1. Clusters: September 11th

2. Ticket In Highlight Proficiency levels on ELA and Math Galileo
-Pink Minimally Proficient (MP)
-Yellow Partially Proficient (PP)
-Green Proficient (P)
-Blue Highly Proficient (HP)

3. Preview of Lesson Objective/Tap Connection
Teacher Knowledge of Students
-Analyze Galileo and DIBELS data
Grouping
-Analyze type of grouping
-My misconception (video)
How do I enhance student learning/ensure mastery for students who have gaps?
-Pinpointing grade level gaps
Closure and Reflection
-Ticket Out

4. Learning Target:
By the end of Clusters, teachers will be able to design differentiated instructional groups by analyzing student data AND create plan to enhance student learning.

5. TAP Connection Grouping Students
Instructional grouping arrangements (either whole class, small groups, pairs, individuals; hetero- or homogeneous ability) adequately enhance student understanding and learning efficiency
Teacher Knowledge of Students
Teacher sometimes provides differentiated instructional methods and content to ensure children have the opportunity to master what is being taught

6. Knowledge of Students
What do I know about my students and their learning?
Individually: Use Galileo Data to identify student understanding of ELA and Math

7. How did you group your students?
Instructional grouping arrangements (either whole class, small groups, pairs, individuals; hetero- or homogeneous ability) adequately enhance student understanding and learning efficiency

8. How does the owner group kittens?
Instructional grouping arrangements (either whole class, small groups, pairs, individuals; hetero- or homogeneous ability) adequately enhance student understanding and learning efficiency

9. My Misconception
Grouping isn’t just about putting students in small group, whole group, individual
Enhance student understanding and learning
Instructional grouping arrangements (either whole class, small groups, pairs, individuals; hetero- or homogeneous ability) adequately enhance student understanding and learning efficiency

10. Now that I know… Think back to Essential Standard of Fluency
*Does this grouping tell you specifically what standards/objective help students move to proficiency?
*Does this grouping tell you specifically what standards to teach to fill in gaps?

11. If there is gaps, then where do I start?
Group Discussion
What specific grade level is your minimally proficient students performing at?
DRA
Learning A-Z Benchmark
TAI
DIBELS Math

12. Enhance Student Learning
Using your MP group, find out what specific grade level students are reading fluently. Next week Cluster will be the gift of time for Math Night. The following week will look at Activities and Materials to enhance student learning at their level.

13. Homework
What specific grade level is your minimally proficient students working at?