Data Team Worksheet

Data Team: Humanities Topic: Similarities and Differences Date of Meeting: 12-03-12

I. Data:
What data do we have to inform our instruction?
Data Team Member Names or Period # # Students Who Took Assessment # Students Proficient or Higher % Students Proficient or Higher # Students NonProficient # students likely to be proficient at the end of instruction Approaching # and names of students likely to be proficient at the end of Instruction Far Below # and names of students not likely to be proficient Intervention Group

59 Jovel

34

58%

25

10

12

McDonald

57

30

52%

27

12

12

85 Hochman

13

15%

72

38

Jose Sanchez Angel Leon Daniel Paz

Dyllan Diego Christian Cervantes

93 K. Favell

68

74%

24

(8) Louie Guzman, Shyikeir Harris, Oscar Mendoza, Jason Salazar, Johntae Williams,

(9) Christopher Illescas, Devon Tatum, Josue Miranda, Isaiah Hooks, Brandon

(7) Jalen Gary, Bryant Llamas, Huber White, Alberto Carrillo, Roberto Alfaro,

Emmanuel Gomez, LeQuan Muhammad, Jesus Alvarez

Vasquez, Dequan Hatter, Luis Velasco, Andrew Cossu, Carlos Rodriquez

David Vazquez, Isaias Alcala)

Stradley Starnes TOTALS:

33 77 404

2 21 168

6% 27% 42%

31 56 236

14 12

15 18

2 26 53

II. Data Analysis:

In examining real student work along with the data on the work, what are the strengths of the group, and what are the learning needs that will inform our instructional plan? Strengths
The skills and concepts listed below are what most students already know and can do. 2.

Obstacles/Challenges/Misconceptions
1. List the obstacles and challenges present in students work. Prioritize the order of the knowledge and skills that will be the focus of our plan. 3. Match your list with Curriculum Measurement Topics and Benchmarks.

1) students are able to compare superficial similarities or differences 2) graphic organizers are understood and completed with relative ease

1) students have difficulty in eliciting more abstract similarities and differences 2) students have difficulty articulating similarities and differences in written form 3) Difficulty understanding concepts is impeding ability to compare/contrast 4)

III. Set Goal(s):

Goal #1: The % of 183 students scoring at proficiency or higher in discerning and writing to describe similarities and differences will increase from 52% to 60% by Jan. 24th, 2013, as measured by teacher generated assessment, administered [on] no later than January 18th.

IV. Instructional Strategies:

What will we do so that our students will meet the goal(s) set in Step III? Effective Strategies Learning Environment Materials Time-Duration of Teaching of Specific Concepts /Skills Class period 1) Offer a variety of graphic 1) individual, 1) handouts Assessments; Assignments

organizers Intentionally selected to a particular skill task appropriate 2) Giving purpose for reading identifying limited points for comparison with challenge for identifying other points independently

groups

2) individual and groups

2) handouts, power points

3) whole group or mini groups

3) varied up to teacher

3) Socratic Circles (Q & A) 4) whole group or mini 4) Debates to establish and clarify points of comparison and including a Devils Advocate component. groups 5) individual 5) templates, models, graphic organizers 5) Outlining for comparison and contrasting purposes (most important to least important; timeline related) 6) individual, groups 6) varied On-going 4) varied up to teacher

6) assign mixed media alternate format projects (iMovie, poetry, lyrics, posters)

V. Indicators of Success: Is it working?

Describe the explicit behaviors you expect to see as a result of implementation of strategies. Will the identified strategies fit the needs?

1. Increased identification of abstract similarities and differences 2. ability to categorize points of comparison 3. ability to adapt material from graphic organizers to text 4.

Additional Meeting Minutes: