![13
Document Overview
1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document?
3
1. List 3 source materials (books, periodicals, etc) used to develop this resource:
a) Gilmore, A., Croft, C., & Reid, N. (1981) Burt Word Reading Test, Burt Books, NZCER Press, [Internet]
b) Available at: <http://www.burtbooks.com/BURTWORDRECOGNITIONTEST.pdf>
c) DSKP
d) SOW
1. When should teachers use Section 1 of the document?
At the start of the academic year to identify individual student challenges.
1. When should teachers use Section 2 of the document?
When the student did not performed well in the written sample
1. When should teachers use Section 3 of the document?
To check and measure the students progress in the middle and at the end of the year.
Room 3a](https://image.slidesharecdn.com/breakoutsession3-240625050424-3e4e809c/85/breakout-session-for-remedial-instruction-13-320.jpg)
![18
Document Overview
1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document?
RCA - 5 , CEFR - 3, Progress Checking Document - 3
1. List 3 source materials (books, periodicals, etc) used to develop this resource:
a) Gilmore, A., Croft, C., & Reid, N. (1981) Burt Word Reading Test, Burt Books, NZCER Press, [Internet]
Available at: <http://www.burtbooks.com/BURTWORDRECOGNITIONTEST.pdf>Hertfordshire (n.d.) Hertfordshire Rea
a) Jemaah Nazir dan Jaminan Kualiti (2017). Standard Kualiti Pendidikan Malaysia Gelombang 2
(SKPMg2). Putrajaya: Kementerian Pendidikan Malaysia
a) dskp
a) Scheme of work
1. When should teachers use Section 1 of the document?
Start of academic year
1. When should teachers use Section 2 of the document?
Beginning of the year
1. When should teachers use Section 3 of the document?
At the middle and the end of the year
Room 4a](https://image.slidesharecdn.com/breakoutsession3-240625050424-3e4e809c/85/breakout-session-for-remedial-instruction-18-320.jpg)
breakout session for remedial instruction
- 1. 1 The Objectives of this Breakout Session: 1. To explore elements of the Root Cause Analysis (RCA) tool 2. To understand the function of the different parts of the RCA Tool 3. To explore data collection with the use of the RCA and CEFR Level Testing tools Breakout Session 3 (Part 1) 1
- 2. Root Cause Analysis, CEFR Level Testing, & Progress Checking 2 1) In your Breakout Room group - read through the RCA tool (link below), and its instructions. On your group’s slides, answer the related questions. 1) Your Master Trainer will look through your answers and give feedback asynchronously for this activity and will summarise key points in the Google Classroom. 1) In your Breakout Room group - read through the RCA tool (click here), and its instructions. On your group’s slides, answer the related questions. 1) Your Master Trainer will look through your answers and give feedback asynchronously for this activity and will summarise key points in the Google Classroom.
- 3. 3 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? 5 1. List 3 source materials (books, periodicals, etc) used to develop this resource: a) textbook b) Internet resources material ( youtube, educational apps) 1. When should teachers use Section 1 of the document? Assessment -Collected PBD data from mid and final assessment from year 3 1. When should teachers use Section 2 of the document? After PBD assessment 1. When should teachers use Section 3 of the document? When assigning the pupils into their levels according to the CEFR standards Room 1a
- 4. 4 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? -Define the problem -Collect and analyse student data -Identify cause and causes -Create and implement solutions -Evaluate outcomes 1. What is the aim of the Root Cause Analysis section? -To track the students progress throughout the year a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? b) -Identify cause and causes - Using the DSKP a) What is Step 4 of Root Cause Analysis and why should teachers do this? Create and implement solutions - To know which level of activities students should do from the RI Toolkit a) What is Step 5 of Root Cause Analysis and when should teachers do this? Evaluate outcomes - After completing the activities/ assessment. Room 1b
- 5. 5 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 1c Diagnostic Tool Data/Information collected Recognising letters can recognise letters Recognising sound patterns recognise sound patterns (phonological awareness) Recognising individual letters sound individual letter sounds (phonemic awareness) Recognising Comprehension understand the main idea, specific information, and details of short simple texts (reading comprehension)
- 6. 6 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Approximately how long do you think this would take? -from the mid term PBD -about 4 months 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? -from their last year final assessment and beginning year 4 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? Yes, to make sure teachers can proceed to the next tools. 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Room 1d
- 7. 7 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: a) Panel Heads - Our support solutions: Room 1e
- 8. 8 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? 3 sections 1. List 3 source materials (books, periodicals, etc) used to develop this resource: a) Gilmore,A,Croft ,&Reid, N.(1981) Burt Word Reading Test, Burt Books ,nZER Press b) Hertfordshire(n.d) Hertfordshire Reading Test, c) Jemaah Nazir dan Jaminan Kualiti (2017) Standard Kualiti Pendidikan Malaysia Gelombang 2(Skpmg2), Putrajaya :Kementerian Pendidikan Malaysia. 1. When should teachers use Section 1 of the document? Identify student pupils proficiency 1. When should teachers use Section 2 of the document? Testing Pupils proficiency 1. When should teachers use Section 3 of the document? To analyze pupils progress using assessment tools Room 2a
- 9. 9 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? 1. Define the problem 2. Collect and analyse student data 3. Identify cause or causes 4.Create and implement solutions 5. Evaluate outcomes 1. What is the aim of the Root Cause Analysis section? Identify individual student challenges at the start of the academic year a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? Identify cause and causes - use the writing rubric and data from reading diagnostic tool a) What is Step 4 of Root Cause Analysis and why should teachers do this? Create and implement Solutions to understand what extra support the students need to progress a) What is Step 5 of Root Cause Analysis and when should teachers do this? Evaluate Outcomes which is done throughout the year Room 2b
- 10. 10 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 2c Diagnostic Tool Data/Information collected Letter Recognition identify all letters of the alphabet regardless of the font used or whether they are capital letters. Sound Recognition recognise patterns in sounds. Abilities to sound the letters/words correctly Individual Sound Recognition Understanding that words are made up of individual sounds and that each sound has a corresponding letter is an essential skill for reading proficiency. Reading comprehension Identify the main idea of the text
- 11. 11 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Approximately how long do you think this would take? Beginning of the year, continue the process throughout the year. 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? With the teacher at all times (in a file) so that it’s easier for the teacher to get back to it for reference or as a basis 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? Yes because it might be the first time we 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Room 2d
- 12. 12 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: a) Panel Heads - Our support solutions: Room 2e
- 13. 13 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? 3 1. List 3 source materials (books, periodicals, etc) used to develop this resource: a) Gilmore, A., Croft, C., & Reid, N. (1981) Burt Word Reading Test, Burt Books, NZCER Press, [Internet] b) Available at: <http://www.burtbooks.com/BURTWORDRECOGNITIONTEST.pdf> c) DSKP d) SOW 1. When should teachers use Section 1 of the document? At the start of the academic year to identify individual student challenges. 1. When should teachers use Section 2 of the document? When the student did not performed well in the written sample 1. When should teachers use Section 3 of the document? To check and measure the students progress in the middle and at the end of the year. Room 3a
- 14. 14 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? Define the Problem, Collect and Analyse Student Data, Identify Cause or Causes, Create and Implement Solution, Evaluate Overcome 1. What is the aim of the Root Cause Analysis section? To track your students’ progress over the academic year a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? Identify Cause or Causes. How - collect the sample from all pupils, group the based on their result. a) What is Step 4 of Root Cause Analysis and why should teachers do this? Create and Implement Solution. Why - to have suitable activities to remedial students a) What is Step 5 of Root Cause Analysis and when should teachers do this? Evaluate Overcome. When - Assessment for learning and etc Room 3b
- 15. 15 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 3c Diagnostic Tool Data/Information collected Graphemic awareness (Letter Recognition) Whether your students can recognise letters Phonological awareness (Sound Recognition) Whether your students are able to recognise sound patterns Phonemic awareness (Individual Sound Recognition) Whether your students can hear individual letter sounds Reading comprehension (Reading Comprehension) Whether your students can comprehend simple texts
- 16. 16 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Approximately how long do you think this would take? Performance data (mid year or end of year assessment) 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? Collect samples from year 3 or produce early in the academic year 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? Yes, for enrichmen 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? Reading Diagnostic Tools (Students Data). Complete students’ score 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? High A1 student is not a Remedial Student 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Teacher should use the tool and test the pupils, their marks out of 10 determine their band. After getting the information, teacher should analyze and diagnose the data and apply remedial measures to them and than reuse the tool maybe mid-year Room 3d
- 17. 17 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: 1. Teachers can not identify the Root Causes of their students’ English challenges 2. Teachers can not identify the approximate CEFR level of their students so they can effectively use the Remedial Instruction Toolkit 3. Teacher do not understand how to use the tool . a) Panel Heads - Our support solutions: 1. Discuss with the teachers how to identify the root cause. 2. Get the teacher to sit together and identify the approximate CEFR level of their students by looking at PBD result. 3. Give a briefing to the teachers on how to use the tool effectively. Room 3e
- 18. 18 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? RCA - 5 , CEFR - 3, Progress Checking Document - 3 1. List 3 source materials (books, periodicals, etc) used to develop this resource: a) Gilmore, A., Croft, C., & Reid, N. (1981) Burt Word Reading Test, Burt Books, NZCER Press, [Internet] Available at: <http://www.burtbooks.com/BURTWORDRECOGNITIONTEST.pdf>Hertfordshire (n.d.) Hertfordshire Rea a) Jemaah Nazir dan Jaminan Kualiti (2017). Standard Kualiti Pendidikan Malaysia Gelombang 2 (SKPMg2). Putrajaya: Kementerian Pendidikan Malaysia a) dskp a) Scheme of work 1. When should teachers use Section 1 of the document? Start of academic year 1. When should teachers use Section 2 of the document? Beginning of the year 1. When should teachers use Section 3 of the document? At the middle and the end of the year Room 4a
- 19. 19 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? Define the problem Collect and analyse student data Identify cause or causes Create and implement solutions Evaluate outcomes 1. What is the aim of the Root Cause Analysis section? - Help to identify the root cause of students challenges. a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? - Identify cause or causes - Teacher find solutions to understand the what extra support your students need to be able to progress. a) What is Step 4 of Root Cause Analysis and why should teachers do this? -Create and implement solutions -to help students . a) What is Step 5 of Root Cause Analysis and when should teachers do this? -Evaluate outcomes Room 4b
- 20. 20 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 4c Diagnostic Tool Data/Information collected
- 21. 21 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Approximately how long do you think this would take? 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Room 4d
- 22. 22 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: a) Panel Heads - Our support solutions: Room 4e
- 23. 23 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? 5 -define problem , collect and analyse data student , identifying cause or causes , create and implement solutions , evaluate outcomes. 1. List 3 source materials (books, periodicals, etc) used to develop this resource: a) Student data & analysis b) Transit data 1. When should teachers use Section 1 of the document? Root Cause Analysis 1. When should teachers use Section 2 of the document? CEFR level testing 1. When should teachers use Section 3 of the document? Progress Checking Room 5a
- 24. 24 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? 5 -define problem , collect and analyse data student , identifying cause or causes , create and implement solutions , evaluate outcomes. 1. What is the aim of the Root Cause Analysis section? - English Challenges - CEFR level - Students progress a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? Use the data from the rubric. a) What is Step 4 of Root Cause Analysis and why should teachers do this? Create an implement solutions - to understand the students need. a) What is Step 5 of Root Cause Analysis and when should teachers do this? Throughout the academic year - Room 5b
- 25. 25 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 5c Diagnostic Tool Data/Information collected Letter Recognition Pupils able to recognize the letters. Recognizing Sound Pattern According to rubric - recognize the sound Recognizing Individual letter sound Pupils can differentiate between the sound (tin -teen) Reading Comprehension According the the correct given answers.
- 26. 26 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Beginning of the Year, Mid year and end of the year 1. Approximately how long do you think this would take? 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Room 5d
- 27. 27 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: a) Panel Heads - Our support solutions: Room 5e
- 28. 28 Document Overview 1. How many sections are there in the Root Cause Analysis, CEFR Level Testing, and Progress Checking document? 1. List 3 source materials (books, periodicals, etc) used to develop this resource: 1. When should teachers use Section 1 of the document? 1. When should teachers use Section 2 of the document? 1. When should teachers use Section 3 of the document? Room 6a
- 29. 29 Section 1: Root Cause Analysis 1. What are the 5 steps for undertaking Root Cause Analysis? 1. What is the aim of the Root Cause Analysis section? a) What is Step 3 of Root Cause Analysis and how would teachers complete this step? a) What is Step 4 of Root Cause Analysis and why should teachers do this? a) What is Step 5 of Root Cause Analysis and when should teachers do this? Room 6b
- 30. 30 Section 2: CEFR Levels 1. There are 4 specific diagnostic tools for teachers to use related to literacy and reading skills. In the table below, list the 4 specific diagnostic tools, and what data or information they are designed to collect. Room 6c Diagnostic Tool Data/Information collected
- 31. 31 Section 2: CEFR Levels 1. When should teachers collect and use student data to understand approximately which CEFR level their students are at? Approximately how long do you think this would take? 1. Where should teachers collect or keep their data after using the Root Cause Analysis diagnostic tools? 1. Should the teacher use Tool 1 for all students in their class - Yes or No? Why or why not? 1. If a teacher uses the tools and finds a student is writing at Pre-A1 or Low A1 level, which other Root Cause Analysis diagnostic tools should the teacher use to gain a deeper knowledge about their student’s abilities? 1. If a teacher uses the tools and finds a student is writing at High A1 level, should the teacher continue to use other diagnostic tools from the Root Cause Analysis document? If so, which ones should the teacher use? 1. Imagine a teacher is using Tool 3. How will teacher know if a student is at Pre-A1, Low A1, Mid A1, or High A1? In terms of the steps for Root Cause Analysis, what should the teacher do with this information? Room 6d
- 32. 32 Reflecting on our Role 1. As a Panel Head, what challenges can you foresee for teachers when they use the Root Cause Analysis diagnostic tools with their students? List 3 ways you can support teachers to overcome those challenges. a) Teachers - Their Challenges: a) Panel Heads - Our support solutions: Room 6e