From Data to Instruction

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From Data to Instruction
A Whole School Approach
The Mattahunt Story
The Mattahunt Story
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Once upon a time the Mattahunts ILT held a
special meeting to talk about the progress of
their data. It appeared that theyd collected
data for many years, yet could not discuss the
data across all grades because each grade had a
different message and understanding. When asked
about data, Grade A would say to Grade B, I
think you are talking about Grade Cs data. We
dont do the MCAS at this grade. Then Grade D
would say, You must be talking about grade As
data, because they only work on the observation
survey. I dont think they even do writing
prompts. Finally Grade E would say, Im the
oldest. It should be clear all noteworthy data
is in my grade. After all were responsible for
the MCAS. Well the Mattahunt Schools ILT
pondered this dilemma over and over, around and
around in circles and decided Enough of this
fuss. We are a team and we will take the lead.
From now on Everybody is going to get on the data
train and we will learn together. So in
September of 2006 the ILT data meeting was called
to order AND COLLABORATION BEGANFrom Data to
Instruction The Mattahunt Way! THE END and THE
BEGINNING
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Mattahunt School Staff Data Manager, Natasha
Barnwell
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Bottom Line Student
Achievement/Results
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Mattahunt School Staff Data Manager, Natasha
Barnwell
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Set the Stage
As you know, we have been working together to
collect data on teaching and learning. ? Our
ILT disaggregated and analyzed our preliminary
data in September. ? Grade level teams met
during common planning time and professional
development to identify instructional strategies
and craft mini-lessons to address MCAS
needs. Purpose of this presentation ?
Ensure we are all on the same page before we dive
into the work to take it to the next level.
? Focus on the critical area (Standard 8 in ELA).
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Mattahunt School Staff Data Manager, Natasha
Barnwell
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Learner-Centered Problem
Students, across all grades are having difficulty
identifying basic facts and main ideas in a text
(ELA, Math, Science Social Studies) and use
them as the basis for interpretation
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Barnwell
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Data on Learner-Centered Problem
Identified Weaknesses for Grades 3, 4, 5
Standard 8
Understanding Text
Standard Students will identify basic facts and
main ideas in a fact and use them as the basis
for interpretation
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Barnwell
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Data on Learner-Centered Problem

• DRA
• MCAS 2006
• Looking at student work
• Conference Notes
• Readers Response Notebooks
• Fast R

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Barnwell
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3rd Grade

• MCAS Questions
• Standards Objectives

Reading
8
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Top 5 Incorrect MCAS Questions
Weaknesses
Grade 3 - Reading
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Barnwell
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Barnwell
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A Closer Look At Standards
Standard 8 Emphasis Understanding Text Standard
Students will identify basic facts and main ideas
in a fact and use them as the basis for
interpretation Objectives - Identify
foreshadowing clues as the parts of a text that
will help the reader predict what will
happen next - Identify sensory details in
literature - Identify the speaker of a poem
or narrator of a story - Retell the events
of a story in sequence - Form questions
about a text and locate facts/details in order
to answer those questions - Distinguish
cause from effect - Distinguish fact from
fiction - Identify main ideas and supporting
details
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Barnwell
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Top 5 Correct MCAS Questions
Strengths
Grade 3 - Reading
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Barnwell
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Problem of Practice
Teachers need to develop more effective
strategies and model them explicitly to their
students on how to find basic facts and main
ideas in a text (ELA, Math, Science, Social
Studies) and use them as the basis for
interpretation.
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Barnwell
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Data on Problem of Practice

• Administrative walk throughs/learning
• walks
• ELA - Math CCL
• Peer Observations
• LASW at Grade Level meetings
• ILT meetings
• Conference Notes

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Barnwell
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Statement of Solution

• Devote the remaining 12 hours of ELA
• Professional Development time (6
• hours/3 meetings to address Standard
• 8.
• Use one common planning time per
• month to work on Standard 8.
• Meet with ILT once a month to discuss
• strategies and progress across grades
• on this standard.
• Support students in developing more
• efficient strategies to teach students
• how to understand the text.

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What will we do?

• Use observation notes, conference notes
• and readers response notebooks as the
• data source.
• Create grade level comprehension
• strategies (Early Childhood - 5) and share
• across grades.
• Develop mini-lessons for improving
• comprehension (Early Childhood - 5).
• Literacy coach will model comprehension
• strategies using a variety of genre with
• nonfiction texts.
• Generate strategy charts as a resource tool
• for students to support comprehension.

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Barnwell
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What will we see in the classrooms?

• Teachers explicitly modeling strategies
• Teachers explicitly modeling using more
• visual aid strategies (i.e overhead,
• transparencies, charts, whiteboard, strategy
• charts)
• Teaching point - posted in each classroom
• Mini-lessons that target reading
• comprehension in all subject areas
• Conference notes targeting specific
• comprehension needs
• Peer observations
• Student work as evidence on display with
• standards posted

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Barnwell
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• Administrative walk-throughs/learning
• walks
• Looking at readers response
• notebooks
• Looking at results from Fast-R Data
• Peer Observations
• ILT grade level team leaders report
• out on the progress and effectiveness of
• the implementation of comprehension
• strategies.

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Barnwell
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• Readers Response Notebooks
• 3rd, 4th and 5th grade ELA MCAS
• - improvement on open response and
• multiple choice based on students
• understanding the text (Standard 8).
• - Teacher observation notes
• - LASW at grade level meetings
• - Diagnostic Reading Assessment
• (DRA)

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Barnwell
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What support will we need?

• More time for looking at student work
• Protocol for intra-grade/cross grade
• sharing of strategies, peer observations,
• team meetings
• Help to collect exemplars
• Professional Development to explore
• Fountas Pinnells readers response
• rubrics

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Barnwell
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Resource Tool Kit Development
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Kindergarten Mini-Lesson

• Weakness
• Locating facts/details in order to answer
  questions
• Mini-Lesson
• Using the poem of the week, have students find a
  given letter. Students will also work on the
  directional principles like left to right, top to
  bottom, and return sweep.
• Step-by-Step Process
• Whole Group Instruction
• Teacher will use a large copy of poem to model.
• Teacher will read the poem.
• Teacher and students will engage in shared
  reading.
• Teacher will model how to look for a letter.
• Students will use highlighter tape to cover the
  letter.
• Independent Work
• Students will glue poem into poetry book.
• Students will use yellow crayon to highlight the
  
• letter within the poem.
• Students will double-check their work.
• Students will illustrate the poem.
• Mini-Conference Share
• Students will sit on rug.

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Barnwell
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3rd Grade Mini-Lesson

• Students will locate facts/details in order to
  answer questions and highlight supporting
  details.
• Mini-Lesson
• Introduce the concept of a concrete question.
• Present students with an enlarged sample of
  information
• from the text.
• Identify main idea and supporting details.
• Step-by-Step Process
• 1. Read piece as a class
• 2. Introduce questions
• 3. Ask students if they can identify/find the
  answer in the
• text
• 4. Have a volunteer underline answer
• 5. Have students come into an agreement
• 6. Have students attempt test examples on their
  own
• 7. Gather and share
• Mini-Conference Share
• Enlarged share piece (common plan share)
• Evaluation

Teaching Point
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Barnwell
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4th Grade Mini-Lesson
Teaching Point

• Students will learn sequence of events
• Mini-Lesson
• Using words of order to help determine the
  sequence of events
• Step-by-Step Process
• 1. Student sit on rug and together brainstorm a
  list of
• words that show order (first, next, finally)
• 2. Model how to recognize these words with a Read
  
• Aloud
• 3. Make a list of events in order
• 4. Students go back to seat and write a How to
  story
• using some of the words from the chart.
• Mini-Conference Share
• Teacher circulates and conferences with
  individual students. Students are selected to
  share their stories.
• Evaluation
• Conference notes
• Shared stories

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Barnwell
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3rd Grade DRA
January 2007
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Barnwell
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3rd Grade Writing Prompt
January 2007
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3rd Grade Writing Prompt cont.
January 2007
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Bottom Line Student Achievement
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K2 Working Curriculum Map
September
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Barnwell
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3rd Grade Working Curriculum Map
September 1st week of October (4-5 Weeks)
Unit of Study Frames the common theme or genre
being taught in a particular time frame

• Launching the Workshop
• Building Classroom Community

Standards/Focus Areas What students are expected
to know and do by the end of the school year

• Develop workshop routines
• Introduce independent reading
• Get to know students as readers through
• performance assessments and conferences
• Introduce Turn and Talk
• Use read-alouds to model strategies
• Grow and use strategy charts
• Institute home reading program
• (Use Guided Reading for first 20 days)

Strategies/Components These include strategies to
enable all students to reach the noted standard.
Components refers to the workshop components used
to implement these strategies. (i.e. guided
reading, read aloud, mini-lesson
Mini-Lessons List of a range of lessons that may
be taught in any order depending on the needs of
your students

• Being an independent reading
• Choosing a Just Right Book
• Solving unknown words
• Making connections
• Classroom Routines
• Genres

Suggested Mentor Texts Text that lend
themselves to strategies or mini-lessons
Guided Reading First 20 days

• DRA
• Fast-R
• Graphic Organizers
• Conference Notes

Assessments Examples RR, Conference Sheets,
LASW, Formative Assessments Data, Fast-R, student
and teacher Rubrics
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Barnwell
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4th Grade Working Curriculum Map
September Mid-October
Topics Frames the common theme or genre being
taught in a particular time frame

• Launching the Workshop
• Social Studies Geography

• 1.2
• 7.8
• 7.10
• 8.14
• 12.2

Standards/Focus Areas What students are expected
to know and do by the end of the school year

• Develop workshop routines
• Introduce independent reading
• Get to know students as readers through
  performance assessments and conferences
• Introduce Turn and Talk
• Use read-alouds to model strategies
• Grow and use strategy charts
• Create tool kits
• Institute home reading program
  (Use Guided Reading for first 20 days)

Strategies/Components These include strategies to
enable all students to reach the noted standard.
Components refers to the workshop components used
to implement these strategies. (i.e. guided
reading, read aloud, mini-lesson

• Retellings
• Word Solving
• Building Fluency
• Building Stamina
• Building proper paragraph
• Sentence structure
• Parts of speech

Mini-Lessons List of a range of lessons that may
be taught in any order depending on the needs of
your students
Suggested Mentor Texts Text that lend
themselves to strategies or mini-lessons

• Stray,
• Every Little Thing C. Rylant
• A Chair For My Mother Vera B. Williams

• DRA
• SRI
• Stanford 9
• Writing Prompts will be used throughout the year

Assessments Examples RR, Conference Sheets,
LASW, Formative Assessments Data, Fast-R, student
and teacher Rubrics
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