Elementary - Data Driven Instruction
As an educator, I use data to drive my instruction and help students make siginificant gains in their education. This process takes many different forms, from using RTI in whole or small groups to raise student achievement, PBIS to enhance the classroom environment, and PLC's to review and evaluate core instruction. Here you will be able to view some of the processes I have used and the results. Although I am proficient with all subjects, teaching math and science is my strong suite. My students routinely score higher on the pre-test, following core instruction, and on the post-test following targeted intervention.
Grade-wide math interventionFor the past three years, we have incorporated formal small group interventions in our math instruction. Our administrator gave each grade-level team the option of doing in-class interventions or grade-wide. For two of those years, I led a grade-wide intervention that has proven very successful and has seen significant gains in student achievement in pre versus post-test results.
In the intervention planning sheets above, the first page shows how the students are placed into three groups based on their test scores after core instruction on the math topic. Their pre and post-test scores are listed. Each group made gains. The second sheet is separated into homeroom classes, with pre and post-test scores.
The first year we tried this process, the grade-wide average for this topic was 71% pre-test and 79% post-test. This year, we achieved 75% pre-test and 87% post-test scores, a gain of 13% and an increase of 8% over the initial year. My student's average gain was a 17% increase in test scores. |
Progress MonitoringI use weekly progress monitoring for students below CSD benchmarks or well-below CSD benchmarks. Reading fluency is assessed weekly and math probes are given monthly.
This year, my class composite includes one student who is completely self contained and one who is self contained with the exception of the 1 hour core math portion of the morning. Both students were expected to remain in the well-below categories for reading and math, yet the student with me for math core increased their MCOMP score.
I use several interventions to help all students increase their scores:
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