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Collecting Student Data During Observations Cohort B Statewide Coaches’ Training. Carrie Thomas Beck, Ph. D. Oregon Reading First Center February 27, 2007. Video of Small Group Strategic Instruction .

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Collecting student data during observations cohort b statewide coaches training l.jpg

Collecting Student Data During ObservationsCohort BStatewide Coaches’ Training

Carrie Thomas Beck, Ph. D.

Oregon Reading First Center

February 27, 2007


Video of small group strategic instruction l.jpg
Video of Small Group Strategic Instruction

  • View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20.

  • Identify the student problem(s).

  • What would you say to this teacher in the debrief?

PRE



Students are successful completing activities at a high criterion level of performance l.jpg
Students are successful completing activities at a high criterion level of performance.

  • Elicits a high percentage of accurate responses from group

  • Elicits a high percentage of accurate responses from individuals

  • Holds same standard of accuracy for high performers and low performers


Students are successful l.jpg

First Time Correct = How many errors are students making the first time they answer the new tasks?

Students Are Successful

  • Levels of Mastery:

    • 70% First time correct on new material

    • 90% Correct Overall (new and familiar)


Students are successful6 l.jpg
Students Are Successful

  • Coding Student Responses:

    + = correct response

    0 = incorrect response

    M = teacher model

    L = teacher lead

    T = teacher test

    NT = not together


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Students Are Successful

  • Other Possible Codes:

    S = sound

    W = word

    P = part

    SP = spelling

    IT = individual turn

    S1, S2, etc. = sentence 1, sentence 2

    C = cue


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Students Are Successful

  • Coding Student Responses:

    • + + +

    • + + +

    • o MT+ + +

    • + +

    • o MT+ +

    • +

    • +

Word Bank

snow

road

goat

toad

crow

boat


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Students Are Successful

  • First Time Correct =

    # of correct first responses

    total first responses

    4

    6 = 66%


Students are successful10 l.jpg
Students Are Successful

  • First Time Correct:

    • + + +

    • + + +

    • o MT+ + +

    • + +

    • o MT+ +

    • +

Word Bank

snow

road

goat

toad

crow

boat


Students are successful11 l.jpg
Students Are Successful

  • Overall Correct =

    # of correct responses

    total responses

    14

    16 = 88%


Students are successful12 l.jpg
Students Are Successful

  • Overall Correct

    • + + +

    • + + +

    • o MT+ + +

    • + +

    • o MT++

    • +

Word Bank

snow

road

goat

toad

crow

boat


Students are successful13 l.jpg
Students Are Successful

  • Double Partner Practice: A Foursome!

    Using the word bank from the Houghton Mifflin lesson, have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate first time and overall correct rates. Then, the pairs switch roles.


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Students Are Successful

  • Some tips for collecting data:

    • Collect success rate for each major section of the lesson (e.g., PA segmenting, PA blending, word reading, story reading, comprehension questions, etc.)

    • If you code start and stop times for each section, this will allow you to calculate pace.

    • For story reading, count total number of words in passage and record number of group errors to determine group accuracy rate.

    • Code individual turns separately.


Students are successful15 l.jpg
Students Are Successful

Calculating Success Rate: Phonemic Awareness

Isolate initial /b/:

bag + +

bed o M C T+ +

bowl +

fork +

6/7 = 86% overall success on this task

ERI, Lesson 43, Activity 2: Isolate Initial Sound


Students are successful16 l.jpg
Students Are Successful

Calculating Success Rate: Word Reading

watched

happened

blamed

goes

dirty

stays

making

joking

walking

talking

telling

cleaning

steep

slip

kept

sneeze

slide

line

Horizons Level B, Lesson 57


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Students Are Successful

  • Code individual turns separately:

    Word Reading Example

    Sarah +, +, +, o (goes), +, +

    Michelle o (steep), o (slip), o (kept), o (sneeze), +, +

    Josh +, +, +, +, +, o (cleaning)

    Cody o (watched), +, +, +, +, +

    Manual +, +, +, +, +, +


Students are successful18 l.jpg
Students Are Successful

Calculating Success Rate: Story Reading

Nine goats made plans to go on a hike. They were going to follow a trail over five hills.

Joan was one of the goats who planned to go on this hike. Gorman also planned to go. But Joan’s mom did not like that part of the plan.

She did not want Joan to get wet or to get dirty. She blamed Gorman for what happened the last time Joan went with him. So she told the other goats, “If Gorman goes, Joan stays home. If Gorman goes, Joan stays home.”

Joan did not want to stay home. She kept telling her mom that she would not walk near Gorman. She said that no goats would go near the pond. She told her mom, “We will be in the hills. We will be in the hills.”

But her mom kept telling Joan, “No, you can’t go. No, you can’t go.”

For days, Joan and her mother talked and talked. The more they talked, the more the other goats made jokes about Gorman and the toads.

More to come.

(Horizons B, Lesson 57)

was kept 8 errors

planned jokes 178 words in passage

blamed toads

went 170/178 = 96%

kept


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Students Are Successful

  • Code individual turns separately:

    Story Reading Example

    Sarah was

    Michelle planned, blamed, went, kept

    Josh jokes

    Cody toads

    Manual :)


Students are successful20 l.jpg
Students Are Successful

Calculating Success Rate: Comprehension

How many goats? + Picture:

Where? + Where are goats? +

Name two goats? + What’s first goat saying? +

Which part? + What’s the next goat saying? +

Who does Joan’s mom ...? + Why does goat think funny? +

What happened? + Why doesn’t Gorman think funny? 0 Cody

Who did Joan’s mother blame? +

What did Joan’s mother say? +

Picture: 3 errors

Where are the goats? + 20 Comprehension Questions

What’s Gorman saying? +

What’s Joan’s mom saying? + 17/20 = 85%

Why does Joan look unhappy? 0 Sarah

Why did Joan ... safe on hike? 0 Josh

Picture

What’s going on? (Joan) +

What’s going on? (Joan’s mom) +


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Students Are Successful

  • Double Partner Practice #2 : A Foursome!

    Select either the HM phonemic awareness activity or the ERI letter sounds activity. Have one partner teach the sequence and the other partner play student, making some errors. The other set of partners will take data on student success rate and calculate overall correct rate. Then, the pairs switch roles.


Video of small group strategic instruction22 l.jpg
Video of Small Group Strategic Instruction

  • View video of the low strategic 2nd grade students in Phonics for Reading, Level 1, Lesson 20.

  • Collect data on student responses.

  • Identify the student problem(s).

  • What would you say to this teacher in the debrief?

POST


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