ETO Instructional Coaches’ Academy
June 11, 2013

Common Board Configuration (CBC)
DATE: June 11, 2013
BELL RINGER : An Investigator of
Data.
BENCHMARK: Understand the analysis of data to target differentiated instruction.
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.
ESSENTIAL QUESTION:
How can I align all data points to support classroom teachers and set goals for classroom instruction ?
VOCABULARY:
-FAIR
-Accelerated Reader
-CELLA
-Interim Assessments
-Goal Setting
AGENDA:
What data points are the most effective –Bell Ringer
I Do:
•
HIGHER ORDER QUESTIONS: points
We Do:
• How will I ensure that teachers successfully
• Discuss and analyze various data points to group students
They Do: incorporate collaborative strategies during group work?
• 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?
•
EXIT SLIP:
Revisit Essential
Question
HOME LEARNING:
Review today’s activities and reflect on how you would implement the analysis of data in order to increase student achievement.

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

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

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

Data Points
• FA I R
( F l o r i d a A s s e s s m e n t f o r
I n s t r u c t i o n i n R e a d i n g )
• P H O N I C S I N V E N TO RY
• C E L L A
( E L L S T U D E N T S )
• S TA R
• B A S E L I N E / I N T E R I M S

F lorida A ssessment for I nstruction in R eading
FAIR
• BOX AND PROFILE STUDENTS

Box 3 + 5
Box 2 + 5
Box 3 + 5
Box 2 + 5
Box 2 + 4

PHONICS INVENTORY
• Determine Which Students need further Testing

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

CELLA
• Identify ELL Students and Determine oral and reading skills

Now available in EXCEL.

CELLA Item Analysis Report

Content Differences Between Levels

Use CELLA Data

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.

Consider CELLA Oral data for
FAIR 3+5 Grouping

Compare CELLA Reading data to
Benchmark data

• Identify Instructional 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.

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

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?

Name
Janeisha
Kendrick
Keani
Alexys
Mikya
Naomie
3.3
3.2
3.1
3.0
2.8
IRL
High
FAIR Interim
4.7
1
2 + 5
3 + 4
2 + 4
2 + 5
2+4
Low
Name
Kateria
Monica
IR
L
FAIR
1.
5
1.
5
3 + 5
3 + 5
PP 3 + 5
Interim
Ashley
Kareen PP 3 + 5
Kadazjah PP 3 + 5
Name
Middle
IRL FAIR Interim
Wilmer
Kayla
Nyssa
Louis
Nathaly
Yonti
2.3
2.1
2.0
1.8
1.7
1.7
3 + 5
3 + 5
2 + 5
3 + 5
1
2 + 5
Are there any students that may be misplaced?

BASELINE/INTERIMS
• Rank Benchmarks to determine Class
Deficiencies

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

Step 5: Rank Benchmarks

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

BASELINE/INTERIMS
• Identify Benchmark Needs for each Group

Name
Janeisha
Kendrick
Keani
Alexys
Mikya
Naomie
High
3.2
3.1
3.0
2.8
IRL
4.7
3.3
FAIR Interim
1
2 + 5
3 + 4
2 + 4
2 + 5
2+4
Low
Name
Kateria
Monica
Ashley
Kareen PP
Kadazjah PP
IRL FAIR Interim
1.5
3 + 5
1.5
PP
3 + 5
3 + 5
3 + 5
3 + 5
Name
Middle
IRL FAIR Interim
Wilmer
Kayla
Nyssa
Louis
Nathaly
Yonti
2.3
2.1
2.0
1.8
1.7
1.7
3 + 5
3 + 5
2 + 5
3 + 5
1
2 + 5
Add Interim
Data.
Are there any students that may be misplaced?

BASELINE/INTERIMS
•Determine the Instructional Focus for Each
Group and Identify Appropriately Leveled
Materials.

• 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

Accelerated
Reader

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

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

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

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

Goal Setting – Fall to Winter Interim

CLASS LIST REPORT

“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

Goal Setting – Class (FAIR)
Grade Level FAIR – Task Score Type Goal (AP1 – AP3)
Kindergarten
1 st Grade
2 nd Grade
3 rd Grade
4 th Grade
5 th Grade
6 th Grade
7 th Grade
8 th Grade
Broad Screen
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Reading Comprehension
Mean Score
% at or above Target
Passage
% at or above Target
Passage
Median %tile Rank
Median %tile Rank
Median %tile Rank
Median %tile Rank
Median %tile Rank
Median %tile Rank
+17
+18
+10
+22
+14
+10
+4
+6
+4

Tracking Progress

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%

40
30
20
10
0
70
60
50
AP1
2012-2013 Aim Line
AP2 AP3
Standard
Aim Line
Current Performance

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%

40
30
20
10
0
70
60
50
Student Growth from AP1 to AP2
Standard
Aim Line
Current Performance
AP1 AP2 AP3

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%

40
30
20
10
0
70
60
50
Student Growth from AP1 to AP3
Standard
Aim Line
Current Performance
AP1 AP2 AP3

Set the Goal
20
10
0
40
30
70
60
50
AP1 your class.
AP2 AP3
Aim Line
Current Performance

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?

QUESTIONS/CONCERNS

ETO Elementary
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