Spiraling Instruction UTILIZING ROS TO HELP SPIRAL INSTRUCTION Stephanie Hogan & Ed Shepherd Roanoke City Public Schools

Our Objective: TO PROVIDE RCPS TEACHERS WITH EXPOSURE/INFORMATION TO UTILIZE THE ROS SYSTEM AS AN ASSESSMENT TOOL TO IDENTIFY GAPS IN INSTRUCTION AND PROVIDE STRATEGIES FOR ADDRESSING GROUP/INDIVIDUAL WEAKNESSES.

TO PROVIDE RCPS TEACHERS WITH EXPOSURE/INFORMATION TO UTILIZE THE ROS SYSTEM AS AN ASSESSMENT TOOL TO IDENTIFY GAPS IN INSTRUCTION AND PROVIDE STRATEGIES FOR ADDRESSING GROUP/INDIVIDUAL WEAKNESSES.

Always use Data. WHY?? Replaces myths and hunches with facts. Determines if “we are walking the talk.” Finds root causes instead of surface symptoms Assists with planning data driven remediation Monitors a program’s effectiveness Focuses and guides change to “Working Smarter!”

Replaces myths and hunches with facts.

Determines if “we are walking the talk.”

Finds root causes instead of surface symptoms

Assists with planning data driven remediation

Monitors a program’s effectiveness

Focuses and guides change to “Working Smarter!”

What does ROS do for you? Gives you a place to create workable data in order to help your students improve Scores nearly any test, from district-wide benchmarks to pop quizzes, regardless of vendor Allows teachers to see an assessment from a broad classroom view all the way to an individual student remediation view

Gives you a place to create workable data in order to help your students improve

Scores nearly any test, from district-wide benchmarks to pop quizzes, regardless of vendor

Allows teachers to see an assessment from a broad classroom view all the way to an individual student remediation view

Assessment Scores as a Whole Ask yourself this question: Did 75% or more of the students score above a 75 on this assessment? If Yes, conduct the following analysis using the ROS system: Review performance by question data on ROS to identify the most missed question. Review question to make sure that it was written appropriately Identify possible reading issue- Was it vocabulary, context clues, inference, etc.?

Ask yourself this question:

Did 75% or more of the students score above a 75 on this assessment?

If Yes, conduct the following analysis using

the ROS system:

Review performance by question data on ROS to identify the most missed question.

Review question to make sure that it was written appropriately

Identify possible reading issue- Was it vocabulary, context clues, inference, etc.?

Assessment Scores as a Whole: Review SOL standards information to determine strengths and weaknesses of each class. Continue with whole class instruction based on the curriculum/pacing guide Use spiraling strategies to address the identified weaknesses as you continue with instruction.

Review SOL standards information to determine strengths and weaknesses of each class.

Continue with whole class instruction based on the curriculum/pacing guide

Use spiraling strategies to address the identified weaknesses as you continue with instruction.

Assessment Scores as a Whole: No, 75% of the students did not score a 75 or better on the assessment. Conduct the following analysis utilizing the ROS system: Review performance by question data to identify the most missed question: Review the question to make sure that it was written appropriately . Identify possible reading issue- Was it vocabulary, context clues, inference, etc.?

No, 75% of the students did not score a 75 or better on the assessment.

Conduct the following analysis utilizing the ROS system:

Review performance by question data to identify the most missed question:

Review the question to make sure that it was written appropriately .

Identify possible reading issue- Was it vocabulary, context clues, inference, etc.?

Re-teaching Material Identify standards that need to be re-taught. Select alternate teaching strategies/materials to use for instruction Re-teach standards based on ROS data. Re-assess the class

Identify standards that need to be re-taught.

Select alternate teaching strategies/materials to use for instruction

Re-teach standards based on ROS data.

Re-assess the class

Students/ Subgroups below 75 % From subgroup data identify individual students who scored below 75% Schedule and provide tutorials for identified students. Tutorials should consist of alternate materials and teaching strategies. Re-assess students after tutorials are complete Students who score above a 75 move forward with regular instruction

From subgroup data identify individual students who scored below 75%

Schedule and provide tutorials for identified students.

Tutorials should consist of alternate materials and teaching strategies.

Re-assess students after tutorials are complete

Students who score above a 75

move forward with regular instruction

Students scoring below 75% Based on assessment data identify SOL weaknesses Review Gates data and identify possible reading issues Use reading data to identify 1 to 2 research based reading strategies to address reading weaknesses Consult reading specialist if issues continue Refer specific students to RTI(Response to Intervention team) if the issue persists

Based on assessment data identify SOL weaknesses

Review Gates data and identify possible reading issues

Use reading data to identify 1 to 2 research based reading strategies to address reading weaknesses

Consult reading specialist if issues continue

Refer specific students to RTI(Response to Intervention team) if the issue persists

So how do I Spiral Instruction? Questioning - Identify by class, the sub-group that each student falls in. Be sure that you are asking these students questions for demonstration of mastery on a regular basis Use one to two specific strategies throughout the nine weeks It should be both oral and in writing Exit passes, “Use It or Lose It”, summarization activities- Create questions weekly that incorporate SOLs that have been identified as weaknesses

Questioning - Identify by class, the sub-group that each student falls in. Be sure that you are asking these students questions for demonstration of mastery on a regular basis

Use one to two specific strategies throughout the nine weeks

It should be both oral and in writing

Exit passes, “Use It or Lose It”, summarization activities- Create questions weekly that incorporate SOLs that have been identified as weaknesses

Spiraling Instruction (cont.) Focus questions Use your focus question to keep weaker areas in front of your students as you continue to move forward Share- ALL teachers can use these, including electives, health/PE teachers Question of the Day- As a school have each grade level answer a question of the day that addresses troublesome SOLs

Focus questions

Use your focus question to keep weaker areas in front of your students as you continue to move forward

Share- ALL teachers can use these, including electives, health/PE teachers

Question of the Day- As a school have each grade level answer a question of the day that addresses troublesome SOLs

Spiraling Instruction (cont.) - Create 3 to 5 questions that address previously taught standards and use at the end of your next assessment. - Word walls- This should consist of pertinent vocabulary. Identify one to two questioning strategies to use with your word wall

- Create 3 to 5 questions that address previously taught standards and use at the end of your next assessment.

- Word walls- This should consist of pertinent vocabulary. Identify one to two questioning strategies to use with your word wall

Key Issues Utilize ROS to: Identify key gaps in data within multiple views of your assessment Determine your students needs in order to continue working on gaps while pacing instruction Spiral Instruction to: Identify weak areas needing long-term maintenance. Keep these weaker areas in front of your students through multiple avenues

Utilize ROS to:

Identify key gaps in data within multiple views of your assessment

Determine your students needs in order to continue working on gaps while pacing instruction

Spiral Instruction to:

Identify weak areas needing long-term maintenance.

Keep these weaker areas in front of your students through multiple avenues

Don’t Panic, Keep Moving! Above all else, DO NOT stop, keep teaching! Focusing on data and spiraling instruction will assist with maintaining your instructional focus! “ All you have to do is look straight and see the road, and when you see it, don’t sit looking at the---- walk” Ayn Rand

Above all else, DO NOT stop, keep teaching!

Focusing on data and spiraling instruction will assist with maintaining your instructional focus!

“ All you have to do is look straight and see the road, and when you see it, don’t sit looking at the---- walk”

Ayn Rand