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Essential Data Meeting Process

icon_educational_eventsHILL helps schools develop a sustainable process of transparent data analysis to drive intervention and instruction on a daily basis:

Using Assessment to Drive Instruction

Data should permeate all aspects of school-wide literacy reform.  HILL offers professional development that promotes routines that foster data-driven instruction for the purpose of improving student learning.  Principals learn to facilitate data meetings on a regular basis; teachers learn to participate in grade-level data meetings; and individual teachers benefit from one-on-one meetings with the literacy coach and/or principal. Data-meeting protocols provide the structure and procedures for the data meeting that can be used in a highly effective manner over a multi-year literacy change initiative. The protocols serve the purpose of keeping everyone on-task, keeping the focus on student data, and ensuring that the discussion explicitly links the data to instruction.  Data meetings provide the foundation for educators to plan and implement high quality instruction to students with diverse needs.

Data Meeting Protocols

Having a good system for collecting, organizing and managing the use of assessment data is crucial in sustaining effective classroom, school and district practices.  Data Meeting Protocols are a set of tools designed to assist educators to conduct data meetings, group students for differentiated instruction, link groups to appropriate interventions and identify skills that need to be addressed in small groups.  There are four levels of meetings that explicitly walk educators through the process of how many students in each grade level require either intensive or strategic reading intervention with a gradual release focus for sustainability.  Data Meeting Protocols provide the following:

  • Tools for  analyzing and grouping students for instruction
  • A systematic process for conducting school-based data meetings
  • Plans for designing interventions for addressing student needs
  • On-going data collection, diagnostic assessments and progress monitoring tools

 

Data Meeting Protocols can help literacy leaders use assessment data in charting a course toward systemwide reading improvement.  The process has six steps:

Step 1: Determine how many students in each grade level fall into intensive, strategic, and     benchmark categories based on a measure of oral reading fluency.

Step 2: Identify how many students reach the benchmark level on oral reading fluency but score below benchmark on reading comprehension assessments.

Step 3: Identify how many students score below benchmark on both oral reading fluency and tests of language comprehension or vocabulary.

Step 4: Identify personnel and programs for intervention instruction.

Step 5: Group individual students across classrooms within each grade level.

Step 6: Monitor student progress, making modifications to instruction and instructional groups as necessary.

 

Phase 1 Step

Activity

Based on School/District Coaches

Pre-Planning

Organize for Data Meeting Process:

  1. Assemble a Leadership Team to oversee process
  2. Develop Goal in Action Plan/Timeline
  3. Present Data Meeting Protocol Overview to Leadership Team

 

Step 1: Measure oral reading fluency

  1. Determine how many students fall into each achievement category
  2. Evaluate screening data collected
  3. Provide profile of students’ needs
  4. Allocate resources based on data (Tool 7.5)

 

Step 2: Find Subset of students at benchmark in oral reading fluency but below benchmark in comprehension

  1. Compare the fluency and comprehension data
  2. Review students’ accuracy rates on oral reading passage
  3. Assess levels of need (Tool 7.6; Figure 7.2)

 

Step 3: Differentiate fluency needs from other reading needs

  1. Determine students who score below benchmark both in oral reading fluency and oral language comprehension.

 

Step 4: Identify resources for intervention

  1. Identify multi-tiered programs available for intervention.
  2. Identify personnel available for intervention (Figure 7.3 & 7.4).
  3. Fill-in gaps in resources (Assessment and Program Frameworks).

 

Step 5:  Group students according to needs

  1. Using data, group students based on their instructional needs.
  2. Size of groups is determined by intensity of needs (Tool 7.7 and/or Stem and Leaf Charts Figure 7.9)).

 

Step 6: Monitor student progress on an ongoing basis

  1. Assess where students are and where we want them to be at the end of the academic year.
  2. Identify trends within and between grade levels (Tool 7.9; Figure 7.1; and/or Targeted Coaching Guide Template v3 2.3.11).
  3. Alter instructional components if students are not making adequate progress (Figure 7.6)

 

 
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photo_katherine_bender“The way we set up our literacy program was a much more team-based program — working across the grade level, intermixing the children to address their specific needs.”

Katherine Bender,
First Grade Teacher,
Edgar F. Hooks School

 
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