Grade-level Data Team
Meetings
Role of School-wide Data Team Role of Grade-level Data Team
• Analyzes benchmark data from all
grade levels – Fall, Winter and
Spring
• Analyzes grade level data –
benchmark and progress
monitoring
• Identifies instructional needs from
all grade levels
• Identifies student instructional
needs at a grade level
• Prioritizes resources:
• Zone Schools: Tiers I, II, and III
• Oregon RtI Schools: Tiers I & II
• PPS Framework for Tiered
Reading Support Analyzes
• Creates a grade-level tiered
approach to reading aligned to
school-wide plan
• Develops a School-wide Reading
Action Plan
• Develops Action Plans
• Learner Centered Problem
• Problem of Practice
• Instructional Strategy
• Analyzes effectiveness of schoolwide reading plan using PPS
Healthy Systems Checklist
• Analyzes effectiveness of
instruction identified in teacher
Action Plans
Establishing Grade-level
Data Team Meetings
Basics of a Data Wall
• Teacher Action Plans
• Protocols
Introduction to Data Walls
A Data Wall is…
• a planning tool that allows you to design and
organize reading instruction
•
a visual way to monitor student progress and
instructional effectiveness
PPS Framework Review
Table Discussion
1. Choose a grade level
2. Use the Framework to
identify the instructional
materials and time
recommended for each
Tier
Data Cards
•
Fall DIBELS Composite Score and easyCBM Risk
Rating determines Tier (color of card)
•
Color stays the same throughout year in order to give
visual representation of student progress
•
Triangulate data to fine tune instruction within Tier
• DIBELS individual measures (e.g., NWF, ORF)
• easyCBM individual measures (e.g., VOCAB, PRF)
• Progress Monitoring
• Phonics Survey Tasks
• In program assessments
• Oaks
Data Card Example
Instructional Focus Groups…
allow teachers to differentiate
instruction within a tier and to
design targeted small group
instruction that addresses identified
gaps in learning.
Understanding
Instructional Focus Groups
Table Activity
5-7 minutes:
• Divide your team into 3 groups (K, 1-3 & 4-8)
• Each group reads the Instructional Focus Group document
for their assigned grade level group
• Highlight critical descriptors and recommended
instructional focus
• Be prepared to teach your team what you learned
10 minutes:
• Use Go Around Protocol for each Instructional Focus Group
• Share key points of each, K, 1-3 and 4-8
Check for Understanding
• At your table, discuss the correct
Instructional Focus Group
• Hold up card with the appropriate
group number
Application Activity
Brianna –1st Grade
Description:
• DIBELS Composite Score indicates Low
Risk/Benchmark Status
• Passed all sections of the Phonics Survey
• Passed all Scott Foresman Unit Assessments (or SF
Quick Check-outs)
Using this assessment information, determine
Brianna’s instructional focus group.
Application Activity
David – 2nd Grade
Description:
• DIBELS Composite Score indicates Some Risk/Strategic
• Did not pass 1 or more tasks on the Phonics Survey
Using this assessment information, determine
David’s instructional focus group.
Application Activity
Sarah –Kindergarten
Description:
• DIBELS Composite Score indicates High Risk/Intensive
Using this assessment information, determine
Sarah’s instructional focus group.
Application Activity
Robert – 4th Grade
Description:
• easyCBM Risk Rating indicates Some Risk/Strategic
• Passed Tasks 12 & 13 on 2nd Grade Phonics Survey
• Fluency score is below grade level percentile
• Inconsistent performance on SF Unit Assessments
Using this assessment information, determine
Robert’s instructional focus group.
Application Activity
Trevor – 7th Grade
Description:
• EasyCBM Risk Rating indicates Low Risk/Benchmark
• Passed all classroom assessments
• Met on OAKS
Using this assessment information, determine
Trevor’s instructional focus group.
Establishing Grade-level
Team Meetings
• Basics of a Data Wall
Teacher Action Plans
• Protocols
Teacher Action Plans
• Learner Centered Problem
• Instructional Strategy
• Plan to assess
Establishing Grade-level
Team Meetings
• Basics of a Data Wall
• Teacher Action Plans
Protocols
Text-Based Discussion Protocol
Table Group
10 minutes:
• Read the Fall Benchmark Data Analysis Protocol
• Take margin notes and/or highlight key ideas
15 minutes:
• Discuss Guiding Questions
• What role does the Data Wall play in the analysis of grade level
data and the planning of instruction?
• How does the protocol guide teachers in evaluating their grade
level tiered approach to reading?
• What are the key steps in the protocol?
• How does this protocol support teachers to have focused data
conversations?
Protocol Shifts
Fall
Purposes:
Winter
Spring
Purposes:
Purposes:
•
Reviewing Outcomes
Fall to Winter
Summary of Effectiveness
Fall to Winter
•
•
•
Reviewing Outcomes
Winter to Spring
Summary of Effectiveness
Winter to Spring
•
Create Data Wall with
Instructional Focus Groups
•
Update Data Wall and
Instructional Focus Groups
•
Update Data Wall
•
Evaluate grade-level
reading plan
•
Revise grade-level reading
plan
•
Plan for Fall
•
Develop Teacher Action
Plan
•
Develop/Refine Teacher
Action Plan
K-8 Reading Team
Daniel Cogan – dcogan@pps.net
Cathy Cowherd – ccowherd@pps.net
Sheila Hallinan – shallinan@pps.net
Mindy Hawley – mhawley2@pps.net
Maryanne Stalnaker – mstalnaker@pps.net