Reading Without Limits

Maddie Witter

Data Meetings

I try to meet about once a month with each staff member to look at reading data.  Below are different types of meetings I recommend.

Running Records Data Meeting 

  • After each running record cycle, schedule a running records data meeting with reading teachers on each grade level
  • Ask, “How did the running records go? How can we make it better for next time? How can I help?”
  • Sort data from lowest to highest on excel.
  • Ask, “What stood out?”
  • “Who are you concerned about?  Why?” (Make a list)
  • Create an action plan for each student .
  • Ask, “Are we moving the highest readers too fast?  What can we do to meet their needs? How can I help?”
  • Ask, “How can we celebrate their growth? How can we make it visible?”
  • What’s our goal for the students that we are concerned about by the next time we meet?

    Standardized Assessment Data Meeting

Reading Test Prep Tracking: Standardized Test Growth
5th Grade Reading: KIPP Infinity
STUDENT  Summer 1 Summer 2 September 1 September 2 September 3 October 1
Edisanya 40% 35% 55% 50% 40%  35%
Dion 65% 40% 70% 75% 70% 65%
Kimberly 60% 60% 65% 85% 85%  80%

In addition to running record data, ask teachers to bring their weekly standardized testing data to the data meeting (which you can hold simultaneously to the running record meeting or the following week).


  • What do you notice?
  • What do you predict?
  • What are your concerns?
  • How are you making their efforts visible?
  • What are your end of quarter % goal for each kid?
  • Are there any kids that you are concerned about? Do they overlap with the list from the running records?
  • What are your plans for the students who are on that list?

As a coach, the hardest part is staying on top of the action plans.  Be the note taker in the meetings, so during follow up conversations you can keep folks on top of their action plans.  In terms of action plans, prioritize:

  1. How do you plan on making their successes visible?
  2. Do we need to change the intervention groups? (Intervention groups should be changed according to the most recent data.)
  3. Individual student plans- make sure that they are getting the support they need on a consistent basis.  This support can include:
    1. For emergent readers: Additional guided reading, additional conferences
    2. For students not moving up: individualized goals, habits conference
    3. For students above-standards: Literature circles, book clubs, independent reading analysis conferences

So far, there have been a few things that we’ve discussed:

  1. Creating monthly data meetings for running records and test data
  2. Making student data visible
  3. Creating action items for “critical readers” and using one-on-one time to follow up in coaching meetingsTeacher creates conference log. 

Conference Log Meeting

Materials: Teacher brings conference log only.


  1. How are the conferences going?
  2. What do you want to keep doing?
  3. What hasn’t been working? Why?
  4. How are conferences going with your highest readers?
  5. How many minutes do you spend per conference?
  6. How can we help?
  7. Which 3 students do you want to focus on for the meeting?

Then, the teacher walks through three students that s/he need help with.  By coaching the teacher in the previous questions, you are pushing the teacher (and yourself) to not only focus on the lowest readers- who often get the most attention.

The teacher talks through her dilemma with each kid.  The coach isn’t there to give answers.  Instead, try to get more information by asking:

  1. How is the reader at reading aloud? Decoding? Comprehension? How do you know?
  2. What are the reader’s at home habits?
  3. What is the reader’s listening level?
  4. Describe the reader’s oral language.
  5. What are the reader’s homework habits?
  6. When is the last time you heard the reader read aloud?
  7. What’s the reader’s favorite book? Favorite thing to do?
  8. When does the reader get frustrated?

With the teacher, create end of the month goals (limit to three) for the reader.  These goals could look like:

  1. To read-aloud with 97% accuracy a level L book
  2. To pause at punctuation with 90% accuracy
  3. Using AR, to read 3 books at __ level and answer 90% comprehension questions with the book in front of you
  4. To write 4-5 sticky notes per chapter for the next 3 books you read
  5. When you get to a word on a page, to write it on a white board and chunk it at least 1 x per page
  6. To describe your day in one minute without speaking in run-ons
  7. To start your homework in school, by listening to a book on tape for 30 minutes
  8. To read three books from the Diary of Wimpy kid series

There are many ways to analyze data as a school. What’s important is to mix it up!


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