using the boy assessment results to differentiate instruction

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Houston Independent School DistrictHouston Independent School DistrictEarly Childhood DepartmentEarly Childhood Department

Curriculum, Instruction, and AssessmentCurriculum, Instruction, and Assessment

Using the BOY Assessment Results Using the BOY Assessment Results to Differentiate Instructionto Differentiate Instruction

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EARLY CHILDHOOD EARLY CHILDHOOD CIA DEPARTMENTCIA DEPARTMENT

Intended OutcomesIntended Outcomes

• Learn to navigate through the FSP Assessment site

• Manage test results and analyze data for small group instruction

• Plan for tiered lessons based on subtest results

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NormsNorms

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Log In: Log In: frogstreetassessment.comfrogstreetassessment.com

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Navigation MenuNavigation Menu

Mr. Wonka’s Class SummaryMs. Dee Ms. Dee’s Class

Ms. GoldilocksMr. KermitMs. CinderellaMr. Wonka

Teacher: Mr. Wonka Class: Mr. Wonka’s Class

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Instructional VideosInstructional Videos

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Mr. Wonka’s Class SummaryTeacher: Mr. Wonka Class: Mr. Wonka’s Class



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Mr. Wonka’s Class SummaryTeacher: Mr. Wonka Class: Mr. Wonka’s Class


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• Determine Tier 1, 2, and 3 instruction using “Class Totals Report”

– Click on “B” under “Total Weighted Score”• Sorts score from highest to lowest

– Group students according to their level• Tier 3: Low 0-25%• Tier 2: Mid 26-75% • Tier 1: Top 76-100%

Organize DataOrganize Data

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Tiered Instruction GuidelinesTiered Instruction Guidelines

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Tier 1Tier 1 Tier 3Tier 3Tier 2Tier 2

Whole GroupWhole Group Small Group Small Group (2-3/week)(2-3/week)

Small Group Small Group (4-5/week)(4-5/week)

Quality classroom instructional interventions

Supplemental intervention in

small homogenous

groups in addition to classroom instruction

Specific intense intervention in

small homogenous

groups

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Tier Using Class Totals ReportTier Using Class Totals Report

Ms. Dee Ms. Dee’s Class

Mr. Wonka’s Class Summary



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Total Weighted ScoreTotal Weighted Score

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Tiered GroupsTiered Groups

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Tier 1Tier 1 Tier 3Tier 3Tier 2Tier 2

Small Group to Small Group to Accelerate LearningAccelerate Learning

Small Group Small Group Intervention Intervention (2-3/week)(2-3/week)

Small Group Intense Small Group Intense Intervention Intervention (4-5/week)(4-5/week)

Li NaWill I Am

Serena WilliamsTiger Woods

Drew BarrymoreLeonardo DiCaprio

Maria SharapovaMichael Jordan

Katy PerryChristina Aguilera

Julia RobertsNe-Yo

Justin BieberJennifer Aniston

Bruno MarsBrad Pitt

Selena GomezDanica PatrickAdam Sandler

Bradley CooperMiley Cyrus

Lebron James

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• Use pie charts to determine strengths and deficits of the whole class

• Pie charts show a visual overview of the class performance per subtest

Analyze DataAnalyze Data

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Pie Charts: ClassPie Charts: Class




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Mr. BatmanMs. GoldilocksMr. KermitMs. CinderellaMr. WonkaMs. Alice

Christina AguileraJennifer AnistonDrew Barrymore

Drew Barrymore


Pie Charts: IndividualPie Charts: Individual

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• Access “Class Totals Report” • Click on “B” under the subtest that has

the lowest score• Scores will be arranged from the highest

to the lowest• Determine small groups and schedules

for particular skills

Determine Small GroupsDetermine Small Groups

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Skill: Lowercase LettersSkill: Lowercase LettersA

B

C

D

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• Pinpoint areas of growth• Group students with similar skill deficits

Group 1 Group 2 Group 3 Group 4 (Tier 1) (Tier 2) (Tier 2) (Tier 3)

Small Group Lesson PlanningSmall Group Lesson Planning

WillWillLi Li

TigerTigerDrew Drew SerenaSerena

MariaMariaAdamAdam

MichaelMichaelLeonardoLeonardo

NeyoNeyo

KatyKatyChristinaChristinaJenniferJenniferBruno Bruno DanicaDanica

JuliaJulia

LebronLebronJustinJustin

BradleyBradleyBradBradMileyMileySelenaSelena

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Bar Graph AnalysisBar Graph Analysis




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Teacher: Mr. Wonka

Will I AmLi Na

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Teacher: Mr. Wonka

Julia RobertsChristina Aguilera

Katy PerryBruno MarsJustin Bieber

Ne-YoJennifer Aniston

Brad PittSelena GomezAdam Sandler

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Teacher: Mr. Wonka

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Mr. BatmanMs. GoldilocksMr. KermitMs. CinderellaMr. WonkaMs. Alice

Christina AguileraJennifer AnistonDrew Barrymore

Drew Barrymore


Drew Barrymore’s ReportDrew Barrymore’s Report

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Drew Barrymore’s ReportDrew Barrymore’s Report

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DataBinder

• Helps track and document progress made by all students in an organized way

Section 1: Assessment DataSection 2: Small GroupsSection 3: Small Group Lesson ActivitiesSection 4: Progress Monitoring Data

Prepare Data BinderPrepare Data Binder

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• Assessment Data Options

– Whole Class• Class Totals Report• Pie Chart• Anecdotal Notes

• Include Tiers (Class Totals Report)

Section 1: Assessment DataSection 1: Assessment Data

– Individual Students• Class Totals Report

(subtests)• Pie Chart• Anecdotal Notes

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1. Sort your groups according to their tiers

2. Create groups of 6 or less based on their individual scores

Section 2: Small GroupsSection 2: Small GroupsSubtest: Lowercase Letters

TIER STUDENTS

Tier 1Top

76-100%

Will I AmLi Na

Tiger WoodsDrew BarrymoreSerena Williams

Tier 2Mid

26-75%

Maria Sharapova Adam Sandler Michael Jordan Leonardo DiCaprio Ne-Yo

Tier 3 Low

0-26%

Lebron JamesJustin Bieber

Bradley CooperBrad Pitt

Miley CyrusSelena Gomez

Katy PerryChristina AguileraJennifer AnistonBruno MarsDanica PatrickJulia Roberts

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Section 3: Small Group Section 3: Small Group PlanningPlanning

Date: October 30, 2013

Activity: Letter Hunt

Students: Maria, Adam, Leonardo, Michael, Ne-Yo

Notes: Michael & Maria need more practice

Adam & Leo cannot identify letters

Ne-Yo can identify uppercase letters; needs to focus

on lowercase letters

Next Steps: Add letter hunt to the ABC work station

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Why differentiate activities?Why differentiate activities?• Will you give each boy the same kind of learning

activity?

• Differentiation provides options for students to work on the same learning objective and yet be challenged individually.

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Differentiated Activities: Differentiated Activities: Small Groups -> Work StationsSmall Groups -> Work Stations

WillWillLi Li

TigerTigerDrew Drew SerenaSerena

MariaMariaAdamAdam

MichaelMichaelLeonardoLeonardo

NeyoNeyo

KatyKatyChristinaChristinaJenniferJenniferBruno Bruno DanicaDanica

JuliaJulia

LebronLebronJustinJustin

BradleyBradleyBradBradMileyMileySelenaSelena

Letters in a Word:Letters in a Word:

Have students use theme vocabulary

cards and use plastic letters to spell the

words. Students then sort cards by the first

letter in the word.

Letter Hunt:Letter Hunt:

Give students a specific letter(s) and have them find that

letter in the classroom. Every

time they see it, they say and write the

letter on their clipboard .

One to One: One to One:

Students use name cards to match

plastic letters to the letters in their name.

After they master their name, they can move on to the same

activity using vocabulary cards.

Sorting:Sorting:

Students sort letters and numbers using a T-chart. After they master this activity,

they can move to sorting uppercase

and lowercase letters.

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Number Recognition Number Recognition DataData

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Differentiated Activities:Differentiated Activities:Small Group -> Work StationSmall Group -> Work Station

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= +

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1. Sort Numeral Recognition data by clicking on “B.”

2. Determine tiers and groups within tiers.3. Use “Data Binder

Checklist” to plan for small group lessons.

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• Use the Frog Street Assessment to administer subtests to monitor student progress.

• Frog Street subtests only gives information on previously made incorrect responses.

• Utilize data accumulated during small group and work station blocks to determine student progress.

• Provide tools and opportunities for your students to self-assess.

Section 4: Progress MonitoringSection 4: Progress Monitoring

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ECH ProductionECH Production

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• It is a structure that allows students to work in differently mixed groups depending on the goal of the learning task at hand (Opitz, 1999).

• Groups are rearranged periodically according to the students’ needs; it is never permanent.

What is Flexible Grouping?What is Flexible Grouping?

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• Learning activities are tailored to students’ needs

• Allows teacher to provide additional time for additional instruction to particular students

• Increases individual and school achievement levels

• Improves social interactions

Importance of Flexible GroupsImportance of Flexible Groups

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• Summarize information learned today in a nonlinguistic way.

Process ReviewProcess Review

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Ask Me AnythingAsk Me Anything

Go Go ahead. ahead.

Make my Make my day!day!

using the boy assessment results to differentiate instruction

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