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Data Driven Data Driven First Grade First Grade ClassroomsClassrooms

TUSDTUSD

Class Size Reduction InitiativeClass Size Reduction Initiative

2007-20082007-2008

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Objectives Objectives At the end of this session, I will be able to:

• Articulate the relationship between the 4 Guiding questions and how they focus our efforts to impact student achievement.

• Analyze and use available data to clarify the achievement gap that exists and expands without intervention and enrichment.

• Analyze and use available data and technology resources to identify students and plan for focused instructional interventions and enrichments.

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What Exactly is Data?What Exactly is Data?

Data is distinct pieces of information, usually formatted in special ways. It can exist in a variety of forms -- as numbers or text on pieces of paper, as bits and bytes stored in electronic memory, or as facts stored in a person's mind.

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Guiding QuestionsGuiding Questions

• What is it that we want students to know and be able to do?

• How will we know if they’ve learned it?

• What will we do if they haven’t learned it?

• What will we do if they have?

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Educational Service.

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Closing the GapClosing the Gap

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77

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The Intractability of Reading FailureThe Intractability of Reading Failure

• To close the achievement gap in Kindergarten, it takes ~30 minutes of additional instruction each day

• To close the achievement gap in 4th grade, it takes ~2 hours of additional instruction each day

120 min (2 hours)

30 minK

4th grade

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Some types of data we use in the First Some types of data we use in the First grade classroomgrade classroom

First Grade

• DIBELS

• Reading, Writing, Math, & Science benchmarks

• Gradebook, MTG Elem.

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Academic area

Assessment Data system

Reading DIBELSLNF, PSF, NWF, WUF, ORF, RF

DIBELS online database

Reading Quarterly benchmarks Galileo (ATI-Online)

Reading Harcourt assessments None – found in Harcourt Teacher masters

Reading DRA None – teacher-recorded record forms

Writing Quarterly writing prompts TUSD Stats

Math Quarterly benchmarks Galileo (ATI-Online)

Science End-of-unit tests, teacher created assessments

None - assessments found in FOSS Kits

Science End-of Unit (unit benchmark) assessments

Galileo (ATI-Online)

Technology 1st Grade Technology Assessment

TUSD Stats

ELL AZELLA (new PHLOTES only) TUSD Stats (TBA)

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Let’s Take a LookLet’s Take a Look

• We will explore these 3 data systems:

• TUSD Stats

• ATI-Galileo

• DIBELS online database

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TUSD StatsTUSD Stats

TUSD is data rich thanks to the TUSD Stats Web page.

TUSD Stats can be found at the following address:

http://tusdstats.tusd.k12.az.us

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TUSD StatsTUSD Stats

Click on Student-Level Data and use your TUSD Stats to enter the Web site.

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WritingWriting• All grade levels• 4 times per school year, for most grades• Writing prompts assigned at the benchmark

period (quarter 1 and 4 based on F.O.S.S.)• Teacher assesses writing ability based on 6-

Traits writing rubric• Scores entered into TUSD Stats website• Data in TUSD stats can be sorted to help you

make important decisions on differentiated instruction in your classroom

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Writing – 6-TraitsWriting – 6-Traits

• Ideas and Content

• Organization

• Word Choice

• Sentence Fluency

• Voice

• Conventions

Begin by logging on: Begin by logging on: ati-online.comati-online.com

Click on Galileo K-12

Created by Norma Lawrence

Your “Login Name” (first initial, last name)Your “Login Name” (first initial, last name)“Password” is the same as TUSDStats…3 letters, 3 “Password” is the same as TUSDStats…3 letters, 3

numbersnumbers

CLICK

Created by Norma Lawrence

Click onClick on Assessment Assessment tab, under the tab is tab, under the tab is Test Test Results, “click” and you will seeResults, “click” and you will see Benchmark Benchmark

Results Results “click” “click”

Choose a “class,” “library,” and “subject” Choose a “class,” “library,” and “subject”

1

2

3

Now, let’s make a quiz.

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1

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YOU CAN LEAVE THIS BLANK

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Galileo Reports pageGalileo Reports page

REPORTSThere are two important reports to view:1. Student Assessment History

Tells me how my students did last year.

2. Individual ProfileStudents’ performance on a particular test.

 

Report for groups of students:Report for groups of students:

Development Profile This will tell me groups of students for the specific standards.

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DIBELSDIBELS Dynamic Indicators of Basic Early Literacy SkillsDynamic Indicators of Basic Early Literacy Skills

• DIBELS Benchmark reports

• DIBELS Progress Monitoring reports

DIBELS data for your students can be found on the DIBELS home page:

www.dibels.uoregon.edu

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DIBELS assessmentsDIBELS assessments

• Letter Naming Fluency (LNF)

• Phoneme Segmentation Fluency (PSF)

• Nonsense Word Fluency (NWF)

• Word Use Fluency (WUF)

• Oral Reading Fluency (ORF)

• Retell Fluency (RF)

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DIBELS ReportsDIBELS Reports

Click on Data System and Enter Your DIBELS User Name and Password to View Your Students’ DIBELS Scores

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DIBELS ReportsDIBELS Reports

Click on View/Create Reports

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DIBELS Benchmark ReportsDIBELS Benchmark Reports

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Class Progress Graph Class Progress Graph (color bar graph)(color bar graph)

Summary of Effectiveness Summary of Effectiveness (pdf)(pdf)

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DIBELS Progress MonitoringDIBELS Progress Monitoring

• Students below benchmark

• Any assessment below benchmark

• Send-home report for Parents

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DIBELS Progress Monitoring reportDIBELS Progress Monitoring report

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I have the data; What do I do now?I have the data; What do I do now?

• Let’s revisit the 4 Guiding Questions:

• What is it that we want students to know and be able to do?

• How will we know if they’ve learned it?

• What will we do if they haven’t learned it?

• What will we do if they have?

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: National Educational Service.

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Who needs…Who needs…

• Interventions?• Explicit Instruction?• 1:1?• Small groupings?• “ability groups”?• Advanced lessons?• Higher-level thinking

activities?

• Reteaching?• Tutoring?• Resource Personnel?• Enrichment?

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What does your data What does your data tell you?tell you?

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Reading Reading Interventions and EnrichmentInterventions and Enrichment

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Phonemic Awareness Tasks Are At Phonemic Awareness Tasks Are At Different Levels of Complexity Different Levels of Complexity

Syllable

Onset-Rime / Rhyming

Phonemes

Isolation

Identity

Categorization

Blending

Segmentation

Deletion

Addition

Substitution

Phonemic

Awareness

Words in a Sentence

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Below Benchmark on DIBELS Below Benchmark on DIBELS Initial Sound Fluency Initial Sound Fluency

(for students still on Progress Monitoring from kinder)(for students still on Progress Monitoring from kinder)

What can we do?1. Harcourt activities: daily phonemic awareness

activities2. Explicit instruction on initial/beginning sounds3. Centers and “games” that work on initial sounds4. Onsets and rimes activities5. Beginning sound cards – matching same

beginning sounds6. Alphabet sounds activities7. …

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Below Benchmark on DIBELS Below Benchmark on DIBELS Phoneme Segmentation FluencyPhoneme Segmentation Fluency

What can we do?

1. Activities that work with onsets and rimes

2. Blending phonemes activities

3. Counting phonemes activities

4. Objects and pictures of 2,3,4, & 5 phoneme “words” - sort by number of sounds

5. Oral blending and segmenting activities

6. …

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Benchmark + on DIBELS Benchmark + on DIBELS Phoneme Segmentation FluencyPhoneme Segmentation Fluency

What can we do?

• Provide enrichment: activities involving deleting phonemes, adding phonemes & substituting initial, final, and middle phonemes

• Many activities can be oral, and then move into the written

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MathMathInterventions and EnrichmentInterventions and Enrichment

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Number Sense Continuum for AZ Early Learning Number Sense Continuum for AZ Early Learning Standards and AZ Kindergarten StandardStandards and AZ Kindergarten Standard

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Below benchmark in number Below benchmark in number identificationidentification

What can we do?You can do a “number” of concepts while working

with number identification – not all concepts are linear.

• Number cards (to start, just to 5), along with manipulatives to count out that number

• Activity games where the student has to match cards that have the number symbol and the number counted (ie. File Folder Games, paper-plate matching, any die-cut cut in ½) make them color-coded or puzzle-cut for self-checking purposes.

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Below benchmark in patterningBelow benchmark in patterning

What can we do?• Reteach using simple AB patterns, using

manipulatives (make sure you only have 2 colors available for the child to use)

• Centers involving patterning of pattern blocks, beads, colored pasta, fruit loops, etc. Use edible manipulatives, OR take a digital picture of the creation to reinforce motivation and positive outlook toward mathematics!

• Use pattern cards of basic patterns – AB, ABC, ABBABB, etc. for child to copy/follow – have them reason and verbally match the cards

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Above benchmark in patterning:Above benchmark in patterning:

What can we do?

• Provide enriching activities that encourage the student to build complex patterns– Pattern blocks with design cards– Drawing out pattern after creating one with

manipulatives, including oral or written reasoning

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WritingWritingInterventions and EnrichmentInterventions and Enrichment

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Below benchmark in writingBelow benchmark in writing

What can we do?• Provide ample opportunities for writing – even if the student is NOT writing

correctly!• Always ask the student to read you what they wrote/explain their writing• Don’t EVER ask – “What does this say?”• Always ask every student – “Read me what you wrote and explain your

pictures.”• Let them practice writing in many different avenues – slates, chalkboards,

Microsoft Word, using crayons, markers, colored pencils, labeling, story starters, Weekly Writers

• Always make them include a drawing with their writing – write first, then draw, and give modeled examples

• Give written feedback to students – they may not be able to read it themselves, BUT it always encourages them to write when they understand writing is a tool for communication (which also one of our standards!)

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Above benchmark in writingAbove benchmark in writing

What can we do? • Give the child additional ways to write (typing

stories in Word, email teacher and parent, research projects, book studies, etc.)

• Heighten the expectation – don’t make them write more just because they are good at it! Make them responsible for their writing by using rubrics or check-sheets, encourage them to look for the 6 traits in their writing

• Have them read their story out loud to you, then read it back to them – they must listen for and identify discrepancies in the writing.

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Student activities related to increasing academic achievement and interventions may be found at the following Web site &

resources:

1. http://edweb.tusd.k12.az.us/kinder1resources2. Study Dog CDs – volume 1 and 23. Phonics Express (found under Programs – Harcourt

Language – Phonic Express – Level A)

4. Waterford – only available at some sites

ResourcesResources

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SummarySummary

• Discuss with a partner: – 3 things you learned today

• Next Steps:– Email yourself a reminder

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Next StepsNext StepsImplementation Reflection and Plan

As we think about early intervention and closing the achievement gap, what might be some ways to use available data and technology resources to focus efforts to improve student performance?

E-mail your document to yourself and to me!

holly.gatley@tusd1.org