The document discusses using various types of student data to inform instruction, including running records, testing data, student work samples, and staff data. It emphasizes looking at data to understand what students know, still need to learn, and their next steps. Teachers should differentiate instruction based on student data and ensure material is at the right level for each student. The rationale for instructional decisions should be based on what the data shows about students' needs.

1. What does it mean?

2.  Running Records
 Testing Data
 Data of the environment
 Data of accountability
 Initial, Formative and Summative Data
 StudentWork Data
 Staff Data and Data of the School

3. What?
Do I know about my students? What do
They know and what do they need to do next?
What have they mastered?
What are their next steps?
What are the standards we need to reach?
How?
Do I differentiate my instruction based on the
data of my students?
Do I find the right material for my students?
Do I carry over what they have learned already?
Do I access what they will learn in this unit
Why?
Rationale
Would I teach this but leave this out
for my students?
Would I do a guided practice lesson
As opposed to a demo lesson?
Why is this a good essential question?
Looking At Data

4. Reading Writing
Running Records On Demand
Anecdotal Notes fromTalk Or RehearsalTalk
Post its Writing notebooks or Folders
Reading responses Drafts
Conferring Notes Conferring Notes
Performance Assessments Learning Progression
ELATesting ELATesting
WordTest Spelling Inventory
Content Area Responses Content Area Writing

6.  Look at your different populations who scored a one who
scored a two who scored a three who scored a four.
 When looking one to four you then want to ask questions:
 What kept your students from becoming a two?
 What kept them from becoming a three?
 Was it the genres?
 What in the standards was missing?
 How do you need to build capacity moving forward?
 Was it the writing or the reading that interfered with
meaning?

7.  When looking at NY ready one noticing is
that the students fell into different
subcategories of the NY ready. This makes
you think about the sub populations. Is there
a sub category that is doing better than
others and why?

 Is there a subcategory that needs assistance?

 Is it the language or the modifications?

8.  The ELA has changed so looking at data is a little different this year, here are some of the
new things and some of the old things we should look at when looking at the ELA
 When looking at the test one thing to realize is the scale score will count but not as much
as it did last year because of the change in the exam.
 Also the scale scores have changed look at attachment
 When looking at the scale score the movement in grades counts approximately two to
three percent. Example is how much did the schools fourth grade move from last year to
this year in fifth grade? Look at regular education than special education, than ells
 The scale score from grade to grade counts approximately ten percent of the overall
percentage for the report card. You should just subtract the scale score from example
eighth grade and seventh grade to see percentage of growth or lack of.You should also be
aware that if more students came into the grade from like seventh to the eighth those
should also be taken out of the percentage since you cannot measure there growth.
 The ones to fours count in three different ways. First of all you look across them to see
growth in the same grade from year to year thins only counts five percent. The second way
you can do this is to look from one grade like the third grade to the fourth grade to see
growth this is important and counts as about twenty to twenty five percent of a schools
grade.
 When you look from grade to grade ones count as one point twos count as one point each
student that scored a twos and threes and fours are added together and doubled to
determine your total score.
 Special Education population did more take the exam as well as ELL were they beginners

9. How do I take a running record?
How do you read a running record?
How do you follow the data across the year?

11. Student November January March
Paul McCartney L N P
Ringo Starr N N N
John Lennon D J K
George S T T

18. Lead
In the beginning, I not only set readers up to expect that this will be a piece of opinion writing, I also tried to hook them into caring
about my opinion.
Transitions
I connected my ideas/ reasons with my examples using words like for example and because. I connected one reason (or example)
using words like also and another.
Ending
I worked on an ending. It might be a thought or comment related to my opinion.
Organization
I wrote several reasons or examples why people should agree with my opinion, and wrote at least several sentences about each
reason.
I organized my information so that each part of my writing is mostly about one thing.
Development
Elaboration
I didn’t just name my reasons to support my opinion, I wrote more about each one.
Description
I didn’t just tell readers to believe me, I wrote in ways that got them thinking or feeling in certain ways.
Language Conventions
Spelling
I used what I know about spelling patterns to help me spell and edit before I wrote my final draft.
I got help from others to check my spelling and punctuation before I wrote my final draft.
Punctuation
I punctuated dialogue correctly, with commas and quotation marks.
While writing, I put punctuation at the end of every sentence.
I wrote in ways that helped readers read with expression, reading some parts quickly some parts slowly, some parts in one sort of
voice and others in another.

19.  Looking at post its influence short response
 Reason evidence evidence

20. Strengths Next Steps Assessment
They seemed to get the
character questions
correct when reading
realistic fiction
Learning to read narrative
non fiction with the same lens
they used to read fiction
Check to see after instruction that
they can follow the characters: their
conflicts, resolution, point of view
etc.
Learning how to
monitor during their
independent reading
Need to realize that that skill
could and should be used
during testing situations
As they work on the passage do they
annotate, underline, question, go
back and reread
They can read text and
get the questions right
on their own text level
Use what they know to
master text of greater
complexity
Watch as they tackle harder level
text to see how they handle
vocabulary, comprehension etc.
They can recognize the
features of non fiction
text
Learn how to use those
features to think about why
they are there and how to use
them
Watch as they use the outside
features of non fiction to see if they
use these features to add to
meaning or interpret why the author
put them there
They are able to notice
characters’ actions and
motivations
Push to interpret why
characters do what they do
Oral reading in conferences, reading
responses, post its, talk, ELA

21. Standards Work with the standard
Key Ideas and Details
1. Student exhibits understanding of literal
details but fails to be able to synthesize
two details together

22.  Reading Logs
 How long do they read for
 What is the number of pages
 How are they accountable to what they read

23. Strengths Next Steps Assessment
Can answer literal
questions
Need to be taught to
answer interpretative
questions
Questions
Can answer predictable
questions
How do we read all the
questions for meaning
Questions and what do
they mean
Can say answer Answering on paper Short responses
Can answer earlier types
of questions
Learn to read for
author’s craft or CCSS
questions
MultipleChoice

24. Strengths Next Steps Assessments
Focus – Changes in the
middle of the text
Stay on topic in their essay -
All the parts go together –
Depending on the type of
essay how do they transition
from one part to another
Essay work
Details – are very literal Using details in a more
interpretative, inferential
manner and to elaborate for
meaning
Prompted Response
Structure – is with
beginning, middle, end
Structure - Does it follow the
structure of the essay or
response and the bullets
Essay or Response
Conventions – Ends
everything with a period
Conventions – Needs to learn
to end sentences with
different types of
punctuation for meaning
Writing

25. SET UP
 How is class set up?
 Where is the meeting area?
 Where is the library?
 Does the library have the
right levels ,different
genres, reflect your data
 Student examplars
 Flow
CHARTS
 Dok Level
 Charts reflect student
needs
 Charts based not only on
the unit but on what the
reader writer need and
shows scaffolding and
transference
 Charts are transperent

26.  Teacher Data – Conference notes,
assessments, logs, student work, talk,
reflection
 Student Data –Writing for reading, and
writing, talk, etc

27.  Initial
 Formative
 Summative

28.  Class Reading Research
 AVOIDANCE
 __Takes too long to find book in schoolbag.
 __Takes too long to begin reading.
 __Tries to get a new book.
 __ Asks to leave the room
 __ Asks a question
 __ Spends too much time on RJ / Post-it.
 __Appears unfocused
 DISTRACTION
 __ Looking around the room.
 __ Frequent pauses / stops
 __ Reacts to slight changes in environment.
 __ Appears restless.
 INDIFFERENCE / DISRUPTIVE
 __ Clearly defiant.
 __ Distract others
 __Tries to communicate with others who are reading. ( verbal / nonverbal)
 __ “Playing” with pen, toy…
 __ Other

29.  On Demand
 Performance Assessment
 Writing For Reading
 Read Aloud

30.  Conferences
 Post its or reading trail
 Talk
 Rubrics
 Criteria
 Inquiry Study
 Notebooks and Drafts

31.  Has to show research
 Has to show student and teacher
accountability
 Has to show purpose

32. When researching you begin to notice that the student is
not elaborating and growing ideas
I love the way you describe the feelings of the character
but you do it in one word and sometimes I wonder are
characters that one dimensional and could you develop
your ideas more.. When I look at Journey I can say
journey is upset or which is what is says here in the text
but is says so much more than that doesn’t it lets read
about Journey. He is upset but conflicted do you see that
so I could say that Journey is conflicted he would love to
blame his grandfather for his mom leaving but right her
he is looking at that photograph and realizes that his
mom has a history of not being happy and walking away
even when he feel and needed her. So one thing I want
you to work on is to think about that one idea and how
You can elaborate or grow that idea just like you did
when we further explored Journey.
*2 Journey
When reading your student writing you notice that they are
naming their character putting them in a setting but really
not giving them a sense of story.
I am really impressed with how you in your notebook have so
many ideas about the texts you are reading. But you seem to
move from one text to another and what Im thinking is if we
can slow down. Can we take a text use what we know about
the character and begin to think about questions we can ask
ourselves about this character. Than we can use these
questions to read the text with a different lens and can help
us grow and elaborate on what we want to say about the
text.

33.  Are they literal
 Do they carry across one text two text
 Do they show a deeper level of interpretation
 Do they show knowledge of authors craft
 Do they show evidence of the central idea in
Non fiction

34.  Creating a rubric
 What Should It Look Like
 How do you use it

35.  Retell
 Notebook

36.  Interpretation
 Behavior

37.  Any and all student work
 Lessons
 Small group work
 Data FromYears Prior

38.  Who is there
 What position they have
 What can they lead

39.  Recall and Reproduction
 Working with Skills and Concepts
 ShortTerm StrategicThinking
 Extended StrategicThinking