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Third Grade F.A.S.T 1 Benchmark Data Presentation

Third Grade F.A.S.T 1 Benchmark Data Presentation. Presented by the Third Grade Team: Mrs. Butler, Mrs. Lewis, Ms. Daniel . 4 Lowest Indicators . Reading . Mathematics . 3.2.E.2.e (objective a)- Identify and describe symmetry

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Third Grade F.A.S.T 1 Benchmark Data Presentation

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  1. Third Grade F.A.S.T 1 Benchmark Data Presentation Presented by the Third Grade Team: Mrs. Butler, Mrs. Lewis, Ms. Daniel

  2. 4 Lowest Indicators Reading Mathematics 3.2.E.2.e (objective a)- Identify and describe symmetry 3.2.B.2.b (objective a) identify and describe cubes, rectangular prisms, and triangular prisms 3.6.A.1 (objective c) identify the place value of a digit in a whole number (2 lowest, different response) • 3.1.0.1b (Objective a)- Apply Phonics Skills • 3.2.A.2.a Identify and explain the contribution of text features to meaning (BCR) • 3.2.A.2.f- Identify and explain relationships between and among ideas such as compare/contrast, cause/effect, sequence, chronology • 3.A.3.a (Objective e) Identify and explain relationships between and among characters, setting, and events

  3. Subgroup Information Reading Mathematics African American-overall 66% (proficient) 2 basic, 8 proficient, 8 advanced ESOL-overall 60% proficient, 11 basic, 15 proficient, 13 advanced SPED- overall 40% basic, 5 basic, 2 proficient, 0 advanced Overall Group Performance: 63% Proficient • African American- overall 49% (basic) 12 students basic, 6 proficient, 2 advanced • ESOL-overall 51% (proficient) 17 basic, 16 proficient, 5 advanced • SPED- overall basic 42% basic 4 basic, 3 proficient, 0 advanced • Overall Group Performance: 51.69% Proficient

  4. Class Breakdown Reading Mathematics Basic- Section 31 Butler-3 Section 32 Lewis-3 Section 33 Daniel- 9 Proficient Section 31 Butler-8 Section 32 Lewis-7 Section 33 Daniel-10 Advanced- Section 31 Butler-10 Section 32 Lewis-11 Section 33 Daniel-4 • Basic- Section 31 Butler-11 Section 32 Lewis-4 Section 33 Daniel- 16 • Proficient- Section 31 Butler-7 Section 32 Lewis-14 Section 33 Daniel-6 • Advanced- Section 31 Butler-4 Section 32 Lewis-4 Section 33 Daniel-1

  5. Plan to Reach/Maintain AMO Reading Mathematics Continue what is working. Direct modeling to demonstrate test taking strategies Continue to utilize Center rotations to reteach skills Practice, practice, practice • Continue what is working. • Whole group and small group instruction. • Direct modeling to demonstrate test taking strategies • Continue to support students in “coding the text” • Read, Read, Read

  6. Assessing Indicators How did you assess the indicators you taught? Questioning Worksheets designed in testing format Homework Practice Small Group Support How will you assess after you re-teach? Questioning Worksheets designed in testing format Homework Practice Small Group Support

  7. Additional Support for SPED Special Education MSDE Guidelines Laurie Ravin, Special Education Instructional Specialist • Keep a log with signatures and dates of when you provided general education teachers, counselors and other service providers with all students IEPs. • Document when and how Progress Reports on the IEPs are provided to parents, student specific. • Keep either grade/attendance book or other service log of provision of your instructional services to students as well as work samples that evidence student performance on goals and objectives. Work samples may be from both resources and general education settings and should be annotated with accommodations and modifications that were provided.

  8. Looking Ahead… Increasing Parent/Student Involvement Resources and Professional Development School based opportunity to plan with grade level team (entire professional development day) per quarter School based opportunity to plan with content team (entire professional development day) per quarter • Continue Third Grade Monthly Newsletter as an informative resource for parents and students • Coffee and Tea with the Principal (parent involvement) classroom visits • Communication Notes in Journal • Increased homework opportunities to target weakest indicators • Classroom website

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