Transcript Identifying, Tracking and Monitoring Students At-Risk

Focusing on Students At-Risk
School Planning
Activity 2/2
Focusing on At-Risk Students
Moving from Accounting to Accountability
1. Access the Reports from ReportNet
(Getting the data is half the issue!)
2. Display the Data together with your
teacher(s)
3. Reflect on the data using the questions
provided
(Going from data sets to students –
personalizing the data)
The Moral Imperative of Education
The Moral Imperative of Education
04/08/2009 - 02/02/2010
Age 0
Ages 19-80 +
80+
01/01/2010
04/08/2009
02/02/2010
Preschool Years
04/08/2009 - 12/08/2009
Ages 0-3
12/08/2009 - 02/02/2010
80+
Ages 19-80 +
01/01/2010
04/08/2009
02/02/2010
School Years
04/08/2009 - 12/08/2009
12/08/2009 - 30/09/2009
AgesAges
0-30-3
4-18
Ages 4-18
30/09/2009 - 02/02/2010
19-80+Ages 19-80 +
01/01/2010
04/08/2009
Our work
represents
17.5% of an
average life
span.
Each year of schooling represents
4.19 years of a student’s post 02/02/2010
education career – every teacher is
responsible for 4.19 years of future
success.
School Years
04/08/2009 - 12/08/2009
12/08/2009 - 30/09/2009
AgesAges
0-30-3
4-18
Ages 4-18
30/09/2009 - 02/02/2010
19-80+Ages 19-80 +
01/01/2010
04/08/2009
Our work
represents
17.5% of an
average life
span.
The impact of our work lasts a lifetime!
02/02/2010
Focusing on At-Risk Students
Moving from Accounting to Accountability
1.
2.
3.
4.
5.
6.
7.
8.
Access the Reports from ReportNet
(Getting the data is half the issue!)
Display the Data together with your teacher(s)
Reflect on the data using the questions provided
(Going from data sets to students – personalizing the data)
Identify the current achievement level of each student and enter
their name using the Venn diagram worksheet.
Identify the specific strategies that will be the focus for each
student listed in the worksheet
Set targets for improvement for this group, who will move as a
result of the strategies.
In your Student system, add students working below the standard
to the At-Risk group
Re-assess these students in March
Step 1
Focusing on At-Risk Students
Accessing the Data
• Create the Class Profile
select:
– Report Card results for 2009-2010 ( this will also display 3 prior
terms)
– Grade 4
– English Reading
– DRA-P, DRA or CASI, PM Benchmark ( we are looking for your
reading assessments for Grade 3 and Grade 4 )
• Create the DRA or CASI Detail List Report
• Create the Cohort Comparison Report
– EQAO Grade 3, 2008-2009 to Report Card, 2009-2010, Grade 4

Other Report Options
– Student Profile Multiple
– OLA Student List – for grades SK, 1,2
Step 2
Display Data – Class Profile
Grade 4, 2009-2010, Reading, assessment
DRA/DRA-P, CASI, PM Benchmark
Display Data – DRA/CASI Detail
Summary Report
2009-2010, term 1, DRA Grades
SK,1,2,3
DRA Junior/CASI – Grade 4,5,6,7,8
DRA Junior/CASI – Grade 4,5,6,7,8
The issue is “has
our worked
impacted at the
category level?”
EQAO Considerations
• Consider the EQAO data from Spring , 2009.
• What is the relationship between the June report
card data and the EQAO data for those students.
• Are the same students identified as at- standard
in our report cards as on the EQAO or is there a
difference?
• If there is a difference, how much of a difference?
• How might we understand that difference.
• On the basis of this comparison, at what level are
these students currently achieving?
Cohort
Gr. 3 EQAO Reading
Gr. 4 R.C. Term 1 Reading
Smith, Peter
Jones, Sally
Allen, Michael
Chan, Veronica
Stevenson, Parker
EQAO Grade 3
Level 2
student list
Victor, Jeremy
Jones, Sally
Allen, Michael
Chan, Veronica
Report Card, Grade 4
Level 2
student list
1.
2.
3.
4.
5.
6.
7.
8.
9.
Step 3
Analyze the Data
What data catches your eye?
Is there anything in the data that you do not
understand?
If so, what would you like clarified?
Is there anything about the data that you find
surprising?
What patterns of strengths and needs are evident?
What concerns you most about the data?
As a result of your examination of the data, at what
level is each student currently functioning?
What target will you set for each student between now
and March?
Enter each student on the following VENN for the class
CURRENT Level of Student Achievement at the
Classroom Level
ALL students in the school are included
Students
between
Level 1 and
Level 2
Level 1
Students
between
Level 2 and
Level 3
Level 2
Level 3
Students
between
Level 3 and
Level 4
Level 4
Alternate
Expectations
Teachers will enter each student in the Venn
For combined grades, the names of students in the top grade are placed at the top of the Venn and the bottom
grade at the bottom of the Venn (i.e. in a 1/2 combined class, the 1’s are at the top and the 2’s are at the
bottom)
NOTE: For exceptional students, each student’s achievement is in relation to the grade appropriate subject
expectations with or without accommodations as reflected in the IEP. Place each student on the Venn circle
relative to the achievement of grade appropriate levels not those that have been modified as set out in the IEP.
Students with Alternative Expectations are placed to the left of the level 1 Venn circle
Teacher ___________
ABC Public School 2009-2010
Reading
Grade _____________
Level 1
Level 2
Level 3
Level 4
Hillary
Justin
Mitchell
Lorne
Kyle
Shilo
Kaitlyn
Jessica
Liz
Colton
Jaden
Shelby
Emily
Amanda
Austin
James
Paul
Gage
Samantha
Rob
Justin W
Justin
Kira
Logan
Taylor
Ana
Chris
Dustin
Dawson
Strategies List
Strategies List
Strategies List
• Special Education Support – E.A., CYW,
Literacy Booster Groups (Primary), Case
Management
•
• Intentional Instruction - Balanced Literacy Implementation for
Reading and Writing – School Plan Focus, Specific Instructional
Strategies
•
•
•
•
•
•
•
Grade _____________
Reading
Setting Targets for Improvement
Level 1
Level 2
Level 3
Level 4
Hillary
Justin
Mitchell
Lorne
Kyle
Shilo
Kaitlyn
Jessica
Liz
Colton
Jaden
Shelby
Emily
Amanda
Austin
James
Paul
Gage
Samantha
Rob
Justin W
Justin
Kira
Logan
Taylor
Ana
Chris
Dustin
Dawson
Highlight the names of students who are targeted to move by March.
The number of students who will move is the target for the grade.
Calculate the new number of students at each level of achievement. This
is the number that is inserted into the template at the end of the
PowerPoint.
Step 4,Step 5 and Step 6
Using the Venn Diagram
• List the Students on the Venn Diagram
template
• List the specific strategies for improvement on
the template
• Based on the students identified, this is your
target for improvement
Worksheet
Reading
ABC Public School 2009-2010
Level 1
Level 2
Strategies List
Strategies List
•
•
•
•
•
•
Level 3
Strategies List
•
Teacher ___________
Grade _____________
Level 4
Step 7
Track These Students
Monitoring these students using the reports
1. Enter the students into the at-risk group in Trillium
2. These are the students that will be monitored regularly
using the ‘At-Risk’ flag in the reports
3. Repeat this process for the next reporting period
• Link to access the instructions to enter At-Risk Students in
Trillium
http://www.compassforsuccess.ca/mod/resource/view.php?id
=108
Step 8
What strategies worked?
• Reflect on the classroom strategies previously
used to support the at-risk students.
• Which ones do we think had the most impact?
• Which strategies were tried but did not
appear to move the students?
Reflections
• Think about your DRA/CASI data and the
impact that classroom instruction has had on
the students moving within the DRA/CASI
categories
– What do the teachers need to learn in order to
move the students that you have identified?
– How will you monitor the application into
classroom practice then learnings?