Using MAP Data to Inform Instruction and Facilitate Student Goal Setting with Primary Students
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USING MAP DATA TO INFORM TEACHER USING MAP DATA TO INFORM TEACHER INSTRUCTION AND FACILITATE STUDENT INSTRUCTION AND FACILITATE STUDENT GOAL SETTING WITH PRIMARY STUDENTS GOAL SETTING WITH PRIMARY STUDENTS JESSICA POGGEMOELLER JESSICA POGGEMOELLER POWAY UNIFIED SCHOOL DISTRICT POWAY UNIFIED SCHOOL DISTRICT
description
Using MAP Data to Inform Instruction and Facilitate Student Goal Setting with Primary Students Jessica Poggemoeller, Megan Power, Teachers, Poway Unified School District, CA Fusion 2012, the NWEA summer conference in Portland, Oregon This session will provide participants with practical strategies to implement whole class and individual goal setting using MAP data. Using teacher developed tools, videos, and protocols, participants will discover how to increase student motivation and improve academic achievement through goal setting. This session will focus on supporting students in monitoring their own learning and celebrating their academic growth. Participants will also gain expertise in using Descartes information to plan small group instruction. Implementing these strategies in a Daily 5 classroom will also be addressed. Learning outcomes: - Participants will learn to integrate Descartes, MAP assessment data, and student goal setting to drive powerful student learning - Participants will receive teacher-developed resources to use when incorporating goal setting in their own classrooms. Audience: - New data user - Experienced data user - District leadership - Curriculum and Instruction Jessica Poggemoeller is a National Board Certified first grade teacher. She has used MAP data to implement goal setting with her own students. She has also facilitated professional development sessions in her school district to support teachers using MAP data to increase student motivation and improve student achievement. Megan Power, a kindergarten teacher, is a National Writing Project Fellow and has a Teacher of Reading Certificate. She has used MAP data to increase student achievement through small group instruction and individual goal setting. Megan has facilitated professional development sessions in her district and has been blogging on Scholastic.com for three years assisting teachers in all areas of the curriculum.
Transcript of Using MAP Data to Inform Instruction and Facilitate Student Goal Setting with Primary Students
USING MAP DATA TO INFORM TEACHER USING MAP DATA TO INFORM TEACHER INSTRUCTION AND FACILITATE STUDENT INSTRUCTION AND FACILITATE STUDENT GOAL SETTING WITH PRIMARY STUDENTSGOAL SETTING WITH PRIMARY STUDENTS
JESSICA POGGEMOELLERJESSICA POGGEMOELLER
POWAY UNIFIED SCHOOL DISTRICTPOWAY UNIFIED SCHOOL DISTRICT
Steps for setting goals with your Steps for setting goals with your students.students.
Using MAP data to inform your Using MAP data to inform your instruction.instruction.
Using MAP data with the Using MAP data with the Daily 5 Café literacy model.Daily 5 Café literacy model.
Receive resources for Receive resources for
goal setting and mini-lessons.goal setting and mini-lessons.
TODAY’S AGENDATODAY’S AGENDA
““Those aren’t my Those aren’t my standards!”standards!”
““I can’t teach that. I I can’t teach that. I don’t even understand it!don’t even understand it!
““I have ___ (24, 28, 36) I have ___ (24, 28, 36) students. I don’t have students. I don’t have time to analyze all that time to analyze all that information for each information for each child!”child!”
COMMON TEACHER REACTIONSCOMMON TEACHER REACTIONSTO USING MAP DATA TO SUPPORT GOAL TO USING MAP DATA TO SUPPORT GOAL
SETTINGSETTING
HOW DO ALL THE PIECES HOW DO ALL THE PIECES FIT TOGETHERFIT TOGETHER
DesDes CartesCartesGrowtGrowth h
ReportReportss
Common Common CoreCore
StandardStandardss
Success is something you Success is something you achieveachieve, not , not something you something you areare..
““Success takes desire, planning, and Success takes desire, planning, and action”action”
““Success begins by making decisions Success begins by making decisions about what you want and what is about what you want and what is important to you. These decisions important to you. These decisions become your GOALS. Once you set your become your GOALS. Once you set your mind mind
on a goal, and write it on a goal, and write it down, create an down, create an ACTION PLAN and ACTION PLAN and make it happen.”make it happen.”
WHAT IS SUCCESS?WHAT IS SUCCESS?
http://goalsettingforstudenhttp://goalsettingforstudents.comts.com/
GOAL SETTING:GOAL SETTING:YEAR ONEYEAR ONE
Turn to a partner and Turn to a partner and share something that share something that created a new insight created a new insight for you, affirmed your for you, affirmed your thinking, or raised a thinking, or raised a
question.question.
MAP Goal Setting With Kindergarten Students MAP Goal Setting With Kindergarten Students by Sharon Woodby Sharon Wood
HOW CAN PRIMARY STUDENTS UNDERSTAND
GOALS
““Do we need to brush our Do we need to brush our teeth to reach our goal?”teeth to reach our goal?”
““Do we need to put words in Do we need to put words in ABC order to reach our ABC order to reach our goal?”goal?”
1. Set a goal1. Set a goal
2. Make a plan2. Make a plan
3. Check your progress3. Check your progress
4. Celebrate4. Celebrate
STEPS FOR SETTING A STEPS FOR SETTING A GOALGOAL
1. SET A GOAL1. SET A GOAL
ReadingReading
TermTerm RIT RIT ScoreScore
Lexile Lexile ScoreScore
Phonological Phonological AwarenessAwareness
PhonicsPhonics ConceptConcepts of Prints of Print
VocabularVocabulary & Word y & Word StructureStructure
ComprehensioComprehensionn
WritingWriting
FallFall 168168 143143 170170 168168 164164 170170 170170 168168
WinterWinter 184184 324324 192192 189189 184184 178178 181181 181181
SpringSpring
GrowthGrowth 1616 181181 2222 2121 2020 88 1111 1313
Learning statements by Learning statements by goal area and RIT levelgoal area and RIT level
Statements at a Statements at a student’s RIT range are student’s RIT range are concepts a student is concepts a student is ready to learn. ready to learn. (instructional level) (instructional level) Students know 50% of Students know 50% of the statements in their the statements in their RIT range.RIT range.
GREAT information to GREAT information to increase our increase our effectiveness with all effectiveness with all studentsstudents
2. MAKE A PLAN:2. MAKE A PLAN:UNDERSTANDING DES UNDERSTANDING DES
CARTESCARTES
http://www.nwea.org
http://www.nwea.org
2. MAKE A PLAN2. MAKE A PLAN
2. MAKE A PLAN2. MAKE A PLAN
3. 3. CHECK YOUR PROGRESSCHECK YOUR PROGRESS
20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 - Fall Winter Spring
4. CELEBRATE4. CELEBRATE
Turn to a partner and Turn to a partner and share something that share something that created a new insight created a new insight for you, affirmed your for you, affirmed your thinking, or raised a thinking, or raised a
question.question.
USING DAILY 5 CAFÉUSING DAILY 5 CAFÉTO SUPPORT GOAL TO SUPPORT GOAL
SETTINGSETTINGCAFÉ: CAFÉ: ComprehensionComprehension, , AccuracyAccuracy, ,
FluencyFluency, and , and Expand VocabularyExpand Vocabulary..
Post goals and reading strategiesPost goals and reading strategies
on Café Menu board.on Café Menu board.
Strategy groups: develop small group Strategy groups: develop small group instruction based on clusters of students instruction based on clusters of students
with similar goalswith similar goals..
DAILY 5 CAFÉ MENUDAILY 5 CAFÉ MENUGOAL BOARDGOAL BOARD
USING MAP DATA TO DIFFERENTIATE
STRATEGY GROUPSTRATEGY GROUPPLANNING SHEETPLANNING SHEET
RIT RIT RangesRanges
ComprehensionComprehension Concepts of Concepts of PrintPrint
PhonicsPhonics PhonologicalPhonologicalAwarenessAwareness
Vocabulary Vocabulary and Word and Word StructureStructure
WritingWriting
LowLow EmmaEmma
HollyHolly
Mia Mia
Mini-LessonsMini-Lessons
Mini-Mini-LessonsLessons
Mini-LessonMini-Lesson Mini-LessonsMini-LessonsMatch pic of same Match pic of same beg mid end beg mid end soundsound
Match pic and Match pic and word with deleted word with deleted
soundssounds
Mini-LessonsMini-Lessons Mini-LessonsMini-Lessons
MediumMedium
Mini-LessonsMini-Lessons Mini-Mini-
LessonsLessonsMini-Mini-
LessonsLessonsMini-LessonsMini-Lessons Mini-LessonsMini-Lessons Mini-LessonsMini-Lessons
HighHigh
Mini-LessonsMini-Lessons Mini-Mini-LessonsLessons
Mini-Mini-LessonsLessons
Mini-LessonsMini-Lessons Mini-LessonsMini-Lessons Mini-LessonsMini-Lessons
ONE STRATEGY GROUPONE STRATEGY GROUP
PhonologicalPhonologicalAwarenessAwareness
EmmaEmmaHollyHolly MiaMia
Mini-LessonsMini-LessonsMatch pic of same beg, Match pic of same beg,
mid, and end soundmid, and end sound
Classify pics with same Classify pics with same number of syllablesnumber of syllables
Match pic and word Match pic and word with deleted soundswith deleted sounds
Daily 5 Café
Daily 5 Café
MenuMenu
Goal Board
Goal Board
Strategy Group Strategy Group Planning SheetPlanning Sheet
RESOURCES TO SUPPORT RESOURCES TO SUPPORT STRATEGY GROUP INSTRUCTIONSTRATEGY GROUP INSTRUCTION
http://www.fcrr.org/curriculum/SCAindex.shtmhttp://www.fcrr.org/curriculum/SCAindex.shtm
MANIPULATING SOUNDS: MANIPULATING SOUNDS: MAKE IT, FIND IT, KEEP ITMAKE IT, FIND IT, KEEP IT2-3 Student Center Activities: Phonemic Awareness2-3 Student Center Activities: Phonemic Awareness
http://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_3.pdfhttp://www.fcrr.org/curriculum/PDF/G2-3/2-3PA_3.pdf
Turn to a partner and Turn to a partner and share one new strategy share one new strategy or way of thinking that or way of thinking that
will support your will support your students’ academic students’ academic
growth this yeargrowth this year.
HANDOUT WALK THROUGHHANDOUT WALK THROUGH
QUESTIONS, ANSWERS, QUESTIONS, ANSWERS, SHARINGSHARING
Jessica PoggemoellerJessica Poggemoeller
Poway Unified School DistrictPoway Unified School District
[email protected]@powayusd.com
