Common Assessment Data Review and Action Plan for Students not Mastering the Common Core Standards

UNIT ONE – Place Value # Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones % Standard 2 2.NBT.2 Count within 100; skip-count by 5s, 10s, and 100s % Standard 3 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form % Standard 4 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons % Standard 5 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or %

PLC Remediation/Enrichment Activities:  Go Math Series (Math Program aligned with CCSS)  Centers  Mini-lessons with skills  Bellringers with spiral review  Critical Vocabulary review  Peer tutoring groups  FLEX groups (Skills-based instruction)  Computer review with:  Ten Marks  Study Island

UNIT ONE – Place Value # Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. 9766% Standard 2 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons % Standard 3 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place % UNIT TWO – Addition and Subtraction Standard 1 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm % Standard 2 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 4127%

 Balanced Assessment Creation  Increased Variety of Math Strategies  Individualized targeted instruction during FLEX time  Targeted Bellringers for non-mastered standards  Spiraled homework  Small group instruction  Critical Vocabulary instruction  Enrichment activities on decomposition of numbers and exponents

# Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 3.OA.5 Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = = 56. (Distributive property.) 11474% Standard 2 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 9661% Standard 3 5.NBT.6 Find whole-number quotients of whole numbers with up to four- digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 7650% Standard 4 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. 8654% Standard 5 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8+7). Recognize that 3 x ( ) is three times as large as , without having to calculate the indicated sum of product. 7849%

 Use of Thoughtful Education strategies  Weekly spiral reviews  Formative Assessments with descriptive feedback  Use of IPAD apps to further content understanding  Focused instruction of mastery of multiplication facts – rewarding students for mastery  School-wide multiplication mastery bulletin board  Mastery teaching  Direct Instruction

# Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 8353% Standard 2 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 6640% Standard 3 3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. 8556%

 Critical vocabulary instruction  Weekly poetry instruction  Thoughtful Education strategies utilized (e.g. Compare/contrast elements of drama, prose, and poetry)  Spiral review with use of bell ringers  Use of Study Island and ThinkLink  Intentional short answer instruction-  Strong and weak models  Descriptive feedback  Small group instruction  Flexible grouping based on formative assessments  Spiraling assessing standards on common summative assessments to ensure continued mastery of standards

# Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). 2517% Standard 2 RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g.,Herculean). 3827% Standard 3 RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. 8157% Standard 4 RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 8157% Standard 5 RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text %

 Intentional grouping of students during FLEX time to focus instruction on individualized basis  Spiraled review  BellRingers to enforce non-mastered content  Small group instruction  Strategic critical vocabulary instruction  Use of Study Island and ThinkLink  Increased use of Thoughtful Education strategies to deepen content understanding.

# Students scoring 80% or higher % of Students scoring 80% or higher Standard 1 RL. 5.3 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 7652% Standard 2 RL. 5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text % Standard 3 L.5.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies % Standard % Standard 5 L5.1a Explain the function of conjunctions, propositions, and interjections in general and their function in particular sentences. 8961% Standard 6 RL.5.9 Compare and contrast stories in the same genre on their approaches to similar themes and topics. 7249%

 Reading REWARDS – focused reading instruction for struggling readers  Intentional use of higher level questioning techniques to improve thinking skills of students  Intentional grouping of students during FLEX time to focus instruction on individualized basis  Increased use of Thoughtful Education strategies  Strategic critical vocabulary instruction  Increased instruction of extended response and short answer  Strong and weak models  Descriptive feedback  Formatively assessing multiple times daily to streamline daily instruction