Ringing in a Rockin' 2016! (3-5)

Clayton Elementary Professional Learning - January 4, 2016

Grades 3-5

Follow Along at: https://www.smore.com/tfh6r

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Half-Time Look

Take a Look at the Spreadsheet included with this Link for MOY I Data:


https://drive.google.com/file/d/0B1NDj7ZYx4FCUnlhU3dVZXk1Uk0/view?usp=sharing


Consider the Following:


How are we doing in terms of student achievement at the minimum passing standard?

Across Subject Areas?

Across Grade Levels?


How are we doing in terms of students meeting the advanced level standards and Quartile I minimums from previous years?

Look across Subject Areas, Grade Levels, Students in proximity of the advanced standard.


This will serve as the basis for your team work and discussion. Dig further into student data across the grade level and between and within classes? Identifying trends, needs, strengths, and next steps will guide your instructional planning as a teacher and within your team.


ALL HANDS ON DECK REQUIRED. :)

Differentiated Professional Learning and Planning--Grades 3-5/ Grades 3-5 Report Access for Student Data

The following links provide ways for you to pull student and class item analysis reports. One is provided by the district, and another is my quick view. Choose the approach that works best for you. You may already have this report.


https://drive.google.com/file/d/0B1NDj7ZYx4FCVnFBeWp2ZW9SR0k/view?usp=sharing



https://drive.google.com/file/d/0B1NDj7ZYx4FCalVCZmo5NENqRzA/view?usp=sharing

Take a Look at Student Data and Booklets

1. What patterns or trends do you notice?


2. (a) Which test items were missed most often by the students in your class? Review those test items in the Benchmark test booklet or on the Benchmark Item Analysis Report (by selecting the item # on the screen)

(b) Why do you think so many students answered those items incorrectly?


3. (a) On which TEKS/SEs did your students perform well? Poorly?

(b) What could be the causal factors?



4. How did performance across the grade-level compare? Discuss the effective and/or perhaps ineffective instructional strategies that were used in different classrooms to achieve current results. What are the next steps to elevate student achievement at all levels--passing and advanced?

Data By Grade Level and Students--Descending, By Teacher, Etc. will Be Available Only Through Confidential Email

Check In your Email for Recent/Forthcoming Message

These are confidential data that should only be shared/used for your team comparison and planning purposes.


When Looking at the Students Across the Grade Level:


Where do we need to group and intervene within classes? Across classes? etc. for Intervention and/or Further Extension. Consider the Time Frame until STAAR Testing as well as the upcoming SEs and TEKS that students must master. What can be done during the day? Remember that after-school work can only be 1-2 hours a week and is approximately 12-14 additional hours of instruction for a 6-8 week period.

STAAR Testing Calendar and Intervention Discussion/Planning

Grade 4 will complete some of this for Math with Susan Smith at 9:00--in library

3rd will do the same and meet with Susan either after 1st break (10:20) or at 2:00 p.m.



March 29 STAAR 4th Writing

STAAR 5th Math--First Admin.

March 30 STAAR 5th Reading-First Admin.


** If any after school time is spent on the above, then 8 weeks from Jan. 25th-March 24th


May 9 STAAR 3rd and 4th Math

STAAR 5th Math Retest

May 10 STAAR 3rd and 4th Reading

STAAR 5th Reading Retest

May 11 STAAR 5th Science


**If after-school instruction occurs in any of these areas/subjects testing in May, then we would have 14 weeks if starting on January 25th


How do we want to proceed?

What is feasible?

Susan Smith will discuss some of this planning for math with 3rd and 4th Grades.

What can/do we do for other content areas? In class core and intervention? More needed?

What is feasible/reasonable? What is too soon? Too late?

Planning for next steps.

Look Backward and Look Forward for Planning

By subject, use the Data Analysis Worksheet provided or something comparable that you have created, etc. to break down your student needs for mini lessons, small groups, etc. This will affect core instruction, intervention, and extension. Consider, too, those students on the bubble for advanced.

Be prepared to share your plan with our leadership team so that we can best support you and our students.


Also, included below are Mid Year Suggested strategies for looking forward. As we have the reading and math tests later for 3rd and 4th grades, resist the suggestion to move into the "genre of testing" early (in ELA Reading). Nevertheless, you should be incorporating small doses of "Read to Learn" /passage type reading with your authentic text and learning/lessons in the coming weeks.

Science
Math
ELA-Reading
ELA-Writing


In addition to the mid-year strategies offered here. Take a look at the materials provided for short term revising and editing as well as a review on some key Empowering Writers strategies shared with Grades K-3 today (if time allows).


Study and plan accordingly together--especially when it comes to the reading and writing connection and using mentor texts with students for writing.

Math In-Depth Analysis (Grades 3-5)

Math instructors: (Grade 3 --all, Grade 4 and 5 --specific)


Pull your student item analysis report for this and take a look at the document provided. Crosswalk and discuss what kind of errors students made, why you believe that is the case, specific and/or overall challenges with a problem. How can we pool our best thinking and tools moving forward for future TEKS and SEs as well as those needing reteach, regrouping, etc.


The goal is to move the minimum standard needle and also the advanced needle with the most authentic math instruction and application we can provide.

3rd Grade Analysis
4th Grade Analysis
5th Grade Analysis

Math Assessment Guides (Grades 3-5)

Our district math specialists have provided some basic and simple math assessments for students moving forward. They are no more than 5 questions per module. Review these as possible, basic problem solving warm ups or quick assessments for your students. This paper and pencil assessment or any STAAR test like assessment would be used sparingly to supplement your daily problem solving/assessment, project based work, and overall math thinking.


Review and discuss to build your own problems, mini lessons, strategy anchor charts, etc.

3rd Grade
4th Grade
5th Grade
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