HISD EARLY CHILDHOOD DEPARTMENT ∙ CURRICULUM, INSTRUCTION, AND ASSESSMENT

Pre-K Data DigPre-K Data DigUsing Data for Small Group InstructionUsing Data for Small Group Instruction

• Analyze data and create groups of students for small group instruction.

• Plan for small group tiered lessons based on class standing or subtest results.

• Prepare data binder to help track and monitor progress made by students.

• Understand the rubric for tracking data.

Intended OutcomesIntended Outcomes

NormsNorms

• Why do we need to organize and analyze data?

Rationale for Using DataRationale for Using Data

– Account for student performance– Recognize implications for instruction– Determine next steps

• Tier groups• Differentiate

instruction

System of SupportSystem of Support

TierTier11

TierTier11

Tier Tier 22

Tier Tier 22

TierTier33

TierTier33

Tier 3Tier 3•Small Group (4-5x/week)•Targeted and intense intervention in small homogenous groups

Tier 2Tier 2•Small Group (2-3x/week)•Supplemental intervention in small homogenous groups in addition to classroom instruction

Tier 1Tier 1• Whole Group • Quality classroom instructional interventions

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

How to Determine TiersHow to Determine Tiers

All Teachers

Mrs. Hubbard Ms. GoldilocksMr. KermitMs. CinderellaMr. Wonka

Total Weighted ScoreTotal Weighted Score

Sort Total Weighted ScoreSort Total Weighted Score

Student TiersStudent Tiers

Tier 3Tier 3Low 0-25%Low 0-25%

(4-5x/week)(4-5x/week)

Tier 2Tier 2Mid 26-75%Mid 26-75%

(2-3x/week)(2-3x/week)

Tier 1Tier 1High 76-High 76-

100%100%(once a week)(once a week)

Bradley CooperBradley CooperMiley CyrusMiley CyrusLebron JamesLebron James

Leonardo DiCaprioLeonardo DiCaprioMichael JordanMichael JordanKaty PerryKaty PerryChristina AguileraChristina AguileraDanica Patrick Danica Patrick

Justin BieberJustin BieberJennifer AnistonJennifer AnistonBruno MarsBruno MarsSelena GomezSelena Gomez

Nicki MinajNicki MinajManny PacquiaoManny PacquiaoDrew BarrymoreDrew Barrymore

Design activities/lessons that would extend the

learning.

Scaffold the tasks

Scaffold further so that this group of struggling

students can be successful

Targeted InstructionTargeted Instruction

Intentional Intentional TeachingTeaching

The teacher acts with specific outcomes or goals in mind for the student’s development and learning.•Lesson plans

Intensive Intensive InterventionsInterventions

In small group instruction, the frequency, duration, and intensity of instruction are determined by the:•Assessment•Intervention goals•PK guidelines as well as monitoring intervention outcomes depending on the results of the BOY, MOY and the student’s class standing

IndividualizeIndividualized Supportd Support

In both whole group and small group instruction, scaffold and implement instruction by:•Prompting•Modeling•Peer support to reinforce academic learning goals

Skills Domain(s) to TargetSkills Domain(s) to Target

Which literacy skills got the lowest score?How about in math?

Analyzing SubtestsAnalyzing Subtests

Differentiated ActivitiesDifferentiated ActivitiesTier 3Tier 3Low 0-25%Low 0-25%

(4-5x/week)(4-5x/week)

Tier 2Tier 2Mid 26-Mid 26-

75%75%(2-3x/week)(2-3x/week)

Tier 1Tier 1High 76-High 76-

100%100%(once a week)(once a week)

Alliteration Phase 1: RecognizeRecognize that 3 words all begin with the same sound. •Listen: map, make, mop•Say the words with me: map, make, mop•Do these words begin with the same sound? Yes they all begin with /m/ (Stretch the /m/ as you say the words.)

Alliteration Phase 2-3: Identify (Alike/Different)

Identify 2 out of 3 words that begin with the same sound: fox, foot, catIdentify that word that does NOT begin with the same sound as the other 2: talk, top, dog (Use FSP Pocket Photos)

Alliteration Phase 4: Produce

Students will produce words that begin with the same sound as a target word. Example: Think of another word that begins with saw, song, sock.

Nicki MinajMichael Jordan

Justin Bieber

Drew BarrymoreSelena Gomez

Bradley CooperManny Pacquiao

Katy PerryChristina Aguilera

Miley CyrusJames Lebron

Leonardo DiCaprio

Jennifer AnistonDanica Patrick

Bruno Mars

Why differentiate activities?Why differentiate activities?

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

Morning MessageMorning Message

• Use your pie charts to determine the lowest skill domain in math and literacy.

• Look at the data under each of the lowest subtest and create your tiers.

• Using the Small Group Planning template, write down student names under each group (use 1 template for math and another for literacy).

• Plan for differentiated lessons/activities.

Table ActivityTable Activity

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

• Section 1: Assessment Data• Section 2: Small Groups• Section 3: Small Group Planning • Section 4: Anecdotal Notes• Section 5: Progress Monitoring Data

DataBinder

Prepare Data BinderPrepare Data Binder

• Assessment Data Options

– Whole Class• Class Totals Report• Pie Chart• Bar Graphs

• Include tiers by subtest(Class Totals Report)

Section 1: Assessment DataSection 1: Assessment Data

– Individual Students• Class Totals

Report • Pie Chart

• Allow for more active involvement• Receive immediate feedback on their learning• Assist students to clarify ideas about the

subject matter• Encourage students towards independent

learning• Learn and develop cooperative behavior• Establish rapport between teacher and student

Section 2: Small GroupsSection 2: Small Groups

Small Group Tracking FormSmall Group Tracking Form

Nicki MinajNicki Minaj

Drew BarrymoreDrew Barrymore

Michael JordanMichael Jordan

Justin BieberJustin Bieber

Bradley CooperBradley Cooper Miley CyrusMiley Cyrus

James LebronJames Lebron

Leonardo DiCaprioLeonardo DiCaprio

Jennifer AnistonJennifer Aniston

Danica PatrickDanica Patrick

Tier

1:

Tier

2:

Tier

2:

Tier

3:

Selena GomezSelena Gomez

Manny PacquiaoManny Pacquiao

Katy PerryKaty Perry

Christina AguileraChristina Aguilera

Bruno MarsBruno Mars

Determine Your Small GroupsDetermine Your Small Groups

Let’s take a break!Let’s take a break!

Tier 1Tier 1 Nicki MinajMichael Jordan

Justin BieberAlliteration Phase 4:

Produce

Tier 2Tier 2

Alliteration Phase 2-3: Identify (Alike/Different)

Tier 3Tier 3 Jennifer AnistonDanica Patrick

Bruno MarsAlliteration Phase 1:

Recognize

Section 3: Section 3: Small Group PlanningSmall Group Planning

Christina Aguilera

Miley CyrusJames Lebron

Leonardo DiCaprio

Subtest: AlliterationSubtest: Alliteration

Drew Barrymore

Selena GomezBradley Cooper

Manny Pacquiao

Katy Perry

Small Group PlanningSmall Group Planning

Date: March 11, 2014 Lesson/Activities: Frog Street Alliteration Cards

Skill Domain: Alliteration Notes: Drew and Selena are able to produce new words that begin with the same sound when given a group of words. Bradley, Manny, and Katy have difficulty picking out words that do not follow the same alliterative pattern in a group.

Students: Drew, Selena, Katy, Bradley, Manny

Next Steps: Bradley, Manny, Katy – use pictures to support activity.Drew and Selena – send to work stations

Small Group Documentation Form

TemplatesTemplates

Transition of ActivitiesTransition of Activities

Work station assignments or activities must be taught in the whole or small group prior to sending the student to do it individually.

Section 4: Anecdotal RecordsSection 4: Anecdotal Records

Anecdotal records are written observations or transcripts that provide cumulative information about a student’s development with a particular learning objective.

• Be brief and focused and immediately recorded after the observation. Photos are also an option.

• Include the student’s strengths and weaknesses.• Be recorded in binders with a single page for each student or in a

notebook with each entry dated to provide a chronological record of classroom activities.

• Be recorded during different times and during different activities of the day in order to develop a complete profile of students' language abilities, interests and attitudes (on average 2x a week per student).

• Be examined by the teacher regularly to be sure that comments are made for each student on a variety of skills and behaviors.

Useful Anecdotal NotesUseful Anecdotal Notes

Anecdotal NotesAnecdotal Notes

ApplicationApplication

Maria

Marla

Peter

Section 4: Progress MonitoringSection 4: Progress Monitoring

• 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.

CTR: Progress MonitoringCTR: Progress Monitoring

Self AssessmentSelf Assessment

http://hisdearlychildhood.wordpress.com

Early Childhood BlogEarly Childhood Blog

Rubric: Data TrackingRubric: Data Tracking

Jeopardy: Process ReviewJeopardy: Process Review

TIERS FOR TIERS FOR FEARSFEARS

LET’S GO LET’S GO ON A DATAON A DATA

TRACK & TRACK & FIELDFIELD

Small group Small group intervention intervention 4-5x a week4-5x a week

Letter___ arranges Letter___ arranges student scores student scores

fromfrom highest to lowesthighest to lowest

Template that Template that includes tiers, includes tiers,

student names, student names, and activitiesand activities

Top 76-100% Top 76-100% of the classof the class

Chart that gives Chart that gives the percentagethe percentage

of correct answersof correct answers

Binder that tracksBinder that tracks and documents and documents student progressstudent progress

Intentional, Intentional, intensive,intensive,

and individualized and individualized interventionintervention

Chart that reflects Chart that reflects thethe

Total Weighted Total Weighted ScoreScore

Written Written observation or observation or

student transcriptsstudent transcripts

$200$200

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