100% Data Meeting Agenda



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100% Data Meeting Agenda



School: ______________________________ Grade level: ____

Benchmarking period (circle one): Fall Winter Spring

Norms: Stay engaged – Focus on what we can do – Listen to learn

Purpose: To determine effectiveness of the core program and make necessary adjustments to core instruction.

Step 1: Problem Identification (What is the problem?)

Based on screening data, is our core program sufficient for most students at our grade level (80% or more above benchmarks)?


    1. Review and analyze current benchmark screening data. Record percentages below:

    2. Review and analyze previous benchmark screening data. Record percentages below:

    3. Using current and previous benchmarking data, set a goal for next benchmarking period. Record below:





Previous Benchmarking

Current

Benchmarking






*Goal for next Benchmarking:

% Low risk













% Some Risk













% High Risk












*Can also review movement of students between risk-status levels to help set goals (Summary of Effectiveness)



    1. Review other available grade-wide data (e.g. OAKS, in-curriculum assessments, etc).

      1. Determine percentage of students meeting minimum proficiency standards as set by the district



Step 2: Problem Analysis (Why is it happening?)


    1. Using data, prioritize which big idea of reading is currently the most important common instructional need for most students (circle one):

      Skill

      Phonological Awareness

      Phonics

      Oral Reading Fluency

      Vocabulary

      Reading Comprehension

      easyCBM Measure

      Phoneme Segmenting

      Letters Sounds

      WRF

      PRF Accuracy

      PRF

      Vocab

      MCRC

      CCSS

      % Above Benchmark
















    2. Does fidelity to the core need to be further examined and how will that be accomplished? _________________________________________________________________________________



Step 3: Plan Identification (What is the plan to improve the health of the core?)

What instructional strategies have been effective in your classroom? Chart them



A. Curriculum

  1. Which priority skill(s) within the identified big idea will the target for instruction? (Choose from below):

___________________________________________________________________________________________

  1. What component(s) of the core can be used for this? ___________________________________________

CCSS Common Instructional Needs




Kindergarten

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Print Aware-ness


Left to right

Letter Names

Word Spacing


Features of a sentence














Phonemic Awareness

Sound/Word comparison

Rhyming


Blend & Segment:

Sentences

Syllables

Onset-rime


















Blend & Segment: Individual Phonemes













Phoneme deletion & manipulation













Phonics

Letter sounds

Long/Short vowels


















High Frequency Words/Sight Words
















VC & CVC words

Consonant Blends

Consonant Digraphs

Silent e


Advanced consonants

Vowel in each syllable

Inflectional endings

Irregularly spelled words


















Vowel teams
















Morphology

Accurately unfamiliar

Multisyllabic words in context/out of context








Multisyllabic words

Prefixes & Suffixes



Fluency




Accuracy: @90%

>95%

96-97%

97-98%

97-98%







30-50 WCPM

40-100 WCPM

70-100 WCPM

100-140 WCPM

100-140 WCPM




Attends to punctuation

Self corrects when reading















Phrasing, Expression, Smoothness (Prosody)

Vocabulary

Concept Naming & Use
















Learns new words through direct instruction (Receptive Vocabulary)

Uses new words in speaking and writing (Expressive Vocabulary)




Use context clues to understand the meaning of words (Contextual Analysis)

Uses word structure to understand meaning of words (Morphemic Analysis)















Consult reference materials

Comprehension

Answering Text Based Questions

Makes predictions

Retelling & Summarizing

Making Connections






Main Idea and Details

Point of view

Making Inferences

Monitoring Comprehension









Analyze structure of text










Author’s Purpose/Point of View

Informational Text Structure/Charts, Maps, Graphs, Tables, Insets



Compare and contrast text

Step 3: Plan Identification (What is the plan?)

B. Instruction

  1. What common instructional strategy will be used by ALL grade level teachers? (choose from below):

________________________________________________________________________________________

  1. When this is working what will it look like? How long, how often

_________________________________________________________________________________________

Common Instructional Strategies

  • Instructor models instructional tasks when appropriate

  • Demonstrates the task (e.g. uses think alouds)

  • Proceeds in step-by –step fashion

  • Limits language to demonstration of skill

  • Makes eye contact with students, speaks clearly while modeling skill

  • Set the purpose for the instruction

  • Identifies the important details of the concept being taught

  • Provides instructions that have only one interpretation

  • Makes connection to previously-learned material

  • Instructor engages students in meaningful interactions with language during lesson

  • Provides and elicits background information

  • Emphasizes distinctive features of new concepts

  • Uses visuals and manipulatives to teach content as necessary

  • Makes relationships among concepts overt

  • Engages students in discourse around new concepts elaborates on student responses

  • Instructor provides multiple opportunities for student to practice instructional tasks

  • Provides more than one opportunity to practice each new skill

  • Provides opportunities for practice after each step in instruction

  • Elicits group responses

  • Provides extra practice based on accuracy of student responses

  • Instructor provides corrective feedback after initial student responses

  • Provides affirmations for correct responses

  • Promptly corrects errors with provision of correct model

  • Limits corrective feedback language to the task at hand

  • Ensures mastery of all student before moving on



  • Instructor encourages student effort

  • Provides feedback during and after task completion

  • Provides specific feedback about student’s accuracy

  • Majority of feedback is positive

  • Celebrates or displays examples of student success

  • Students are engaged in the lesson during teacher-led instruction

  • Gains student attention before initiating instruction

  • Paces lesson to maintain attention

  • Maintains close proximity to students

  • Transitions quickly between tasks

  • Intervenes with off-task students to maintain their focus

  • Students are engaged in the lesson during independent work

  • Independent work routines and procedures previously taught

  • Models task before allowing students to work independently

  • Checks for student understanding of the task(s)

  • Students use previously-learned strategies or routines when they come to a task they don’t understand

  • Independent work is completed with high level of accuracy

  • Students are successful completing activities at a high criterion level of performance

  • Elicits a high percentage of accurate response from group

  • Holds same standard of accuracy for high performers and low performers







  • Created by Oregon Reading First

  • 9 features of effective instruction

  • Step 3: Plan Identification (What is the plan?)

  • C. Environment

  1. What active engagement or behavior management strategy will be used by all grade level teachers?:

  • ___________________________________________________________________________________

  1. When this is working what will it look like? How long, how often? __________________________________________________________________________________________


    • Oral Responses (Things Students Say)

    • Strategy

    • Useful when…

    • Description/Suggestions/Examples

    • Choral Responses

    • The answers are short and the same

    • Provide an auditory and/or visual signal

    • Partner Responses

    • The answers are long or short and different

    • Look-Lean-Whisper; Think and Write-Pair and Write-Share; Think-Write-Share; Assign partner numbers/labels

    • Team Responses

    • The answers are long and different

    • Individual Responses

    • The answer comes from a student’s own experience

    • Can have the students share with a partner first

    • Whip around or pass (students have the option to say an answer or pass)

    • Written Responses (Things Student Write)

    • Strategy

    • Useful when…

    • Description/Suggestions/Examples

    • Response Slates (white boards)

    • The answers are long or short, more divergent or dependent on personal experience

    • Set clear expectations (e.g. “After writing the answer, set your pen down)

    • Graphic organizer

    • Students organize thinking alone, in partners or teams

    • Use after reading for greatest impact. Good for retelling

    • Completing a sentence frame

    • Structure is needed to complete correct sentences

    • Useful with vocabulary instruction

    • Action Responses (Things Students Do)

    • Strategy

    • Useful when…

    • Description/Suggestions/Examples

    • Touching or Pointing

    • “Put your finger on the word”, “Touch the picture”, etc.

    • Acting Out/Gestures

    • Teaching vocabulary

    • Can use gestures, facial expressions, actions, movements

    • Hand Signals

    • Reviewing factual information

    • Can have students form hand signal on desk, then hold up in unison

    • Response Cards

    • The number of potential answers is limited

    • True or False; Yes or No; A, B, C, or D; vocabulary words; spelling words; phonics; etc.

    • Manipulative

    • In small group or at seats

    • Elkonin boxes, sorting pictures for summarizing/order of events

    • Behavioral Strategies

    • Strategy

    • Useful when….

    • Description/Suggestions/Examples

    • Maintains close proximity to students

    • If you know from prior experience that a particular group is likely to disrupt class-standing or sitting close to them while you lead an activity will quell a fair amount of the unwanted behaviors

    • 5:1 Positive feedback

    • Students are seeking positive/negative attention

    • Increase the number of positive interactions you have with the student by offering at least 5 positive statements to 1 negative statement.

    • Limit/reduce transition time

    • Students are becoming off-task during transitions.

    • Use a signal for transitions and give a set amount of time for students to make transitions.

    • Reward system in place

    • Always

    • Positive praise tickets are given when kids get caught “being good” and the ticket labels the positive behavior.

    • Classroom matrix taught/retaught

    • After breaks, long weekends, or when unwanted behaviors are occurring in certain locations.

    • Lessons are explicitly designed to teach students the expectations for all locations and routines. The lessons are taught so that students practice what the expectation looks like and sounds like.

    • Instructional routines taught/retaught

    • After breaks, long weekends, or when unwanted behaviors are occurring during instructional routines.

    • Teach students explicitly what the routine looks like/sounds like and have students model and practice appropriate following of the routine.

    • Response routine taught/retaught

    • After breaks, long weekends, or when unwanted behaviors are occurring during the response routine.

    • Teach students explicitly what the response routine looks like/ sounds like. Model the routine using: I do, We do, You do.
    Active Engagement or Behavior Management Strategy

  • D. Adult Learning

  1. What professional development is needed to support your commitments to implement the agreed upon actions:

  • ___________________________________________________________________________________

  • Step 4: Plan Implementation & Evaluation (Did it Work?)

  • (Completed at next Benchmarking)

      1. Does our current benchmarking data meet or exceed our agreed upon goal from the previous benchmarking period (or make significant progress towards our goal)?

  • If YES, what did we do that worked?

  • If NO:




    • Previous Benchmarking

    • Previously set GOAL

    • Actual current benchmarking

    • % Low risk







    • % Some Risk







    • % High Risk






    Did we implement the strategies we agreed to?

  1. Instruction: _______________________________________________________________

  2. Curriculum: _______________________________________________________________

  3. Environment: _____________________________________________________________

          1. Did we implement the core program with fidelity?

      1. Proceed to Step 1 (Problem Identification) for new benchmarking period and analyze data to develop a new plan.






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