adny.catapulttests.netadny.catapulttests.net/docs/FINALDATA_… · Web view · 2013-11-05This video may be accessed by going to . Once at the site, ... Teachers use “post it”

2013 ARCHDIOCESAN DATA DAYTEACHER PROTOCOL

1. Watch the video about the Standards Performance Reports created by Chris Baugh. This video may be accessed by going to http://adny.catapulttest.net . Once at the site, enter the school login and password. (20 to 30 minutes)

2. Access and analyze a copy of the Standards Performance Reports (“the wheel”), including the Distracter Analysis Report for your questions of greatest concern (specific standard, question #, distracters, total number of students who chose incorrect answer). What trends are you most concerned about based on your analysis? Use a copy of the interim assessment and/or blueprint to facilitate your analysis. (First, do this exercise for MATHEMATICS and then do it for ELA)

(30 minutes)

3. Complete the Wheel Analysis Report based on analysis of the Standards Performance Reports (“the wheel”). See ATTACHMENT 1. (15 minutes)

4. Participate in a group discussion about the three (3) strands of most concern to you that you listed on your Wheel Analysis Report. Teachers use “post it” notes to highlight these strands of weakness for their grades using the MATH and ELA Observation Charts along the walls. Use the FACILTATOR PROBING QUESTIONS to facilitate discussion. See ATTACHMENT 2A/2B. (45 to 60 minutes)

5. Complete the Teacher Action Plan Report. See ATTACHMENT 3A/3B. (30 minutes)

6. Contribute to creation of School Action Plans in ELA and MATH. See ATTACHMENT 4A/4B. (30 to 45 minutes)

7. Final group discussion related to assessments: Teachers should consider interim assessments, formative assessment, and other

assessments they have given in the past weeks and how these match up with the standards.

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(30 to 45 minutes) ATTACHMENT 1

WHEEL ANALYSIS REPORTLook at the item and distracter analysis reports for the three questions of greatest concern (three in ELA; three in MATH). Rank the

items your students missed most frequently from lowest to highest and complete the table below. • Self contained teachers should select three questions for math and three for ELA. • Departmental teachers should select three questions for each of the subjects they teach (in each grade

they teach)

Item Number Standard % of Student Responses StrandGrade/Subject:

1 EX: Q12 EX: Add and subtract fractions Ex: 31% EX: Operations &Algebraic Thinking

2

3

Grade/Subject:1

2

3


1

2

3


1

2

3

ATTACHMENT 2A Math Observation Charts- (Prepare one chart for each domain listed below)

ELA Observation Charts- (Prepare one chart for each anchor standard listed below)

Counting & Cardinality

Numbers & Operations in Base

Ten

Operations & Algebraic Thinking

Measurement & Data

Ratios & Proportional Relationships

The Number System

Expressions & Equations

Geometry

Reading: Foundational Skills

Reading: Literature

Language Reading: Informational Text

ATTACHMENT 2B FACILITATOR PROBING QUESTIONS

The following probing questions can be used during whole group discussions or with individual teachers during independent work periods:

Why is this data important? Why are we seeing these results? When looking at the data, what were the surprises? Why was it a surprise? If this data remains constant, what might be possible consequences for our students? What needs to happen next to impact this data? What are some possible actions that can be taken to address data implications? Is there anything you learned about your original instruction based on the results of the interim assessment? What can be done to extend the learning of the students who performed well on the interim assessment?

ATTACHMENT 3A

TEACHER ACTION PLAN-ELA

AREA OF WEAKNESS

STRATEGIES FOR IMPLEMENTATION

ATTACHMENT 3B TEACHER ACTION PLAN MATHEMATICS

AREA OF WEAKNESS


SAMPLE TEACHER ACTION PLAN

AREA OF WEAKNESS


Interpreting whole number quotients of

whole numbers

1. Use weekly “sprints” that assess students ability to divide whole number quotients of whole numbers2. Use “exit tickets” at end of lesson that contain 2 to 3 division problems that must be completed in 2 minutes

Solve one and two step word problems

In multiplication

1. Assign students to groups that must create 3 word problems each; students trade within their groups on a weekly basis.2. Review 4 step model for solving word problems.

ATTACHMENT 4A

SCHOOL ACTION PLAN-ELA

GRADE LEVEL

TEACHER STRATEGIES FOR IMPLEMENTATION BENCHMARKS OF PROGRESSHow will progress be monitored?

SAMPLE Mrs. Data

Grade 6

1. Create tiered menu options with DOK Level 1-4 questions.

2. Group students according to the skills they need to develop.

Review lesson plans for evidence of differentiated instruction

Focus classroom walkthroughs on teacher’s use of grouping strategies

Pre-K

K

1

GRADE LEVEL


2

3

4

5

6

GRADE LEVEL


6-Social Studies

6-Science

7

7-Social Studies

7-Science

GRADE LEVEL


8

8-Social Studies

8-Science

1Prepared for ADNY by

ATTACHMENT 4B

SCHOOL ACTION PLAN-MATHEMATICS

GRADE LEVEL


SAMPLE Mr. InstructionGrade 5

1. Add multiple choice questions to daily “Do Now”

2. Use whiteboards to have every student write down response to question.

3. Write questions in lesson plan to specific students who are struggling with a standard. Note their answers during class.

Review lesson plans for evidence of multiple choice questions in Do Now and student-specific questions.

Conduct instructional walkthroughs, looking to see if students are using whiteboards.

Meet with teacher biweekly to review student work samples.

Pre-K

K


GRADE LEVEL


1

2

3

4

5


GRADE LEVEL


6

7

8

Documents

adny.catapulttests.netadny.catapulttests.net/docs/FINALDATA_… · Web view · 2013-11-05This video may be accessed by going to . Once at the site, ... Teachers use “post it”