Interim 2 Data Meeting Objective Internalize how PARCC

Interim 2 Data Meeting Objective: Internalize how PARCC defines Common Core mastery and what high impact instructional strategies will help students meet PARCC demands

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 2

Making it Actionable– Get to the Root Cause Read the Text, Prompt and Scoring Notes(20 minutes) A. Read through text and prompt B. Read Scoring Notes • How does the task address the primary standard? • What other standards and skills does the prompt address? • What will you look for specifically in student work? (what evidence? ) Copyright © 2010 The Achievement Network. All Rights Reserved

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 4

Bucket the students Based upon the standards and the prompt, place students into the three buckets: Meets or Exceeds Approaches Below Bucketing – Students must address the prompt – Bucketing must be grounded in standards 5

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 6

Decision # 1: Identify the group of students and the group of standards. • Identify the group (based upon the bucketing) you will focus on for your tailored instruction • Review data, student work, and PCR prompt reveal standard or standards on which to focus with students.

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 8

Student Groups Focus Areas To what extent did students meet the expectations of the task? What are the key trends you see in the data in terms of where students in each group were most challenged? � Below � Approaching � Meets � Exceeds Students: (Consider: ) � Fluency/Comprehension � Key Ideas and Details � Craft and Structure � Int. of Knowledge/Ideas � ________ Standards Addressed: 9

Decision #2: Review Data and Refine Hypothesis. Considerations: • Analyze the multiple choice items for the aligned reading standards. • Confirm or refine your hypotheses from the writing sort.

Do the analysis of multiple choice items Important to note: We are not isolating specific skills (eg: main idea) when looking at multiple choice data. We are looking at our PCR in concert with multiple choice data to make informed decisions about tailoring instruction. 11

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 12

Activity: Analyze the Data! Decision #3: Identify Curriculum Connection Considerations: • Review your EL curriculum and identify upcoming lessons that could address most student needs. Ø Where in the curriculum is this going to be addressed? Ø What is the plan for that identified group when these lessons happen?

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan 14

Highly Effective Tailored Instruction Plans TIPs capture the modifications you will make to your instructional plans based on your learnings from the data. What • • • Define key trends you see in the data in terms of where students in each group were most challenged Specify which students need re-teaching (whole group or a small group) Describe/include a reassessment at the level of rigor When • • Identify dates when this will happen Build action into lessonplanning process (not a separate plan) How • • Copyright © 2010 The Achievement Network. All Rights Reserved Provide opportunity for student practice over time Incorporate instructional strategies that are different from what was initially used