beyond the box: organizing and expanding student data
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Beyond The Box: Organizing and Expanding Student Data. Who is Tri County North Elementary?. We are. A K – 4 elementary with a total enrollment of 374 students. A small rural district. A Kindergarten through 12 th grade building. - PowerPoint PPT PresentationTRANSCRIPT
Beyond The Box: Organizing and Expanding Student Data
Who is Tri County North Elementary?
We are . . . . . .• A K – 4 elementary with a total enrollment of
374 students.• A small rural district.• A Kindergarten through 12th grade building.• An elementary consisting of 4 classes at each
grade level K – 4.• An elementary with 2 title teachers and 2
intervention specialists.
We are . . . .• In our second year of Project MORE.
• Working with over 65 students in grades 2 through 4.
• Working with over 36 mentors in grades 5 through 8.
Beyond the Box!
Tips on making materials more effective.
Color Coded Grade Levels1st –Red F-J
2nd –Yellow K-P3rd –Green Q-S4th –Blue T-V
Really Good Stuff
•Work Station Management•Store More Wire works Hang up totes storage rack
•Hang-up totes•Homework folders with hook and loop closures
•Highlighter tape•Write again two sided dialogue paddles
•Book baskets, large rectangle•Book basket label set
•Pencil and marker baskets•timers
Walmart/ Sams Club•Duck tape•Pencil pouches•Blue, yellow, and pink highlighters•Labels- address & shipping•Post its•Index cards•Paper•Zip lock bags•Card stock
Company donation•Dry erase markers
United Art & Education
•Stickers•Sticker charts•Erasers•Bookmarks•5 drawer storage unit
Office Max•Alera Wire
shelving three tier rolling cart
Mentor/ student folders
Timers
Wipe off boards
Stickers
Pencil Pouches
Highlighters Tape
Laminated : Fluency passage
Lesson plans (for game directions only)
Game piecesGame board
One copy of book
We put all consumables and non consumables in a tote
Finished product
Bulletin board with Daily Schedule
Mentor training
Lesson: Instructions: Performance Comments:Day 1 _____Complete Fluency Check
Cold Read __________ wpm Warm Read __________ wpm _____Have the student graph cold/warm reads (write the wpm above lines)_____Read the book title and look at the pictures and headings_____Review vocabulary or sight words _____ Read book (alternating pages between mentor and student)
Write one word the student learned today:_________________________Does the student want a copy of the book? Y N
Day 2 _____Practice reading the fluency passage – read with expression_____Read the book (student reads)_____Use the bookmark (in the pencil pouch) to ask questions about the book _____If time allows, play the game that goes with the book (in plastic bag)
Write one word the student learned today:_________________________
Day 3 _____Practice reading the fluency passage – Mentor read with expression_____Student practice read the fluency passage_____Read the book (alternating pages between mentor and student) _____ Ask the questions on the discussion cards_____Complete the graphic organizer
Write one word the student learned today:_________________________
Day 4 _____Practice reading the fluency passage – read with expressionHot Read __________ wpm_____Have the student graph the hot read (write the wpm above the line)_____Read the book (alternating pages between mentor and student)_____Have the student state the main ideas of the book_____Complete Comprehension Check (student completes independently)Score ___________ (comprehension quick check)_____Play a game of your choice
Write one word the student learned today:_________________________
Added:Vocabulary List
Discussion Cards
List made @ www.studystack.com
Frog games
Located at www.frog.com
Lesson: Instructions: Mentor Comments:
Day 1 _____Complete Fluency Check (mark missed words) Cold Read __________ wpm _____ Go over missed words Warm Read __________ wpm_____Have the student graph cold/warm reads (write the wpm above lines)_____Read the book title and look at the pictures and headings_____Review vocabulary/sight words (look in the back of the book for more words)_____Take a picture walk (make predictions, look, see, think, ask-who, what, where,)_____Student read book (mentor follows along and uses highlighter & stickers to mark missed words in student copy) ______Student read up to page_______ (student may finish reading tomorrow)
__________________________________________________________________________________________________________________________
_____________________________________________________________
Day 2 _____Student practice reading the fluency passage(at least 3x)_____Mentor read the passage with expression_____Read the book (student finishes reading the book)_____Use the bookmark (in the pencil pouch) to ask questions about the book _____Partner read (alternating the pages between the mentor & student)_____If time allows, play the game that goes with the book ( in plastic bag)
____________________________________________________________________________________________________
Day 3 _____Student practice reading the fluency passage(at least 3x)_____Student read book (student reads from student copy noticing highlighted words) _____ Ask the questions on the discussion cards_____Complete the graphic organizer_____If time permits, play the game
____________________________________________________________________________________________________
Day 4 _____Practice reading the fluency passage – read with expressionHot Read __________ wpm_____Have the student graph the hot read (write the wpm above the line)_____Read comprehension quick check questions_____Read the book (alternating pages between mentor and student)_____Complete Comprehension Check (student completes independently)Score ___________ (comprehension quick check)_____Play a game of your choice
______________________________________________________________________________________________________________________________________________________
Project MORE Data Collection Sheet
Completed weekly
Used to collect data for individual student folders
Given to update teachers on student progress
Components of the Weekly Report
•Current book name, level, and corresponding DRA (Developmental Reading Assessment) level
•Changes in reading levels
•Setting fluency goals
•Scores for cold, warm, and hot reads, comprehension quick check, and weekly AIMSWEB progress monitoring score
•Dismissal information
Fluency GoalsEnd of the Year Goal – Beginning of the Year Goal
# of Weeks
92-55=37
36
Weekly Report Example 1
The student was successful of reaching her goal of 88 words per minute on the cold, warm, and hot reads.
The student increased her level.
The student also scored 10/11 on the comprehension quick check.
Weekly Report Example 2
The student did not reach the weekly goal so she will need to stay on the current reading level.
Dismissal from Project MOREMonitored: have at least two consecutive AIMSWEB progress monitoring points above goal
Eligible for Dismissal: have at least three consecutive AIMSWEB progress monitoring points above the goal
Frequently Asked Questions:
• 1. How do students get into the program? Students are selected according to their score on the AIMSWEB benchmarking fluency test.
• 2. Is the focus of the program to improve fluency? We also focus on vocabulary and comprehension.
• 3. What happens when the school week is short? The students practice fluency, vocabulary, and games.
• 4. Is the program only for students with IEPs? We target students with IEPs and students that may need a boost of Reading intervention according to AIMSWEB.
Heather Means [email protected] Dudley [email protected] Davidson [email protected] Heltsley [email protected]
Tri-County North Schools