wsra 2014 convention developing literate minds · (visual 1.1) and other sample templates to guide...

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WSRA 2014 Convention Developing Literate Minds

Beyond Collecting Data: Applying Data in a Multi-level System of Support

2/7/2014

Kindergarten Literacy Scenario: Phonological Awareness

Beyond Collecting Data: Applying Data in a Multi-Level System of Support-WSRA Conference 2014

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Guiding Questions for Reflection and Discussion

Note: Due to the time constraints of this presentation, the focus of this scenario will be on the CCSS foundational skills of Phonological Awareness using raw data to construct instructional opportunities within universal level instruction. It is important to always keep in mind the components of a comprehensive literacy program (found in the ELA CCSS) including; the foundational skills of concept of print, phonological awareness, phonics, and fluency along with comprehension, vocabulary, language, writing, listening, and speaking.

You will be looking at Mr. Ott’s most recent phonological awareness data. (Visual 1.2) Think about next steps with instruction in his classroom. Mr. Ott knows the importance of looking at data collaboratively. A collaborative process will build the literacy capacity of grade level teams. In addition, support staff will have a deep understanding of the students they support and they will be well prepared knowing the groups they will be instructing when they co-teach with the classroom teacher.

1. What CCSS and general literacy skills are addressed in the data?

2. What does data suggest large group, small group, and individual instruction should focus on?

3. Considering the importance of a balanced assessment system, what additional data could be collected?

4. What resources do you have available for use within large group, small group, and individual instruction?

5. How do the knowledge and skills represented in the data you are examining fit within the development of a comprehensive literacy framework?

6. Refer to the Phonological Awareness Instructional Sort (Visual 1.3). Share some strategies and activities that would support the phonological skill area of instruction. (Resource 1.1)

Anytown Elementary School Multi-level System of Support for Literacy Instruction

Background: Anytown Elementary School has had an established multi-level system of support for behavior (PBIS) since 2008 and for reading since 2010. Their hard work has led to a well-established systemic and systematic culturally responsive multi-level system that supports a comprehensive K-5 Universal Literacy Instruction delivery model.

The school identified minutes in the day when all students participate in a daily 140-minute uninterrupted block of Universal Literacy instruction. The CCSS guides all of their work. They have an agreed upon instructional framework. The staff has embraced the Gradual Release of Responsibility due to the wealth of research that supports the framework and the emphasis on small flexible grouping instruction. Differentiation is a critical component to meet the diverse needs of all students.

During the literacy instruction time, students are either engaged in instruction with the teacher, independently reading or practicing skills such as word work or writing, or may be participating in a collaborative inquiry-based learning activity. This instructional time consists of a whole


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group focus lesson and a combination of flexible guided reading groups, one-on-one conferencing and strategy groups. The combination of these experiences allows for differentiated instruction that meets the needs of all learners. Anytown Elementary School strives for high quality universal level instruction and uses their universal screening process and other formative assessments to monitor its effectiveness. They believe universal level instruction is the best prevention and all students are supported through a culturally responsive multi-level system of support.

The Universal core instruction is delivered through a co-teaching model and includes all learners accessing and building proficiency towards the grade level Common Core State Standards. Teachers are proficient in using a range of research and evidence-based instructional resources and strategies to develop rigorous and engaging lessons. The strong expertise of the staff is a result of ongoing staff development and coaching support. Based on student data, teachers differentiate instruction to match and extend students’ current level of understanding toward meeting grade level benchmarks and beyond.

Balanced Assessment: Anytown Elementary School knows the importance of making instructional decisions based on data. As a result, the school developed a systemic and systematic screening process along with agreed upon common formative classroom assessments at each grade level. Rich collaborative discussions occur and the capacities of the teachers build due to the “multiple eyes” analyzing the data and the diverse expertise of the team sharing their insights. In order to keep the meetings efficient and focused, Anytown Elementary School established team protocols, norms, and decision rules.

Collaboration: Regular and special education teachers along with support staff meet weekly to analyze formative, benchmark, and summative assessment data and co-plan instruction. The grade level teams created a flexible pacing calendar to help them with their planning. Systemic and systematic structures are set up to provide ongoing communication. The kindergarten team sends home a weekly newsletter highlighting the focus skills and strategies for the week along with suggested activities that can provide extra practice at home.

Mr. Ott’s Classroom

Mr. Ott and Ms. Jonas, the reading support teacher, co-teach eighteen curious and active kindergarten students. The students come to their classroom with a diverse range of learning needs. Mr. Ott and Ms. Jonas, along with the other kindergarten teachers and support staff, are planning for next week’s literacy instruction. They will be grouping students based on the most recent data. Mr. Ott referred to the PALS progress monitoring Quick Checks, for students receiving interventions, along with the school’s recently developed Kindergarten CCSS Formative Assessments of Literacy Checklist (Sample page Visual 1.4). This valuable check list provides Mr. Ott with the day- to-day formative information and evidence he needs to guide his instruction. It helps Mr. Ott organize all of his students’ literacy information and is paramount to Ms. Jonas and Mr. Ott’s classroom instructional decision making. The Kindergarten CCSS Formative Assessments of Literacy Checklist is a constant reminder to make sure they are collecting a robust variety of qualitative and quantitative information about their students. Mr. Ott and Ms. Jonas collect writing and spelling work samples. They also pay attention to student’s voice-print match, print concepts and book handling. Mr. Ott and Ms. Jonas carefully observe the behaviors of children sorting, word reading, and writing fluency. They listen carefully as children talk about the books they have read in class or are reading independently. This information is documented on each student’s profile sheets and is accessible at all times in a binder. Ms. Jonas and Mr. Ott’s little kindergarteners laugh at them because they always carry the binder with them no matter where they go. Teachers at Anytown Elementary School know the importance of responsive


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teaching. An ongoing data review process is critical. They do not want to lose precious time and particularly with students who will need to make more than a year’s growth to meet the end of the year benchmarks. Mr. Ott and Ms. Jonas will take the most current phonological data (Visual 1.2) and update the Phonological Awareness Instructional Sort Chart template (Visual 1.3). The instructional sort is clearly a great guide to help Ms. Jonas and Mr. Ott create flexible instructional groups. You will be taking Mr. Ott’s most recent data and sort students in the phonological skill they will need instruction with. Refer to a sample of a teacher’s class. (Visual 1.1) and other sample templates to guide your discussions (Visuals 1.5 + 1.6)

(Visual 1.1) SAMPLE CLASS: Phonological Awareness Instructional Sort Example


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(Visual 1.2) Phonological Awareness Data Mr. Ott and Ms. Jonas 10/15

Concept

of Print

7/8

PALS

5/10

Rhyme

7/8

Beginning

Sounds

5/10 7/8

Words in

Sentence

s

7/8

Syllable Awareness 1.Pronounce 2.Count 3.Blend 4.Segment 7/8

Onset/

Rime

1.Blend

2.Segment

7/8

Phonemic

Awareness

1. Comparison

2.Categorization

3. Isolation 4. Blending

7/8

Phonemic

Awareness

1.Segmentation 2.Addition 3.Deletion 4.Substitution

7/8

PALS Recognize Produce PALS Recognize Produce P C B S B S C CA I B S A D SU

1. Aki ELL 8 Ind 4 5 4 5 6 2

2. Ava 8 7 8 4 5 5 3

3. Benjamin 8 7 8 6 5 5 4

4. Brenden 7 5 7 6 6 5 3

5. Ishmal ELL 8 Ind 5 6 2 4 5 3

6. Gavin 8 10 8 7 7 4 7

7. Jamal 8 9 8 8 8 8 8 7 5 4 2 2

8. James 8 6 7 6 4 4 2

9. Jonah 8 7 8 7 9 8 8 7 7 6 7 4

10. Jordan 7 5 6 3 3 2 0

11. MacKenzie 7 Ind 7 7 7 Ind 7 7 7 7 6 6 5 4

12. Mariaha 8 10 8 8 10 8 8 8 7 8 8 8 8 8 8 7 7 8 8 8 7 8

13. Mary 6 Ind 2 2 0 0

14. Matti 8 9 8 8 8 7 8 8 7 8 8 8 8 8 8 8 8 8 8 8 8 8

15. Noah 8 9 8 8 9 8 8 8 5 5 4 4

16. Ricardo ELL 8 7 8 8 6 5 2

17. Ruth 7 5 5 2 4 3 2

18. Sydney 7 5 8 5 5 6 6


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(Visual 1.3) CCSS-Phonological Awareness ~Standard 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Phonological Awareness Instructional Sort Chart Template

1.Place name of student in matched instructional skill 2.Determine delivery: WG-whole group SG-Small Group I-Individual

Rhyme

Recognize Produce *Student/s needing explicit instructions in Concept of Print

*Student/s needing explicit Phonics instruction (completed all phonological awareness skills)

Beginning Sounds-Alliteration

Recognize Produce

Words in Sentences

Sentence Segmentation

Syllable Awareness

Pronounce Count Blend Segment

Onset/Rime

Blend Segment

Phonemic Awareness

Phoneme Comparison Phoneme Categorization

Phoneme Isolation

Phoneme Blending

Phonemic Awareness cont.

Phoneme Segmentation Phoneme Addition Phoneme Deletion Phoneme Substitution

Easiest to Most Difficult

Stepping Stones to Phonemic Awareness Skills


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(Visual 1.4)

A Sample Page of Mr. Ott’s Kindergarten CCSS Formative Assessments of Literacy Checklist CCSS Standard 1: Concept of Print~ Demonstrate understanding of the organization and basic features of print CCSS Standard 2: Phonological Awareness ~ Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Gavin Aki Mariaha

CCSS Foundation Skills 1+2

Gavin S+L Articulation

Aki ELL Lang. Proficiency-Level 2

Mariaha

Concept Print

Rhyme

Recognize Produce

Recognize

Produce

Recognize Produce

Beginning Sounds/Alliteration

Recognize Produce

Recognize Produce

Recognize Produce

Words in Sentences

Syllable Awareness

Pronounce

Count

Blend

Segment

Pronounce

Count

Blend

Segment

Pronounce Count Blend Segment

Onset/Rime Blend

Blend

Segment

Blend Segment

Blend Segment

Phonemic Awareness Comparison

Categorization

Isolation Blending

Comparison

Categorization

Isolation Blending

Comparison Categorization Isolation Blending

Phonemic Awareness Segmentation

Addition

Deletion Substitution

Segmentation

Addition

Deletion Substitution

Segmentation Addition Deletion Substitution

Comments/ Observations

*Drops off syllables-i.e.says “getti” for spaghetti Flips Phonemes-i.e .says “emeny” for enemy

Selected Intervention Support –ELL Support MWF

25/52 KDG.sight words Explicit Phonics Instruction


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(Visual 1.5) Sample Template for Instructional Groups

Construct small flexible instructional groups using the data above.

What will whole group, small group, one-on-one instruction/conferencing/coaching look like in Mr. Ott’s classroom?

Group 1 Individual

Small Group

Whole Group

Group 2 Individual

Small Group

Whole Group

Group 3 Individual

Small Group

Whole Group

Group 4 Individual

Small Group

Whole Group

Group 5 Individual

Small Group

Whole Group

(student name, day/s of week, time )

(skill/strategy to focus on)

(Visual 1.6) What information can you pull from the data to guide whole group instruction? (Focus on exposure to grade level CCSS here.)

Classroom Strategies Bank: A Resource for Evidence and Researched Based Strategies and Practices (Resource 1.1)

The purpose of this resource is to provide K-12 educators with a bank of strategies and practices that can

be used in the classroom to support instruction in the Common Core State Standards (CCSS) for English

Language Arts and Literacy in All Subjects. These strategies and practices are organized by the CCSS

strands at the cluster level.

These strategies and practices can be systematically implemented with various groupings of students for

classroom instruction and targeted interventions. To use these as classroom interventions, educators can

identify small groups of or individual students that need additional support in certain strands of the CCSS

and then increase the instructional time and frequency of the strategy or practice with the group or

individual student. As educators do this, they should continually measure progress and collect data to

evaluate students’ understanding.

http://www.wirticenter.com/strategiesbank/ (Resource 1.1)

1.

2.

3.

http://www.wirticenter.com/strategiesbank/


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Balanced Assessment System By Purpose

To plan learning

(prior to instruction)

To support learning

(during instruction)

To monitor learning

(between instruction)

To verify learning

(after instruction)

Formative Data

to quickly

inform

instruction

Student learning goals, or student self-assessment

Feedback that informs both student and teacher in order to make real-time adjustments to teaching and learning

Feedback that allows teacher to see what progress has been made since last check-in

Feedback that confirms what the student knows and can do

Examples:

-Teacher/Student discussion -First day observations

- Teacher/Student portfolio -Class blog; student journal

-Open questioning

-Running records

-Exit activities

-Portfolios

Benchmark Data

to benchmark and monitor

progress

Data that shows a teacher the instructional starting point for a chapter, unit, semester, or year

Data that shows teacher what learning objectives have been mastered; what needs to be addressed next instructionally for individual students

Data that tracks student progress over time, providing periodic and multiple data points against benchmarks throughout the year. Can be used to promote program improvement in the short-term; instructional change; monitor student progress

Data that is used, along with other data points, to establish a grade or score. Can be used to make decisions about instruction, curriculum, and to make program adjustments

Examples:

-Screener

-Chapter pre-tests

-Graded class work -Curriculum based measures (CBM) -Running records

-Portfolios -Office discipline referrals -Curriculum based measures (CBM)

-Progress report

-Interim assessment

(post-test)

Summative Data

to evaluate

cumulative

learning

Data that aids teacher in planning future instruction; reflecting on general patterns; or establishing the big picture within a class of students

Data that informs classroom decisions such as groupings, alterations to curriculum maps, etc.

Data provides a snapshot (one point in time) of what students know and can do. Can be used to promote program improvement, curricular changes, instructional PD needs at school or classroom level

Standardized data is used to make decisions, typically on annual basis, at macro levels, about subgroups, schools, districts, states

Examples:

-Prior year’s AP Exams -Prior end of year scores

-Item analysis of prior summative test -End of unit assessments/grades

-Benchmark test scores -End of semester grades

- AYP reports -Suspension rates

Please note: the examples are not an exhaustive list; also examples serve multiple purposes, not just those indicated in the above boxes.

Wisconsin Department of Public Instruction November 2010


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wsra 2014 convention developing literate minds · (visual 1.1) and other sample templates to guide...

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