mo.us/departments/curricul
    um/diff/tiered_files/frame.htm
  • http//www.bertiekingore.com/tieredinstruct.htm

29
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30
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

31
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
32
Nine Types of Curriculum Adaptations
Quantity
Time
Level of Support
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 number of items that the learner is
expected to learn or complete.
Adapt the time allotted and allowed for learning,
task completion, or testing.
Input
Output
Difficulty
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 way instruction is delivered to the
learner.
Alternate Goals
Participation
Substitute Curriculum
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 learners 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.
33
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.

34
PLAN Print and Word Awareness
  • Focus Choose one or two indicators
  • Materials ?
  • Time ReteachSmall Group, SWPL, Centers,
    Transitions
  • Students whole group, small group and/or one on
    one

35
PLAN
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