LPA Data Analysis and Instructional Implications PD
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The document outlines a structured approach for analyzing literacy data to improve student outcomes, providing templates for periodic assessment analysis and instructional planning. It emphasizes collaboration among educators, encouraging them to use data to identify student needs and develop targeted small group instruction. Key steps include identifying student misconceptions, determining instructional implications, and planning specific interventions to support various learning tiers.
LPA Data Analysis and Instructional Implications PD
- 1. Literacy Data Analysis and Problem Solving J. Espinosa, Title III Access to Core Instructional Coach First Street EL November 27, 2012
- 2. 7 Norm of Collaboration Pausing Paraphrasing (to clarify or to summarize) Putting Inquiry at the Center Probing for Specificity Placing Ideas on the Table Paying Attention to Self and Others Presuming Positive Intentions From Adaptive Schools
- 3. Engaged Participant Outcomespractices for analyzing Reflect on data Identify Whole and Small Group Needs using Data Template Determine the instructional implications of the data you analyzed and plan a Tier 2 small group instructional sequence.
- 4. Grounding At your table share: What is one decision you’ve made based on data that has improved student outcomes in your classroom?
- 5. Analyzing Periodic Assessment Data to Inform Instruction Template
- 6. Analyzing Periodic Assessment Data to Inform Instruction Template Step 1: Identify the five lowest items the class scored on by looking at the columns at the top with the standard and circling the percentage. If two or more items are tied choose the one that has the most questions on the CST according to the CST blueprints for your grade. Step 2: Add those item numbers to your template. Step 3: Write the letter of the Correct Answer (CA) in the template next to each item number under the column heading CA. Step 4: Write the letter of the Most Common Distractor (MCD) in the template under the column heading MCD for the items you added.
- 7. Analyzing Periodic Assessment Data to Inform Instruction Template Step 5: Using your Administrative Guide for Literacy Periodic Assessment 1 look for description of the most common misconception for each item and write it under the column heading. Step 6: In your grade level table group discuss the reason for these misconceptions and write down your ideas under the last column for how to reteach this standard this year.
- 8. Analyzing Periodic Assessment Data to Inform Instruction Template Step 7: Identify your basic (yellow) students (Tier 2) (No more than 5-6 per group) in the on your item response report by circling the squares. Also identify your below basic (orange) small groups (no more than 4 per group) These students are prime candidates for small group instruction on a regular basis for reteaching of key standards (more frequently tested on CST) using Tier 2 Treasures Intervention Books + Thinking Maps, Florida Center for Reading Research Activities, California Standards Practice & Benchmark Assessment, and Core K-12 Progress Monitoring Assessments.
- 9. Analyzing Periodic Assessment Data to Inform Instruction Template
- 10. Analyzing Periodic Assessment Data to Inform Instruction Template Step 8: Turn over to the back side of the template and answer the instructional implications questions and decide how to support the students you will put into small groups. Step 9: Dialogue, discuss, and network to assist in collaboratively planning and if no patterns emerge as a grade level then assist each other in planning a lesson for the unique circumstances of each classroom using either the SMART Goals Template or the Planning Conversation Template
- 11. Tier 2 SMART Goal Sample (5th RC 2.4)
- 12. Tier 2 Planning Conversation Sample (5th Grade RC 2.4) Template from Cognitive Coaching SM
- 13. Resources Tier 2 California Treasures Intervention Books (Grade K-3, Grades 3-5) Florida Center for Reading Research (www.fcrr.org) California Standards & Benchmark Assessments (on Teacher Works for Treasures ELA) Core K-12 Assessment Center (lausd.corek12.com) Douglas Fisher and Nancy Frey Literacy for Life ( www.fisherandfrey.com) •
- 14. Possible Next Steps Plan a whole group mini-unit for a key literacy standard(s) (at most 5 days) together in a Grade Level Meeting including whole group and small group activities using the SMART Goal Template. Plan another small group Tier 2 instructional sequence including a progress monitoring assessment for one of your Tier 2 groups using the SMART Goal Template.