Ewa Beach Elementary

Data Teams Documentation Pre/Post Meeting TemplateThe Red, Yellow, Green Approach

(Created by A. Tremain for the Campbell Kapolei Complex Area Schools – Oct. 15, 2015)

Data Team/Grade Level: Kindergarten

Dates: ◻ 1st Q ◻ 2nd Q ◻ 3rd Q ◻ 4th QDuration: Start -- End.

Subject or content area: Language ArtsTopic:

Focus Standards:

STEP 1: Collect & Chart Data

Data source: iReady Reading--Phonics

Kanai# students: 20

0%Red: 0

65% Yellow: 13

35% Green: 7

Raposas# students:

140% Red: 0

71% Yellow: 10

29% Green: 4

Johnson# students: 19

0% Red: 0

74% Yellow: 14

26% Green: 5

Arakawa# students: 20

0% Red: 0

80% Yellow: 16

20% Green: 4

Bazan# students:20

0% Red: 0

60% Yellow: 14

30% Green :6

Teacher 6# students: %

Red:% Yellow: % Green:

TEAM TOTALS: # students 930% Red: 0

58% Yellow: 67

28% Green: 26

STEP 3: S.M.A.R.T. Goal(s):

__33__% of the ____yellow___ group will move to the __green__ group by 12/21/16Percentage red/yellow yellow/green date

22 students

as measured by the ______mid-iReady assessment_____ given between

__11/21-12/21___

assessment name date

covering standard(s) ELA.RF.K.3a: Demonstrate basic knowledge of one to one letter correspondences by producing the primary sound of many of the most frequent sounds for each consonantELA.RF.K.3b: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

.

standard(s)

STEP 2, 4 & 5 – Analyze to Prioritize (Step 2), Select Instructional Strategies (Step 4), Determine Results Indicators (Step 5)

RED YELLOW GREENa. What concepts & skills did red

do well? Inference?What concepts & skills did yellow do well? Inference?

What concepts & skills did green do well? Inference?

Some did well on comprehension and vocabulary.

Some did well on comprehension and vocabulary.

b. What are red’s misconceptions? Inference?

What are yellow’s misconceptions? Inference?

What are green’s misconceptions? Inference?

Most students have no prior knowledge or exposure to phonics.

Most students struggled with vocabulary and phonics.

c. What strategy will/did you use with red?

What strategy will/did you use with yellow?

What strategy will/did you use with green?

We will begin with basic letter recognition and letter sound through OG lessons and No More Letter of the Week.

We will also focus on basic letter recognition and letter sound using OG and No More Letter of the Week along with

Mid

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We will be using iReady extra phonics lessons to address the struggles that students have in this area.

comprehension lessons through Wonders and iReady lessons.

RED YELLOW GREENd. What is the evidence that the

strategy will, did, or did not work with red?(plus + OR delta ; Adult & student actions)

What is the evidence that the strategy will, did, or did not work with yellow?(plus + OR delta ; Adult & student actions)

What is the evidence that the strategy will, did, or did not work with green?(plus + OR delta ; Adult & student actions)

Teachers focused on letter recognition and letter sounds daily through OG and No More Letter of the Week lesson.

Students in the yellow (DP/Skills Test) showed improvement by moving up to green.

Teachers focused on letter recognition and letter sounds daily through OG and No More Letter of the Week lesson.

Students in green either mastered all letter identification and sounds or showed some improvement by identifying more letters and sounds.

Uppercase LettersTeacher: Arakawa

Aug MP/ Sept MP

Aug DP/ Sept DP

Aug NY/ Sept NY

Oct MP Oct DP Oct NY

Arakawa 15/18 2/2 3/0 20 0 0

Bazan 13/14 5/2 17 2 1

Kanai 15/18 1/0 4/2 18 2 0

Johnson 11/13 2/3 6/1 15 2 1

Raposas 13/13 0/1 1/0 14 0 0

Lowercase LettersTeacher: Arakawa

Aug MP/ Sept MP

Aug DP/ Sept DP

Aug NY/ Sept NY

Oct MP Oct DP Oct NY

Arakawa 14/18 1/2 5/0 20 0 0

Bazan 11/16 4/3 5/1 17 2 1

Kanai 15/18 5/2 18 2

Johnson 11/14 0/2 8/1 15 2 1

Raposas 11/14 3/0 0/0 14 0 0

SoundsTeacher Aug MP/ Sept Aug DP/ Sept

DPAug NY/ Sept NY

Oct MP Oct DP Oct NY

Arakawa 8/16 1/1 11/3 18 2 0

Bazan 6/10 3/4 11/6 13 5 2

Kanai 12/15 1/4 7/1 18 1 1

Johnson 6/12 2/5 11/0 15 3

Raposas 7/14 2/0 5/0 14 0 0

2nd CycleFinger Spacing

Teacher Met Not Met

Kanai 17 3

Arakawa 17 3

Bazan 10 10

Johnson 5 14

Raposas 10 4

Not Met (red) Met (green)a. What concepts & skills did red

do well? Inference?What concepts & skills did green do well? Inference?

All students attempted to write the sentence phonetically.

Most/All students had correct spelling and appropriate finger spacing.

b. What are red’s misconceptions? Inference?

What are green’s misconceptions? Inference?

Students are writing without proper finger spacing. At this point some students are not aware of the purpose of finger spacing and they have not practiced enough to master this skill.

n/a

c. What strategy will/did you use with red?

What strategy will/did you use with green?

Finger spacer tool: popsicle stick will be used during lessons and will be modeled during writing time.

Fix the sentence:Kinesthetic Lesson: Students were called up to hold a learned sight word, and then other students were called to be the sentence spacers.Sentence Helpers Worksheet (I am….): Students will be given a worksheet with visual reminders that show students were correct spacing should be included within a sentence.

Finger spacer tool: popsicle stick will be used during lessons and will be modeled during writing time.

Continue practicing with finger spacing while continuing on with the next skill (capitalization, punctuation).

RED GREENd. What is the evidence that the

strategy will, did, or did not What is the evidence that the strategy will, did, or did not

Mid

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work with red?(plus + OR delta ; Adult & student actions)

work with green?(plus + OR delta ; Adult & student actions)

Ending Punctuation Pre-Assessment

Teacher Met Not Met

Bazan 1 19

Arakawa 3 17

Kanai 12 6

Raposas 6 8

Johnson 3 16

Total 25 66

Not Met (red) Met (green)a. What concepts & skills did red

do well? Inference?What concepts & skills did green do well? Inference?

Pre-Assessment results showed that students were not able to identify anything wrong with the sentences.

Pre-Assessment results showed that some students were aware that a punctuation mark was missing at the end, even if they did not write in the specific type of ending mark.

b. What are red’s misconceptions? Inference?

What are green’s misconceptions? Inference?

Students are unaware of the rules for complete sentences.

n/a

Students are still unable to identify the 3 types of ending marks and when to appropriately use it.

c. What strategy will/did you use What strategy will/did you use

with red? with green?

Punctuation Poster: Teachers will display and go over the poster that covers the 3 types of punctuation marks.

Punctuation Hats: Students will use sentence cards while others put on punctuation hats in order to decide what type of ending mark will go at the end of each type of sentence.

Question Bag: Students will play guess what’s in the bag by asking various questions and writing the question words in order to display the “who, what, where” words.

Headbands Game: Students will take turns wearing a headband with a picture card on it, while the rest of the class will take turns providing the student with statements in order for the student to guess the picture on the headband.

Punctuation Poster: Teachers will display and go over the poster that covers the 3 types of punctuation marks.

Punctuation Hats: Students will use sentence cards while others put on punctuation hats in order to decide what type of ending mark will go at the end of each type of sentence.

*continuous review*practice correct formation of the types of various ending punctuation marks*dictate sentences and have students write in the correct ending marks

RED GREEN

d. What is the evidence that the strategy will, did, or did not work with red?(plus + OR delta ; Adult & student actions)

What is the evidence that the strategy will, did, or did not work with green?(plus + OR delta ; Adult & student actions)

Formative Assessment results showed that students in red area improved by 87%.

Students continue to show improvement in their writing.

Formative Assessment: Sentence Scramblers

Teacher NY DP MP

Bazan 3 4 13

Arakawa 1 2 17

Kanai 2 4 12

Raposas 2 12

Johnson 2 17

Total 8 12 71

Formative Assessment: Question Mark

Teacher NY DP MP

Bazan 1 3 16

Arakawa

Kanai

Raposas

Johnson

Total