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1. The essential outcomes for an entire course or grade level. At each grade level, we’ve identified essential learning outcomes as sets of power standards. These are the crucial learnings we monitor and measure though our PLC work. Below are the essential for Grade 4 in Mathematics. The first chart is for teacher and parent use. The second is written in kidfriendly language and includes a selfassessment.
Grade 4 Math Power Standards Numbers and Operations
● Understand place value to the millions place and decimals to the hundredths place
● Order and find equivalent fractions and decimals (a/2, f/3, d/4, k/5, w/10)
● Automatic basic addition, subtraction and extension facts (50+40=90)
● Solve problems using three and four digit addition and subtraction with regrouping
● Demonstrate multiplication and division of facts 010 ● Students will be proficient in their understanding of
multiplication as repeated addition and division as repeated subtraction
Geometry and Measurement
● Be able to measure to the nearest ¼ inch and ½ cm ● Accurately measure angles (right, acute and obtuse) ● Find perimeter and area ● Identify, draw and describe point, intersecting & parallel,
rays, lines, line segments, right angles, circles and polygons
● Use scales on maps ● Use shape of bases and number of faces to
identify, compare or describe prisms, cylinders and spheres
Functions and Algebra
● Describe, create and extend numeric patterns to solve problems
● Determine equivalence between two expressions
Data, Statistics and Probability
● Read and interpret information from charts, tables, bar graphs, line graphs and line plots
● Correctly find the landmarks: range, median and mode ● Solve combination and permutation problems:
how many different ways can you combine these choices, how many different routes can you take home)
● Determine the probability of an event.
Grade 4 Math Power Standards: KidFriendly selfassessment
Name _______________________________________________
Skills I can do this on my own and explain how to do it.
I can do this on my own.
I can do this if I get help or look at
an example.
Numbers and Numerations
1. Understand place value to the millions place and decimals to the hundredths.
2. Order and find equivalent fractions and decimals.
Operations and Computation
3. Automatic addition, subtraction and extension facts.
4. Solve problems with 3 and 4 digit addition and subtraction with regrouping.
5. Do multiplication and division problems.
Data and Chance
6. Read and understand information from charts, tables, bar
graphs, line graphs and line plots.
7. Correctly find range, median and mode.
Measurement and Reference Frames
8. Measure to the nearest ¼ inch and ½ centimeter.
9. Accurately measure angles.
10. Find area and perimeter.
Geometry
11. Identify, draw and describe points, rays, lines, line segments, intersecting & parallel lines, right angles, circles and polygons.
Patterns, Functions and Algebra
12. Describe, create and extend numeric patterns to solve problems.
2. Team norms
First Grade Norms 1. There will be celebrations for
teachers in the form of food at the end of every intervention cycle.
2. Set agenda at beginning of meeting and assign roles
Third Grade PLC Norms ● Rotate meeting facilitator to keep
the meeting focused. ● State goals at the start of each
meeting. ● Practice being open‐minded to
3. Balance intervention cycles between reading and math
4. Create a structure for each intervention cycle that includes the following:
a. Pre‐assessment b. Data collection c. Data analysis d. Formation of student groups e. Collaborative planning f. Teach g. Repeat
5. Allow time for smooth transition to the work day.
6. Keep calm hug on! 7. Be more awesome than 4 th grade.
(There’s a reason why we are “first”)
new ideas. ● Focus on responsibilities of the
group while limiting side‐conversations.
● Call/text if you’re going to be late ● Share classroom strategies and
resources with non‐classroom teachers.
PLC’s create team norms at the beginning of each year. While they may have had solid working norms leftover from the previous year, we allocate time for norm development each year because it makes teams reexamine their practices and conduct and helps to integrate new team members into the culture.
3. Team SMART goal(s). Team Name: 4 th Grade Team Members: Becca, Lib, Celine, Mary Ann, Claudia Team Smart Goal : 80% of fourth graders will score 80% or higher on interpreting data and graphs to obtain landmark information (maximum, minimum, range, median, mode) and using mathematical language to define properties of geometric concepts Strategies and Responsibility · Celine will work with a group on advanced geometry concepts · Claudia will work with a small group on landmarks · Becca and Lib will split up the largest group to work on both landmarks and properties of geometric concepts · Mary Ann will work with a group of 6 on identifying the correct operation in addition and subtraction word problems · Strategies for teaching landmarks: teach kids the connection between a list of numbers (which they do well on) and a line plot or bar graph…create graphs from lists of numbers · Strategies for teaching geometry concepts: demonstrate how you can categorize polygons based on properties (practice)
Evidence of effectiveness Post Assessment (February 2, 2012) Time Line Begin Intervention Block: Tuesday, January 17, 2012 Post Assessment: Thursday, February 2, 2012
Team SMART Goal Worksheet
Team Name: Grade One
Team Members: Roxanne, Erin, Amy, Linda, Tracie, Ben Goal: At least 85% of first graders will score 100% on sight word list A (25/25) and 10/25 of sight word list B. This equates to grade level at the time of parent conferences (November)
Team SMART Goal
Strategies and Action Steps
Responsibility Timeline Evidence of Effectiveness
Our Goal: At least 85% of first graders will score 100% on sight word list A (25/25) and 10/25 of sight word list B. This equates to grade level at the time of parent conferences. Results 88% of students score 100% on sight word list A (25/25) and 10/25 of sight word list B. This equates to grade level at the time of parent conferences.
*Provide one-on-one or small group intervention for students that have a significant need or modified list and pace for sight words. *Identify a small number of common unknown words for each group (class) *Develop a plan for teaching and reviewing sight words in class through reading, finding (in games), writing, and making words (with magnetic letters). *Find activities to maintain and
The team will: *Plan for the needs of each group or one-on-one setting. *Continually reassess
Pre-assess September 16, 2015 Post Assessment October 30, 2015
Evidence will include: Sight word pre/post assessments Weekly notes from PLC meetings Sample activities
extend learning of sight words
Teams create a working document to log goals, teaching strategies, groupings, weekly notes and other pertinent information needed for the cycle.
MEETING NOTES: 9/23/15 Looked at sight word lists from grade 2 to see how last year’s students fared. We looked for patterns. Some students made mistakes using visually similar words. Others read words they learned in grade 1, but did not stretch their learning to new words. Many were able to read beyond grade level. A few read the words slowly and need support with speed. We used this information to look at our current first grade students. We discussed strategies for learning words and how to differentiate for students in the classroom. The new sight word list needs to replace the old and this means reworking homework. We will look for accuracy and speed on each list. Next week: Form groups and begin to talk about teaching strategies. 9/30/15 – Rainy Day PLC meeting. Time was short due to students arriving early. Group 1 Group 2 Consider Group #3 by breaking up Group #2 (Nicholas, Zhao Ren) Patrick 6, 1s Westley – 14, 1s Consider Allison for Jackson B. Cayla – 7, 1s Evan – 19, 1sp Consider two groups and Jackson B with Ben in class for familiarity Jackson B – 4. 1s Nicholas – 19, 1L Isaac – 8, 1L Zhao Ren – 19,1s Next week: Talk about group formation. Plan for start of Intervention Block. 10/14/15 – Discussed plans for group work, strategies for instruction and materials. Discussed individual students and their learning patterns. Brainstormed a group of accelerated students for extension work. Extension Students Serrecchia – Nolan, Jackson L., Henry, Santino, Simon Lane – Tessa, Jackson H, Brenna, Thayer Spivack Lukas, Isabella, Austin, Brendan, Olivia (?) Roxanne will take extension group, Erin will take typical kids from 1Serr and 1L, Amy will keep her typical kids. (This starts Monday) Meantime: Tracie will run a small group in Amy’s room. Ben will work with Cayla & Jackson B. in Roxanne’s room. Linda will take a small group in her room. 10/28/15 Results: 88% of students met the goal
4. A pacing guide.
Pacing guides take different forms at New Franklin. However, every team has an understanding of how their grade level cycles will pan out over the course of the school year.
5. A common formative assessment created by the team.
A fourth grade fraction assessment meant to cover a range of skills. This assessment allows team members to see clearly where the breakdown in understanding occurs and plan differentiated interventions based on individual student needs.
6. A protocol for analyzing evidence of student learning :
Data Driven Dialogue
(this may have come from a Dufours workshop way back)
Data Set:
Phase 1 Prediction ( 5 minutes : 2 minutes alone, 3 minutes discussing) I hope to learn… I’m expecting to see…
Phase 2 Observation ( 10 minutes : 3 minutes alone, 7 minutes discussing) State what you see without reaching conclusions or making recommendations. I notice that... I’m surprised that... Phase 3 Inference ( 10 minutes : 3 minutes alone, 7 minutes discussing) Look beyond the obvious for relationships, cause/effect and to make inferences related to student learning. I think the data tells us that… What the data doesn’t tell us is… Phase 4 Actions ( 10 minutes : 3 minutes alone, 7 minutes discussing) Try to identify connections between what is missing, what needs to change and what is working. Focus on practices to improve student learning. The first thing we need to do is… And after that we should certainly… Phase 5 Reflection ( 5 minutes : whole group) Possible prompts: – How did this protocol work for you? – What went well, what could be improved? – What new learning do you have? – What changed in your thinking? – What was reinforced?
Teams reflect after each cycle to determine what worked, what didn’t and ideas for future consideration. The reflections are academic but also structural and instructional. These reflections often drive successes in other interventions throughout the year.
.
7. A rubric clarifying the criteria a team uses in judging the quality of student work.
Teams use common rubrics as team members share the task of scoring intervention assessments.
This data collection document shows skills and standards assessed, individual test item numbers and a Beginning, Developing, Secure rating used by all team members.
Teams use Word Journeys assessments to gather data on student understanding of word study. We use the word study developmental stages, letter name, within word, syllable juncture, and derivational. In addition we have noexcuse words for each grade level. We use these benchmarks to mark progress and design interventions for word study.
8. Other tools or templates that have teams have found to be helpful in their collaborative work.
Students are asked to celebrate the collective learning of a grade level in different ways. Sometimes it is an opportunity to extend and share their learning...
...sometimes it is a visual pat on the back.
