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Session 5. Supporting Your Learners : Case Studies. Objectives. Participants will collaboratively examine case studies based on sample data from end-of year assessments

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session 5

Session 5

Supporting Your Learners :

Case Studies

EngageNY.org

objectives
Objectives

Participants will collaboratively examine case studies based on sample data from end-of year assessments

Participants will understand how Skills remediation lessons are developed from the Assessment and Remediation Guide to address the specific needs of the students

Participants will have the opportunity to build their own lessons based on data they brought

EngageNY.org

case study pathway
Case Study Pathway
  • Walk through of end-of year assessments for kindergarten student, Evan
  • Walk through of end-of year assessments for first grade student, Ella

For each case study:

      • Gather, score and analyze results from EOY assessments
      • Determine each student’s specific instructional needs
      • Build an instructional plan for each student
      • View a sample lesson from the A & R guide that fits each student’s needs
  • Create lessons for these case studies or your own data using the A & R Guide
  • Analysis of data to determine Evan and Ella’s specific instructional needs
  • Use the Assessment and Remediation Guide to plan targeted lessons for Evan and Ella

EngageNY.org

gathering assessment materials
Gathering Assessment Materials

Teacher Guides

Student Workbooks

Student assessments

Individual summary score sheets

Extra worksheets to do while teacher is administering assessments to other students

  • Testing instructions
  • Answer keys
  • Scoring analysis
  • Class summary sheets

EngageNY.org

gathering kindergarten eoy assessment materials
Gathering Kindergarten EOYAssessment Materials

CS 1

Teacher’s Guide: Lessons 15-20

Student Workbook: 15.1, 15.2, 16.1, 16.2, 16.3, 17.1, 17.6, 18.2

EngageNY.org

kindergarten end of year assessments skills unit 8
Kindergarten End-Of-Year Assessments Skills Unit 8
  • Word Recognition
  • Lowercase Letter name
  • Tricky Words
  • Psuedoword Reading
  • Real Word Reading
  • Code Knowledge Diagnostic
  • Story Reading: Running record and comprehension

CS 5

EngageNY.org

gathering data for students
Gathering Data for Students

Individual Summary Score Sheet in Workbook

Class Summary Sheets in Teacher’s Guide

EngageNY.org

example eoy results
Example EOY results

CS 6

EngageNY.org

word recognition assessment
Word Recognition Assessment
  • Whole group
  • 20 words
  • Students who score 90% (18 or more correct) have strong word recognition skills
  • Students who score 90% (less than 18 correct, need further assessment)
  • Evan scored 16/20

CS 7 – 9

EngageNY.org

psuedoword assessment
Psuedoword Assessment

CS 12 – 13

Scores 27 or above

indicate strong word attack skills

Evan received 23/30

Next task…Code Knowledge Diagnostic

EngageNY.org

code knowledge diagnostic assessment
Code Knowledge Diagnostic Assessment
  • Pinpoints specific letter sound correspondences not yet mastered
  • Evan scored 22 on rows 1-5 suggesting weak letter/sound knowledge

CS 15 – 17

EngageNY.org

scoring and analysis
Scoring and Analysis

Evan Scored 16.

Evan scored 23.

Evan scored 22.

CS 18 – 19

EngageNY.org

more assessments for evan
More Assessments for Evan

The Lowercase Letter Name Assessment

Tricky Word Assessment

Evan missed tricky words

a, was

  • Total Score 22/26
  • Considered: Good
  • Evan missed
  • ‘d’, ‘t’, ‘p’, ‘f’

CS 20 – 25

EngageNY.org

what will evan need
What Will Evan Need?
  • Review the assessments and results
  • What does the data tell you?
  • What will Evan need to be retaught?

CS 6

EngageNY.org

what evan needs
What Evan Needs

Assessments

What to Reteach:

Medial sound /o/,

Final sounds /b/, /t/, /d/,

Digraphs /sh/, /ch/ ,

Consonant Doubles /ff/

‘d’, ‘t’, ‘p’, ‘f’

a, was

Code Diagnostic

Lowercase Letters

Tricky Words

EngageNY.org

building an instructional plan for evan
Building an Instructional Plan for Evan

Reteach:

  • Medial sound /o/,
  • Final sounds /b/, /t/, /d/,
  • Digraphs /sh/, /ch/
  • Consonant Doubles /ff/
  • Lowercase Letters: ‘d’, ‘t’, ‘p’, ‘f’
  • Tricky Words: a, was

EngageNY.org

unit 8 a r instructional flowchart
Unit 8 A & R Instructional Flowchart

/o/,/b/,/d/,/t/

/sp/

/ff/

AR 2

EngageNY.org

establishing evan s level of instructional need
Establishing Evan’s Level of Instructional Need

Based on Evan’s specific errors, what level of instruction will he require?

  • Guided Reinforcement: On pace some gaps in knowledge
  • Explicit Re-teaching: Explicit instruction in (1) specific literacy component
  • Comprehensive

Re-teaching: Instruction over (2+) multiple components of literacy

  • .

EngageNY.org

establishing evan s level of instructional need1
Establishing Evan’s Level of Instructional Need

Evan will need to receive explicit reteaching in the areas of phonological awareness and phonics for the specific sounds targeted

He has not demonstrated preparedness to move onto K Skills Units 9 and 10.

EngageNY.org

lesson structure for explicit reteaching
Lesson Structure for Explicit Reteaching
  • Warm-Up
  • Explicit Phonics Instruction
  • Guided Practice (working with skills)
  • Guided Practice (Applying Skills)

AR 6

EngageNY.org

sample lesson
Sample Lesson

AR 7 – 9

EngageNY.org

first and second grades end of year assessments
First and Second Grades End-Of-Year Assessments

Three Part Assessment

Silent Reading Comprehension

Fluency

Word Reading In Isolation

EngageNY.org

gathering first grade eoy assessment materials
Gathering First Grade EOY Assessment Materials

CS 26

  • Teachers Guide: Unit 7, Lessons 19–21
  • Student Workbook: 19.1, 19.2, 19.3

EngageNY.org

focus on comprehension
Focus on Comprehension
  • Ella answered 1 literal question and 1 evaluative question incorrectly
  • Ella will be assessed for Fluency
  • Work on comprehension

CS 32 – 38

EngageNY.org

focus on fluency
Focus on Fluency

CS 39 – 46

EngageNY.org

focus on word reading in isolation
Focus on Word Reading in Isolation

CS 47 – 49

EngageNY.org

directing remediation
Directing Remediation

Remediation sheet to group students

Record phonemes student missed

CS 50 – 56

EngageNY.org

what will ella need
What Will Ella Need?
  • Review the assessments and results
  • What does the data tell you?
  • What will Ella’s instruction need to focus on?

CS 28 – 29

EngageNY.org

ella s missed phonemes on word reading assessment
Ella’s Missed Phonemes on Word Reading Assessment

Consonants

/d/, /g/, /j/, /n/, /r/, /s/, /ch, /th/

Vowels

/i/, /ae/, /oe/, /aw/

Record phonemes Ella missed

CS 48

EngageNY.org

first grade ella s eoy summary
First Grade Ella’s EOY Summary
  • Received 2 wrong on silent reading
  • Fluency running record taken Ella scored 50%percentile, and is on grade level
  • Scored 75% for word reading

CS 28 – 29, 41

EngageNY.org

establishing ella s level of instructional need
Establishing Ella’s Level of Instructional Need

Based on Ella’s specific errors, what level of instruction will she require?

  • Guided Reinforcement: On pace some gaps in knowledge
  • Explicit Re-teaching: Explicit instruction in (1)specific literacy component
  • Comprehensive

Re-teaching: Instruction over (2+) multiple components of literacy

  • .

EngageNY.org

comprehensive reteaching lesson structure
Comprehensive Reteaching Lesson Structure
  • Warm-Up
  • Explicit Instruction
  • Guided Practice (working with skills)
  • Guided practice (applying skills)
  • Independent Practice (Progress monitoring)

AR 11

EngageNY.org

planning instruction with the a r guide
Planning Instruction With the A & R Guide

EngageNY.org

Is determined by…

  • Observation of student performance during instruction
  • Student scores on performance throughout the units
  • Progress monitoring from the A & R Guide
navigating the a r guide for k and first grades
Navigating the A & R Guide for K and First Grades

AR 1

  • Step 1: Use the Cross Reference charts and Determining Student Need Flow Charts
  • Step 2: Refer to the Skills Scope and Sequence
  • Step 3: Consider the student’s level of Instructional Need
  • Step 4: Select exercises and assessments and prepare materials for instruction and progress monitoring
  • Step 5: Progress Monitor Students

EngageNY.org

step 2 use skills scope and sequence
Step 2: Use Skills Scope and Sequence

To confirm the earliest point of weakness

EngageNY.org

step 3 level of instructional need
Step 3: Level of Instructional Need

Guided

Reinforcement

Comprehensive

Reteaching

Explicit

Reteaching

EngageNY.org

step 4 choose exercises aligned to instruction
Step 4: Choose Exercises Aligned to Instruction

Fluency Cards

Bingo Cards

EngageNY.org

step 5 monitor student s progress
Step 5: Monitor Student’s Progress

Progress Monitoring

Sheet from A & R Guide

EngageNY.org

navigating second grade a r guide
Navigating Second Grade A & R Guide

AR 1

Phonics only:

Typical instructional sequence

  • Determine letter-sound needs
  • Locate in TOC of the A&R guide the section for those letter-sounds
  • Pretest using section assessment
  • Teach lesson(s) using Word Lists, provide practice sheets, read aloud sentences/stories, games
  • Administer post -tests

EngageNY.org

hyperlinks to the a r guides for each grade
Hyperlinks to the A & R guides for each grade

KindergartenFirst GradeSecond Grade

Unit 3Unit 3Whole guide

Unit 4Unit 4

Unit 5Unit 5

Unit 6Unit 6

Unit 7

Unit 8

EngageNY.org

work time developing targeted lesson plans
Work Time: Developing Targeted Lesson Plans

Your Task

Resources:

Hyperlinks to A&R guide (Slide 50)

A&R Navigational Checklist (AR, page 1)

Lesson plan templates:

Guided Reinforcement (AR, page 5)

Explicit Reteaching

(AR, page 10)

Comprehensive Reteaching

(AR, page 13)

Using:

  • Your class data –or–
  • Evan or Ella’s EOY assessment data
  • Determine student’s area of need.
  • Determine level of instructional need:
  • Guided Reinforcement
  • Explicit Reteaching
  • Comprehensive Reteaching
  • Use the corresponding lesson plan template to develop a targeted lesson.

EngageNY.org

consensogram
Consensogram

Place your 3 red dots on the consensogram.

debrief
Debrief

Take some time to reflect about the process of navigating the A & R guide.

  • What were the most challenging parts?
  • How well do you feel you would be able to do these tasks on your own?
  • What questions do you still have?

EngageNY.org

consensogram1
Consensogram

How has our level of understanding changed?

to learn more
To Learn More
  • Navigating the AR Guide, review:

Session 4 – Office Hour Recording

  • Determining instructional need, review:

Session 5 – slides 4–23, 26-37

  • Creating Lessons with AR Guide, review:

Session 5 – slides 24-25, 38-39, 46

EngageNY.org

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