Collaborative Teaming for Student Success. Using Data Teams to Increase Student Achievement

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1 Collaborative Teaming for Student Success Using Data Teams to Increase Student Achievement

2 Presenters Ellen Geders, Kindergarten Teacher Dave Meschke, Principal Meagan Ochoa, Third Grade Teacher Jill Skaggs, Reading Specialist

3 Presentation Outline Overview of Wohlwend Elementary Scheduling for Data Teams Collecting and Charting data Analyze Data and Prioritize Needs Create SMART Goals Planning Lessons Determine Results Indicators Monitor and Evaluate Results

4 Wohlwend Elementary Overview

5 Scheduling for Data Teams Time Class Monday Tuesday Wednesday Thursday Friday Class Monday Tuesday Wednesday Thursday Friday 9:00 PE1 4B 4A 4B 4C 4A 9:30 Music1 4C 4C 4A 4B A Library 4C R 4A 4B 4C 9:30 PE1 4C 4C 4A 4B T 10:00 Music1 4C 4A 4B 4B 4A Library 4B 4A 1B 10:00 PE1 A 10:30 Music1 R Library PE1 3C 3B 3C 3B 1A 10:30 PE2 3A 3A 3A 1B 11:00 Music1 3B 1C 1C 1C 3B Music2 1B 1B 1A A Library 1C 1A 3C R 3A 1A 3B 3C 1C PE1 1C 1C 1A 1C 3B T 11:00 PE2 1B 1B 1A 3C 11:30 Music1 3C 3C 3C 3B 1A Music2 1A 3A 3A 3A 1B Library 3B 1B 3A PE1 11:30 PE2 A 12:00 Music1 LUNCH R Music2 Library PE1 2B 2A 2A 2B 2A 12:00 PE2 2D 2C 2E 2C 2C 12:30 Music1 2E 2E 2E 2D Music2 2D 2D 2A A Library 2C 2B R 2A 2B 2C 2D 2E PE1 2E 2B 2E 2D T 12:30 PE2 2D 1:00 Music1 2C 2A 2A 2C 2C Music2 2B 2B 2B Library 2D 2E 2A 1:00 PE1 KA KB KA KB KC 1:30 Music1 KC KC KC KA KB Library KB A 1:30 PE1 KC KC KA KB R KA KB KC 2:00 Music1 KB KA KB KA T Library KA KC 2:00 PE1 A 2:30 Music1 R Library 2:30 PE1 5B 5B 5C 5B 5C 3:00 Music1 5A 5C 5A 5A A Library 5C 5B R 5A 5B 5C 3:00 PE1 5A 5C 5A 5A T 3:30 Music1 5C 5B 5C 5B 5B Library 5A T T T LUNCH Travel to Bierbaum 1 Class at Bierbaum

6 Determining Focus Choose power standards Create learning targets Decide best way to assess Develop pre-assessment

7 Creating the Assessment Learning targets guide the questions Choose appropriate leveled texts Determine test question types Multiple choice Constructed response Essay Write questions to have high level of rigor Agree on acceptable answers to questions

8 Oral Letter Sound Association Pre/Post Assessment - Used with kindergarten students.

9 Fables and Folktales Pre/Post Assessment - Second grade students read The Little Red Hen and complete this assessment.

10 Nonfiction Main Idea Pre/Post Assessment - This assessment is utilized with third grade students. The passages come from

11 Collecting and Charting Data

12 Charting Data Kindergarten

13 Charting Pre-Assessment Data K Letter Sounds Step 1 Chart # of # of Proficient Prof. students Students (Pre) % of Prof. (Pre) # of Prof. (Post) % of Prof. (Post) Students Close to Proficiency #Close to Prof. (Pre) #Close to Prof. (Post) Students Far But Likely # of Far but Likely (Pre) % (Pre) # of Far but Likely Intervention # of Int. (Post) % (Post) Students (Pre) Teacher % (Pre) % (Post) Eldar, Kendra, Johnathan Jimmy, Shannon Dechau % 0.00% Gavin % 0.00%, Amar % 0.00% Camden % 0.00% Ellen Geders % 0.00% R.J., Tyson % 0.00% % 0.00% Sam % 0.00% Stephanie Willett % Ryann, Danny, Charlie, 0% Noah % 0.00% Evan % 0.00% 0.00% 0.00% Totals % % % % % % % % % Int. (Pre) # of Int. (Post) % Int. (Post)

14 Charting Pre-Assessment-Data 3 rd Grade Division Step 1 Chart Teacher # of students Proficient Students Adam, Olivia, Ochoa 20 # of Prof. (Pre) % of Prof. (Pre) # of Prof. (Post) % of Prof. (Post) Students Close to Proficiency Hank, Steven, Tiffany, Madison, Brady, #Close to Prof. (Pre) % (Pre) #Close to Prof. (Post) % (Post) Students Far But Likely # of Far but Likely (Pre) % (Pre) # of Far but Likely (Post) % (Post) Interventio # of Int. n Students (Pre) Derek, Paige, Jacob, Joey, Ava, Isaac, Sophia, Isaiah % 0.0% Paige, Emily % 0.0% Carlos, % 0.0% Joel, Luke % 0.0% Bryan, Durham Kamryn, Charlie, Samantha, 19 Rylee, Justin % Chris, Lauren, 0.0% Madi % Izabel, Sean, Sophia, Austin, 0.0% Luca % Thomas, Jackson, Janelle, Hayden, 0.0% Elliott % 0.0% Brennan Brooklann, Lauren, Emma, 17 Lucas, Emily 6 35% Caleb, Maddy, 0% Kyle, Jarrell % Logan G, Logan M., 0.0% Tyson % Ellie, Layni, Brody, 0.0% Aiden % 0.0% Totals % 0 0.0% % 0 0.0% % 0 0.0% % 0 0.0% % Int. (Pre) # of Int. (Post) % Int. (Post)

15 Setting a SMART Goal Refer back to analysis chart Be aware of district goals/expectations SMART goal formula Add the number of students: Proficient Close to proficient Far but likely Divide by total number of students Resulting percentage is an attainable goal

16 SMART Goal The percentage of (student group) scoring proficient or higher in (content area) will increase from (current reality) to (goal percentage) by the end of (month or term) as measured by (assessment tool) administered on (specific date).

17 Analyzing Data 3 rd Grade

18 Analyze Data and Prioritize Needs 3 rd Grade Division Proficient Close to Proficient Strengths Misconceptions Skill Needed How Will You Address? Able to divide into equal groups; understood inverse operations and fact families, write number sentence within a fact family. Use strategies to solve, drawing a pictures The order of the division sentence Readingand understanding what the question is asking, ordering numbers when writing a division sentence. order of a division sentence, the division part of a fact family. Complete the problem portion of independent work, they are going to work independently on a learning contract, and they will be a study buddy to other students the last week of the Problem solving questions, writing division sentences, modeling with counters meet with group 2-3 Far but Likely Multiply by 5's, and understand the inverse operation. Reading and understanding the question, order of a division sentences, reading and understanding a table strategies to solve division facts, when the inverse is unknown, drawing pictures to solve division sentences, problem solving, modeling writing division sentences. Meet 3 times a week. Intervention Group background knowledge about multiplying by 5's. feel they either knew the answer or don't rather than trying a strategy, reading and undertanding a problem. strategies to solve division facts meet in small groups daily, hands on concrete models,extra math to practice multiplication facts,

19 Analyze Data and Prioritize Needs K Letter Sounds Proficient Strengths Misconceptions Skill Needed How Will You Address? Have a strong grasp of letter sound association Working on sight words, reading books, learning beginning, middle, ending sounds Close to Proficient Far but Likely Intervention Group They had a strong grasp on letter sound association They understand letter sound association, easier to say the sound than to find an object that begins with the sound, strong in letter ID and more lilely to know the sound They can write their names using letters, and some can distinguish the difference between letters and numbers They had typical errors with letters U, Q, G, Y, C, short vowels They are not able to identify the letters or their sounds Working on tricky sounds including short vowle as opposed to long vowel They had typical errors with letters U, Q, G, Y, C, short vowels, other letters They need to learn the unknown unknown are because they do not know letters as well as the sounds they make the letter or have speech errors They need to recognize all letters and not call them other symbols or words Continue to practice in whole group, small group, and during guided reading Continue to practice during whole group, small group, guided reading, centers, tutoring and RTI Continue to practice during whole group, small group, guided reading, centers, tutoring and RTI

20 Planning Lessons Planning Process Use data to identify needs of each group of students Address the misconceptions

21 Planning Lessons - Kindergarten

22 Checking Student Progress Assessing during the unit Exit slips Formative quizzes Observation Keep groups flexible

23 Evaluate Post-Test Results Fill out chart to show growth Analyze whether SMART goal was met Create next steps Chart growth in students data binders Video Clips

24 Kindergarten Reflection

25 3 rd Grade Reflection

26 References Bambrick-Santoyo, P. (2012). Leverage Leadership. San Fransisco : John Wiley & Sons, Inc. The Leadership and Learning Center. (2010). Data Teams, 3rd Edition. Englewood: The Leadership and Learning Center. ReadWorks.org. (2014). Main Idea 3rd Grade Unit. Retrieved January 12, 2015, from ReadWorks.org - The Solution to Reading Comprehension:

27 Questions?

28 Contact Information Wohlwend Elementary School Ellen Geders Dave Meschke Meagan Ochoa Jill Skaggs

4 th Grade Number and Operations in Base Ten. Set 3. Daily Practice Items And Answer Keys

4 th Grade Number and Operations in Base Ten Set 3 Daily Practice Items And Answer Keys NUMBER AND OPERATIONS IN BASE TEN: OVERVIEW Resources: PRACTICE ITEMS Attached you will find practice items for Number