Michelle Lawless

Julia Sansom
Emily Eustace
Data Meeting Report
1. What was the intended goal of this meeting? What are some
observations we have made regarding our students?
The intended goal of this meeting was to review each individual
student's improvement throughout the semester and find strategies
and resources that will enhance their learning even more.
Tyler: We noticed that Tyler enjoyed reading especially Sci-fi books, but
had hard time comprehending them. I heard him say several times
that he didn't like a book simply because he didn't understand what
was going on it.
Esmerelda: We noticed that Esmeralda was soft spoken during choral
readings but appeared to be able to read the words proficiently.
Elizabeth: We had a limited opportunity to work with Elizabeth because
she arrived to school near the end of morning intervention time.

2. What does the data show us?

The data shows us that these students have strong foundational skills
in fluency and vocabulary. They lack the necessary skills to properly
comprehend text though.
There is not any data collected on Elizabeth because she had low
attendance to morning intervention.
We have the most data available on Tyler, who excelled in all
assessments given except spelling. This student had trouble spelling
higher level words, but was able to successfully spell words more
appropriate for his age and grade.

3. What were some successes we saw while working with these students?

I saw the most success in my students when I began asking them to

bring in their own books instead of me choosing books for them. They
enjoyed working with me more and their attitude towards reading took
a huge shift when they go to choose their literature.
We saw the students progress when we gave them an opportunity to
practice specific literacy skills. For example, Tyler and Esmerelda did
very well when given the opportunity to complete a synonym and
antonym practice handout. They were very engaged and asked a lot of
great questions regarding vocabulary throughout!

4. How was student learning impacted?

Students were able to receive individualized instruction on Fluency and
Vocabulary.
Students were able to individually practice retelling using story maps,
which is what they are working on with the Trace morning intervention
team.

5. What areas did we see the students most improve in?

We saw more improvement in student attitudes towards reading than

in a specific skill. If we had just chosen one skill to assess, work on, and
then assess again, we would have been able to see more
improvement.

6. What were the challenges?

The main challenges we faced was the amount of time we had to work
with these students. Most days we only had 10 - 15 minutes to work
with them and usually it was only with one or two of our three
students. We were also unsure of what strategies to use with these
children because we weren't sure what their exact needs were.
7. What were the areas of highest need?
Over time, we discovered that our students needed help in
comprehension and synthesizing ideas. The students had a hard time
understanding how concepts in the book related to real world
situations.
8. How did the students do in comparison to the class data?(look at board in
workroom)
Our students attitudes towards reading from what we observed were
similar to the classroom data. All of our students enjoy reading as to
where 23 out of 27 students total enjoyed reading.

*The Garfield and Starring Me assessments are interest-based assessments.

The students score reflects their overall self-assessed attitude towards
reading.

*The Garfield and Starring Me assessments are interest-based assessments.

The students score reflects their overall self-assessed attitude towards
reading.

To be completed after the meeting:

Proposed Solutions:

What are some external factors that could have been impacting our
data?
Some external factors that could have impacted our data were the time
limitations we had with our students. We also were not able to collect any
data on one of our students because she always came late to morning
intervention.

2. What are some possible solutions for these challenges?

A possible solution for the time constraint would be to maybe let us pick them
up from the lunchroom when we can and take them to check in with their
teachers then get right to work.
It also may beneficial to be able to walk inside the classroom and help the children
get ready to go because I know some days I waited outside the classroom for 5-10
minutes because I did not want to disturb the teacher.

Action Plan
What are some successful strategies stated during the meeting?
Some successful strategies states during the meeting were when we allowed
the students to drive the lessons by choosing their own books. The students
were more excited about morning intervention when reading their chapter
books from their classroom instead of books we picked out for them. Another
strategy we plan to use is collaborating within our triad more. I think it would
have been helpful to create a plan for students at the beginning of the
semester and tweaked as we went along.
2. What is one strategy we will all work on next semester?
A strategy we plan to use is collaborating across our triad. Instead of us each
having our own unique assessment experiences with these students, we
could collaborate with our other members and to find one goal to focus on
every week
3. What is our goal for our team?
Our goal for our team is to impact the students attitudes towards reading in
a positive way.

Reflection
1. What went well during our meeting?
There were many things that went well during our meeting. I think we
connected well with the other groups in the room as well as made many good

points. We were able to easily explain our students and realized that things
that happened during our meetings with our students were very similar to
other groups and their students.
2. What was difficult?
It was difficult to present on a specific skill and show progress on that skill
because there were so many skills addressed during our time with our
students.
Reflection of ideas given by other triad:
One good ideas suggested by one group was to focus on one skill at a time
instead of trying to work with these kids on several different types of skills at
once. I think this is beneficial because we would be able to dive deeper into
one skill and maybe see progress in that one skill instead of skimming the
surface over several different skills.
Notes taken during the meeting:
Many groups noticed that when we allowed the students to choose
their own books, their attitudes increased positively towards reading.
Our group including several other groups noticed that the assessments
were a little inappropriate for the older students.
The assessments did not seem to tell us any valuable information
about the students and where they needed help.
We were able to influence the students in a positive way through the
things we did during morning intervention.
It seemed we all realized that there needed to be more collaboration
across the triad so the lessons flowed more smoothly with the
students.