Data Meeting Franklin School A2 FALL 2014 Slides 1-7 should take 10 total minutes Kindra Clineff courtesy of Boston Collegiate Charter School

Data Meetings Steps Welcome and Overview of Data Cycle Read chosen standard (Recommended standards will be provided) Read items on selected standard and group the items based upon item type (procedural vs. conceptual) Item Analysis Action Planning Reflections and Closing

Recommended Standards Grade Recommended Standards 2 2.NBT.5, 2.MD.6 3 3.OA.1, 3.NBT.2 4 4.OA.2, 4.OA.3 Strongly recommended but not required These recommendations are based upon the following considerations: Major work of the grade Likely to have been taught prior to assessment Assessments have a balance of procedural and conceptual items on this standards There is almost always a PBA on this standard

It’s All About the Verbs Instructions: Underline all the verbs that are computation verbs Circle all the verbs that ask students to go beyond computation 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak." "For every vote candidate A received, candidate C received nearly three votes." It is a good idea to model this step with staff. You can model with the 6th grade standards or choose another grade. Facilitators should model this step and then ask teachers to do this for the standards they have chosen.

Underline all the verbs that are computation verbs Circle all the verbs that ask students to go beyond computation 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.

Data Meetings Steps Welcome and Overview of Data Cycle Read chosen standard (Recommended standards will be provided) Read items on selected standard and group the items based upon item type (procedural vs. conceptual) Item Analysis Action Planning Reflections and Closing Tim

Standard Level Item Analysis Identify all the questions (5, 8, 12, 16, 25) For given standard, write a P (procedural) or a C (conceptual) next to each of the items for a given standards Select one of the conceptual items on this standard to focus in on Facilitator should model this with one standard (could be 6NS3 or another standard) and then ask participants to do this step for the standard(s) they have chosen.

Data Meetings Steps Welcome and Overview of Data Cycle Read chosen standard (Recommended standards will be provided) Read items on selected standard and group the items based upon item type (procedural vs. conceptual) Item Analysis Action Planning Reflections and Closing Tim

Item Analysis Take a C (conceptual) item that is (selected response or PBA) and do the item analysis

Data Chart Orientation – Item Level Results What do students need to do to answer the question successfully? Where did students struggle with this item? Where were students successful? Notes about this 6th grade example: In this case, we are going straight to the PBA since this is the only questions that assesses the standard in a conceptual manner. If we had selected response items that addressed this standard in a conceptual manner, we would look at those items before the PBA. If working with a selected response item, SAY: Pause before looking at the answer choices and understand what students have to do to answer the question successfully. Also, what mistakes do you think that students may have made? Note: Do not steer people to the distractor guides even when they are focusing on Selected Response Items. . We want to avoid the guides, as several of the distractors are misleading or incorrect in the assumptions they make about students’ thinking.

Items for 4.OA.3 Tim

Data on Procedural Items Questions to consider: Is what we learn from the selected response consistent with what we learned from the PBA? How did my instruction on this standard prepare students for the procedural and conceptual demands of the standard? Tim -Talk with your teacher teams with about the answers to question 1 -For question 2, this is important to think about, but we will gloss over it for this demo since few teachers in the room would have taught this

Data Meetings Steps Welcome and Overview of Data Cycle Read chosen standard (Recommended standards will be provided) Read items on selected standard and group the items based upon item type (procedural vs. conceptual) Item Analysis Action Planning Reflections and Closing

Activity: Analyze the Data! Decide on a specific and targeted way to address student misunderstandings in the context of upcoming instruction. Considerations: Based on my students’ struggles, what objectives will I integrate into my upcoming plans? How will I adapt upcoming instruction to address students’ misconceptions?

Define Next Steps (Option #2) Say: Given the upcoming units for instruction, where are there natural places to re-visit areas where students struggled?

Highly Effective Tailored Instruction Plans Tailored Instruction Plans capture the modifications you will make to your upcoming lessons based on your learnings from the data. What When How Define key trends you see in the data in terms of where students in each group were most challenged. Describe/include a reassessment at the level of rigor (These can be formative assessments embedded into upcoming lessons.) Identify dates when this will happen based upon the Yearlong Instructional Plan. Build action into lesson-planning process (not a separate plan) Provide opportunity for student practice over time Incorporate instructional strategies that are different from what was initially used

Unit 3 Overview Plan This is a sample of what teachers might complete. This replaces the old “action planning template”. This is Step 4 of the Unit Planning process.

Unit 3 Overview Plan This is a sample of three days worth of instruction.

Unit 3 Lesson 3 – Intentional Strategies to Revisit 1. Fluency Games 2. Calendar Math 3. Mental Math Flashbacks (reduce fractions) 4. Mental Math for Spiral Review (add and subtract decimals using composition or splitting) 5. Partner Reading – Guided Reading # 6 and # 7 6. My Favorite No (Practice 5.1 #10) Sample of how to revisit 6NS3 in the context upcoming instruction.

4th Grade - Unit 3 Unit Plan

Agenda Welcome and Overview of Data Cycle Passage and Item Analysis Action Planning Reflections and Closing

Reflections 1. What did you learn from your data? 2. What actions will you take in the classroom? 3. How and when will you measure the success of your action plan?