Artifact 2: PLC data and student surveys
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.
The second piece of evidence that supports Standard IV is my weekly PLC meetings with staff members. My grade level teammates, administration and literacy coach get together to review students Dibels progress monitoring growth each week. Dibels has some awesome features such as “What next” “Pathways to progress” and “Nextsteps.” These features can help us dig in to see where the student is intensive. From there, you can design goalsfor each student based on their academic needs. We have started a new ELA program this year, so our consultantmeets with us just about every two months and that is the time we analyze student data to better informinstruction and support student learning by adjusting our intervention groups. Our consultant helps us analyze the data and offers us tips and advice to form instruction. The DIbels reports show student progress over a period of time. As well as the Dibels reports, I gave a student survey to learn more about their learning styles.
This evidence supports Standard IV, element A. This supports element A because it is a collection of student data that can help form instruction and support student learning. I collect multiple examples ranging from clear letter sounds, phoneme segmentation, whole words read, and the oral reading fluency to assess where the student falls intensive. I can see the student progress over time and apply knowledge of student development into my lesson plans and small group instruction. After aligning instruction to meet the needs of the students, I can monitor the students progress to determine if any other instruction or reflections are needed involving the student and or family members or if we need to schedule a parent teacher conference. In addition to collection of student data, I administered a survey to the students to get information on how they like to learn. This way, I differentiated for students who had specific learning needs.
The Dibels assessments are a great way to analyze student learning and what they need to learn when it comes toimproving their practice. As the teacher, I check in with intensive students each week, when I progress monitorthem. However I don’t just progress monitor them, but I sit with them and really dig in to educating them on whythey are learning these skills and when you apply them to your reading, you will be a successful reader. We talkabout student goals, and work hard in order to get there. During PLC meetings, my team brings assessments andor logs on to MCLASS, and we analyze scores together. When our consultant comes, we develop student learningplans based on the Dibels reports. Each week we evaluate their growth in PLC’s and also with the students duringclass time. This will ensure student success. Meeting with my colleagues each week offers new perspectives andinstructional strategies. We share ideas, talk about student concerns and are really on top of our data with afocused goal every time we meet. I have really enjoyed working with a team that works collaboratively togetherto help student’s reach their goals.
ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.
The second piece of evidence that supports Standard IV is my weekly PLC meetings with staff members. My grade level teammates, administration and literacy coach get together to review students Dibels progress monitoring growth each week. Dibels has some awesome features such as “What next” “Pathways to progress” and “Nextsteps.” These features can help us dig in to see where the student is intensive. From there, you can design goalsfor each student based on their academic needs. We have started a new ELA program this year, so our consultantmeets with us just about every two months and that is the time we analyze student data to better informinstruction and support student learning by adjusting our intervention groups. Our consultant helps us analyze the data and offers us tips and advice to form instruction. The DIbels reports show student progress over a period of time. As well as the Dibels reports, I gave a student survey to learn more about their learning styles.
This evidence supports Standard IV, element A. This supports element A because it is a collection of student data that can help form instruction and support student learning. I collect multiple examples ranging from clear letter sounds, phoneme segmentation, whole words read, and the oral reading fluency to assess where the student falls intensive. I can see the student progress over time and apply knowledge of student development into my lesson plans and small group instruction. After aligning instruction to meet the needs of the students, I can monitor the students progress to determine if any other instruction or reflections are needed involving the student and or family members or if we need to schedule a parent teacher conference. In addition to collection of student data, I administered a survey to the students to get information on how they like to learn. This way, I differentiated for students who had specific learning needs.
The Dibels assessments are a great way to analyze student learning and what they need to learn when it comes toimproving their practice. As the teacher, I check in with intensive students each week, when I progress monitorthem. However I don’t just progress monitor them, but I sit with them and really dig in to educating them on whythey are learning these skills and when you apply them to your reading, you will be a successful reader. We talkabout student goals, and work hard in order to get there. During PLC meetings, my team brings assessments andor logs on to MCLASS, and we analyze scores together. When our consultant comes, we develop student learningplans based on the Dibels reports. Each week we evaluate their growth in PLC’s and also with the students duringclass time. This will ensure student success. Meeting with my colleagues each week offers new perspectives andinstructional strategies. We share ideas, talk about student concerns and are really on top of our data with afocused goal every time we meet. I have really enjoyed working with a team that works collaboratively togetherto help student’s reach their goals.
Below shows a survey (yellow) in which students answered questions about how they like to learn. Adapting these changes has helped me understand the needs of each one of my students. In addition there are PLC documents showing reflections on student progress and next steps.