KWL

1. KWL • Principal: “Why are you here?” • Students: “To learn!” • Principal: “Who is in charge of your learning?” • Students: “I am!” • Data • We talk about data all the time. We give assessments and assignments. • What do you know about formative data? • What questions to you have about formative data?

2. Evaluation • How does establishing and practicing norms impact your learning? How can this learning transfer to your classroom?

3. Mining Formative Assessment Data Embedded Professional Learning Community September 19, 2013

4. Purpose • Annual Goal: Based on 2013 TCAP Reading assessment results, our goal is to increase the number of our Advanced and Proficient students and decrease the number of Unsatisfactory and Partially Proficient students on the Reading TCAP. • Yearly Cycle Goal: By May 2014, all students grades K-5 will demonstrate an annual learning gain in Reading, of at least one year and one-third as measured by spring MAP assessment. Students performing above grade level will maintain their scores due to teachers demonstrating proficiency in teaching reading comprehension strategies.

5. Refinement Data

6. EPLC Cycle I GoalYear 3 TAP School • By the end of the Rubric Review Cycle, career teachers will be planning for and include the descriptors from the specified indicators as measured by planning, coteaching and/or modeling with the master/mentor teacher.

7. Long Range Plan This week Next Week

8. Identified Need • To prepare career teachers to use data in their Individual Growth Plan (IGP). • It is part of our career teacher responsibilities: • Teacher is able to knowledgeably discuss class data • Teacher is able to knowledgeably discuss the characteristics of H/M/L students • Teacher uses some summative data to assess their students’ progress • Teacher regularly uses formative data to monitor all students’ progress (daily) • Teacher regularly uses formative data to plan instruction • It is a best practice for instruction and student learning!

9. Today’s Objective • By the end of this EPLC, all teachers will organize data to make “next step” decisions after mining daily formative data as measured by following up (planning, coteaching and/or modeling) with the master/mentor teachers.

10. Agenda • Evaluation: How does establishing and practicing norms impact your learning? How can this learning transfer to your classroom? • Need: To prepare career teachers to use data in their Individual Growth Plan (IGP). • New Learning: The master teacher will model how she collects and organizes data to determine student need. • Development: Career teachers will organize their formative data to determine student needs. • Application: Career teachers will initiate their learning by scheduling a follow up with their master mentor teacher to continue the process of collecting and organizing formative assessment data. • Evaluation: How did organizing your pre-assessment data help you help your students? How are your students benefiting from this new learning.

11. Criteria

12. Model • The master teacher will model how she collects organizes formative assessment data to determine student needs.

13. Mining Data Strategy Create your next lesson based on the data and what you need to see. How will you know your students can do it? Determine what your students need to know. Create your criteria for A, P, PP, U Quantitative and Qualitative data Standards Based on the previous day’s work. What do you need to see? Analyze your data

14. Today’s Objective • By the end of this EPLC, all teachers will organize data to make “next step” decisions after mining formative assessment data as measured by following up (planning, coteaching and/or modeling) with the master/mentor teachers.

15. Agenda • Evaluation: How does establishing and practicing norms impact your learning? How can this learning transfer to your classroom? • Need: To prepare career teachers to use data in their Individual Growth Plan (IGP). • New Learning: The master teacher will model how she organizes data to determine student need. • Development: Career teachers will organize their pre-assessment data to determine student needs. • Application: Career teachers will initiate their learning by scheduling a follow up with their master mentor teacher to continue the process of organizing pre-assessment data. • Evaluation: How did organizing your pre-assessment data help you help your students? How are your students benefiting from this new learning.

16. We Do • Organize the following data with your table group. • Establish criteria prior to grading the assessment. • Based on the data that you organized what is the quantitative and qualitative data telling you?

17. Criteria

18. Development • Talk within your table groups to clarify and process the new learning. • Use your criteria for the lesson you taught, organize your data, and determine some qualitative data.

19. Application and Evaluation Application Evaluation How did the new learning of organizing, and analyzing the quantitative to develop qualitative data help you to grow professionally and how did it help your students? • Schedule time with your master/mentor teachers to assist you in organizing, building criteria, and analyzing the quantitative and qualitative data. • This is a friendly reminder that if you still have questions concerning the new learning, we can address them during the follow up meeting.

20. Closure • Why is mining your student work critical? • Why is it helpful to have criteria prior to looking at student work?