Data Meeting Written Form

Meeting name: Class Data Meeting

Date: December 2, 2015

Participants: Emily Freeman, Abby Johnson, and Abby Thurston

To complete prior to the meeting:
The goal of the meeting is to discuss our students in morning intervention.
These students have raised some concerns throughout the semester as well as
made great strides and progress. We are concerned with one student in particular
with the potentiality of dyslexia. The data shows that all 3 students are all over the
board. They are struggling with different skills and are on different reading levels.
This had made it difficult to help all 3 at the same time. We succeed in getting the
students to get along. Additionally, their attitudes towards school and reading went
from harshly negative to very positive which was a great thing to see. The biggest
challenges were managing 3 very different levels as well as 3 very different needs.
To be completed after the meeting:
PROPOSED SOLUTIONS
Prosed solutions include:
Changing our group so that we have students that are more closely related in
skill and ability
Increasing communication between our triad to increase consistency
Allowing for students to guide the time rather than outside assignments
ACTION PLAN
Our biggest goal for next semester is increased communication. We did not
communicate as much as we should have throughout this semester so the time was
spent completing our personal thoughts and assignments. We are planning on
weekly communication and streamlining our planning so that students receive
effective instruction every minute of our time.
REFLECTION
During the meeting, it was hard to explain the challenges we faced in a clear
way without crossing any lines. We answered questions as best as we could but it
was hard to explain how difficult it really was for us without sounding like we were
trying to point the finger somewhere else. We met our goal of discussing our 3
students and receiving advice on how to manage it all better next semester.

Notes from the meeting:

tudents
o

Tristen

Comprehension not present when asked to read

Spelling Test

Nadia

Love for reading

High reading level

Enjoyed assessments

Spelling assessments high

Comprehension with application

Christian

Low attendance

Frustration

Data Assessments

Behavior Tristen and Nadia fought

Spellings of words not phonetic

Impacted their achievement in the morning

Challenges

Time

Behavior

Solutions

Meeting with Triads

Reading Levels

Focus on Behavior

Success

Attitudes

How do we differentiate learning among students?

Self-guided

Different resources

How do you make the most of your time?

Challenges different instruction with three students in 10

minutes

Behavior

Repeated and targeted skills

Assessment

Has its place

Get information for starting place

Then choose skill to target

PBL

Adjusting to what happens

Am I going to continue to agitate students or do my

assignments?

Data seeing it as it is

We can get out of control with it.

Teaching requires patience and flexibility.

Social skills and behavior can be the focus.

Data is a number, not a child.

Tristen
Target Skill

Intervention/
Strategy Used

Observations/
data

Adjustments in
instruction

Target Skill: decoding

basic two-syllable
words; recognizing
patterns while reading
words

Interactive readingstapping syllables,

choral readings

When given an
elementary leveled
spelling test, student
only spelled 30% of
words correctly. Of the
ones missed, none
were spelled
phonetically...

We had to change our

instruction for everyone
else to teach down to
his level- would not
have been able to
function if teaching at
Christian or Nadias
levels

Nadia
Target Skill

Intervention/
Strategy Used

Observations/
data

Adjustments in
instruction

Reading
Comprehension Identifying key details

Interactive Readings choral readings

Nadia scored 80% of

her words correctly on
the spelling inventory.
She had a perfect
score on the Hearing
and Recording Sounds
Assessment. She
scored a 19 on the
Metalinguistic
Interview. She was
eager to learn and
showed a love for
reading.

In the future, she

needs more
challenging
instruction. We could
have taught her
reading
comprehension skills
on a much higher
level.

Christian
Target Skill

Intervention/ Strategy
Used

Observations/
data

Adjustments in
instruction

Reading fluently to
improve comprehension

Interactive Readings choral reading, echo

reading
Clapping to identify
word sounds

He scored 30% correct

on the elementary leveled
spelling test. Those that
he missed were normal
misspellings. He did not
have a positive attitude
when he came and was
not present most of the
time.

We could have
individualized his
learning with books on
topics that interest him.
It might have been
helpful to give him
incentives to come and
stay more engaged.