Ringing in a Rockin' 2016! (3-5)
Clayton Elementary Professional Learning - January 4, 2016
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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
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
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
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
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.
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)
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.
Math Assessment Guides (Grades 3-5)
Review and discuss to build your own problems, mini lessons, strategy anchor charts, etc.