Heather Nolin

Date Attended

Number of students served

Reflection

10/7

This was the first meeting, so

I made sure that the students
were comfortable with
working with me. I gave them
the student interest
assessment. They had a
positive attitude and did not
mind taking the assessment.

10/21

I gave Amy the Names Test.

Since this was a test where I
could only assess one
student at a time, Elijah was
allowed to read a book. Amy
struggled with the test and
took all of the meeting time
taking it.

10/28

I read the book, The Day the

Crayons Quit by Drew
Daywalt. This was requested
by Elijah. We made the focus
reading with expression and
the children read a couple
sentences the way that they
believed the crayons would
have said it.

11/4

I redid part of the names test

with Amy and Elijah together.
This was so that Amy could
sound out the names, with
help, because Elijah received
a better score on the names
test.

11/18

I gave the students the Marie

Clay Assessment. Both of the
students did well on the test,
but Elijah seemed distracted
and did not get a perfect
score, like Amy. It seemed
like he did not put effort into
the assessment, when I
reviewed his work.

Data Meeting Written Form

Meeting name: Data Meeting in Triads for Morning Intervention Date: 12-2-15
Participants: Cara Griggs, Chelsea Bowden, and Heather Nolin
To complete prior to the meeting:
1. What was the intended goal of this meeting? (What are some
observations we have made regarding our students?
Goal of the meeting was to discuss our student data and rather or not the
assessments we gave helped the students to progress in their reading skills.
Observations on students:
Based off our attitude reading surveys and observations in
general we felt like Amy had a better attitude towards reading, and
was more reflective in her answers on the assessments. Elijah did not
enjoy the sessions as much as Amy and was easily distracted. Elijah
preferred books and reading material that he enjoyed (dinosaurs,
dragons, boy books etc.) He was not interested in reading materials
outside of those genres.
2. What does the data show us? Collect data and organize in a
chart form- This should be
separated by student- It is up to you to decide what the focus should be and the
focus will most likely be different for each student.
For the first student, Amy the data showed us that she struggled more with
phonics in reading and not so much with comprehension. For Elijah the data
shows us that he also needs more guidance with his phonic skills. *Please
view data chart below to see scored for each assessment given.
3. Any successes? How was student learning impacted? Identify
areas where the students were most improved. (Can also be behavior)
The students got perfect scores on the letter recognition test and concepts
about print. Therefore, they had success in these areas and do not need any
deeper instruction when it comes to these skills. Elijah had a bad attitude
about reading at the beginning, but when we let him read books that he
enjoyed he became much more engaged. However, both students struggled
with the Yopp-Singer Test, which focused on phonic skills.

4. What were the challenges? What are the areas of highest need?
This should be based on anecdotal records as well as data- You may
mention how your students stacked up based on the class data- Are there
common areas of need?.
One big challenge with morning intervention for our group and others,
we noticed was getting enough time with the students in the mornings.
We also had a problem with our students being easily distracted in the
Samford classroom. The assessments tended to be too tedious and the
students got annoyed with having to take so many
Charts for Student Data on Assessments:
Student
Name
Amy
Razio:
2nd Grade
Teacher:
Underwo
od

Target skill

AL R The
learner will
identify story
setting,
character,
problem/solut
ion, and
events in a
passage L 2.1

Intervention/str
ategy used

Observations/dat
a

Adjustment
s in
instruction

Assessments
given:

Score for Garfield:

Recreational
Reading---raw
score of 28

Work with
Amy more on
her phonic
skills,
because she
seemed to
struggle with
pronouncing
some sounds
in the YoppSinger
Assessment.

Garfield Reading
Attitude Survey
Student Interest
Survey
Letter Recognition
Concepts about
Print
Yopp-Singer test
Hearing and
Recording Sounds

Academic
Reading---raw
score of 30
Student Interest
Survey: Confident
about answers and
responded with a
positive attitude.
Concepts about
Print: Perfect score
of 13/13. This was
a very simple test
and Amy answered
each question with
no hesitation.
Letter Recognition:
Total points 52/52.
Very easy for Amy.
Yopp-Singer: 18
out of 22. Had
difficulty
pronouncing
letters separately

and put sounds

together that
shouldnt have
been together.
Hearing and
Recording Sounds:
Perfect Score: 37
out of 37; Was
slow to respond on
this, but did well.

Student
Name

Elijah
Jahadi
2

nd

grade

Tecaher:
Underwooo
d

Target skill

AL RL 2.1 The
learner will
identify story
setting,
character,
problem/solutio
n, and events
in a passage.

Intervention/stra
tegy used

Observations/
data

Assessments
given:

Score for
Garfield:
Recreating
Reading raw
score of 26

Garfield Reading
Attitude Survey
Student Interest
Survey
Letter Recognition
Concepts about
Print
Yopp-Singer test
Hearing and
Recording Sounds

Academic
Reading: raw
score of 26
Score for
Student Interest
Survey:
Positive attitude
towards reading
when it comes
to topics he is
interested in.
Score for Letter
Recognition:
52 out 52-

Adjustme
nts in
instructio
n

Suggest
providing
books for
him to
read that
he takes
an interest
in. He
struggles
with being
easily
distracted,
so maybe
it would
help
having him
pulled out
of
classroom
and placed

perfect score;
would
recommend
more
challenging
assessment in
the future.

in private
room.

Concepts about
Print:
13 out of 13; did
not struggle
with this at all
Yopp-Singer
test:
Scored a 17 out
22; had a hard
time getting
him to focus for
this test, he was
goofing off most
of the time.
Pronounced
letters together
incorrectly.
Hearing and
Recording
Sounds:
30 out of 37;
Had difficulty
with this

POST MEETING
o Reflect on what went well and what was difficult during
the meeting: how well did the team do based on agreed norms and
goals of the meeting?
o Type up notes collected on the form

o Reflect on the process as well as the strategies used and

what you would do differently the next time.
o Post completed form on Schoology

To be completed after the meeting:

PROPOSED SOLUTIONS
o

One triad member record ideas where everyone can see

them
o Brainstorm possible solutions for challenges- Any external
factors that are impacting data? Ask for input from the facilitator
o State each possible solution as a concrete, doable
intervention
ACTION PLAN
o Examine successful strategies from SHARING IDEAS and
ideas from PROPOSED SOLUTIONS
o Select one strategy that everyone will work on next
semester for each student
o Articulate a goal for the team
o Seek input/advice from facilitator
REFLECTION
o Note what went well and what was difficult during the
meeting: how well did the team do based on agreed norms and goals
of the meeting?
o Reflect on the ideas shared from the facilitators.
o Type up notes collected on the form