HOW MANY OF YOU FEEL LIKE THIS RIGHT NOW?

FRANKLIN DATA MEETING

NPS INTERIM 1
1. Celebrate wins in our data
2. Hone in on areas where youll take action,
based on student work
3. Prepare to take action: plan how and when
youll re-teach and the support you will need
DATA MEETING OBJECTIVES
AGENDA
1. Celebrations and Big Picture
2. Looking at Student Work Protocol
3. Tailored Instruction Plan & Work Time
4. Reflection form (Weebly)

CELEBRATIONS
Congratulations to the following students who are reading
at or above grade level:

Bella Castellanos
Justin Chalco-Morales
Stephanie Paladines
Marcus Stewart
Brice Valle
Kaira Vazquez
Geraldine Alvarado
Alani Carrasquillo
Christian Ceron
Maira Lopes

The data isnt our baby.
Assessment FOR
Teaching and Learning
Were looking at this data
to learn and improve.
GROWTH
Assessment OF
Teaching and Learning
GOTCHA
For evaluation only
Destructive competition
(whos better)
Can feel like judgment,
can feel unsafe
PURPOSE OF DATA
Non-evaluative
Healthy competition for
improvement
Helping others (teachers
and students)
Improving on weaknesses
Safe, supportive and
collaborative
Datas Purpose
Instead of
Challenging the test
Analytical but surface
Looking for causes
Confusion, overload
Changing teaching
practice and improving
student learning
Feeling inadequate
or distrustful
Question #3 is poorly worded.
Answer b is a trick answer.
The students made silly mistakes.
How can two questions establish mastery?
We dont teach it in this format.
This is too much!
How can I really use all of this?
Students do poorly on word problems, so
well do more word problems.
We need more reading.
The wrong answers show that students cant
tell the difference between a summary
and a theme.

I need to write lesson plans for re-teaching that
differentiate between the different needs of my
student groups.
SIX PHASES OF ADOPTING DATA-DRIVEN INSTRUCTION
Source: Using Test Score Data to Focus Instruction by Susan Trimble, Anne Gay,
and Jan Matthews in Middle School Journal, March 2005
9
Data Cycle
Plan from
Standards
Administer
Interim
Assessment
Conduct
Data
Meeting
Reflect on
Impact
Classroom
Instruction
Adapt
Instruction and
Re-Assess
Incorporate
Lessons
Learned
Internalize a
Data
Orientation
Teacher Actions
Identify
detailed,
objective
takeaways
from the data
Target
prioritized
skills / student
subgroups in
instruction to
increase
student
learning
AGENDA
1. Celebrations and Big Picture
2. Looking at Student Work Protocol
3. Tailored Instruction Plan & Work Time
4. Reflection form (Weebly)

LOOKING AT STUDENT
WORK: THREE-STACK
PROTOCOL - MATH
October 2014
LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 1: (Before the Meeting): COMPLETE THE
TASK AND STUDY THE RUBRIC

Do the task completely show all of your work and
think through possible strategies students might
use to complete the task.
Study the rubric read the rubric(s) for the task
focus on both the Mathematical Content
Standards and the Standards for Mathematical
Practices.

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 2: PREPARE FOR ANALYSIS OF
STUDENT WORK (5 minutes)
Determine work to share (20 pieces of work
total for whole group 3 to 5 from each
participant
Distribute student analysis chart Teachers
should have completed the Performance-
Based Assessment and studied the rubric(s)
BEFORE coming to the meeting.

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 3: TUNING (15 minutes)
Select one piece of work from your set to share. Label your
piece of student work with your number and create
corresponding labels on your student analysis sheet.
Decide individually how you would analyze the first piece of
student work. Record evidence based upon criteria and
into which stack you would place the work.
Stack C = evidence of meeting all criteria from the rubric(s)
Stack B = evidence of meeting most criteria from the rubric(s)
Stack A = evidence of meeting few of the criteria from the rubric(s)
Once each person has analyzed each piece of work
individually, come to group consensus on the stack
placement for each piece of student work.

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 4: FURTHER ANALYSIS OF STUDENT WORK (10
minutes)
Number other pieces of student work and create
corresponding labels on the student analysis sheet.
Decide individually how you would analyze the other pieces of
student work. Record evidence based upon criteria and
into which stack you would place the work.
Each participant should analyze each piece of student work
individually until all student work has been placed into
stacks. If there are disagreements on placement, come to a
consensus on the disputed student work.

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 5: REFLECT ON ANALYSIS OF STUDENT
WORK (10 minutes)
What does the student work indicate about the
effectiveness of the teaching? Do you see
evidence of your instructional strategies in the
student work? Focus on each stack separately
and record observations based on evidence.
What does the student work tell you about student
understanding of the standards? Focus on each
stack separately and record observations based
on evidence.

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 6: APPLY ANALYSIS TO UNIT PLANNING (10
minutes)
Based on the information about teaching strategies
and student understanding of the mathematics,
identify Topics to Revisit in the unit plan you are
currently teaching as well as future unit plans.
Note: Analysis of Student Work will be used in the
planning of all future units. It is recommended that
teachers keep analysis documents in a centralized
location (i.e. a binder).

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LOOKING AT STUDENT WORK:
THREE-STACK PROTOCOL
STEP 7: IF NECESSARY, REPEAT
STEPS 3-5 WITH NEW RUBRIC
(i.e. Rubric for Standards of
Mathematical Practice)

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AGENDA
1. Celebrations and Big Picture
2. Looking at Student Work Protocol
3. Tailored Instruction Planning and work time
4. Reflections and Closing

HIGHLY EFFECTIVE TAILORED PLANS
High quality plans are likely to produce among the most
effective lessons of the year.
When How What
Have a clear focus
related to the trends

Specifies which
students need re-
teaching (whole group
or a small group)
Identify dates when
this will happen

Embed into future
instruction


Provide opportunity for
student practice over
time
Incorporate
instructional strategies
that are different from
what was initially used
Describe/include a
reassessment at the
appropriate level of rigor

are specific.
Copyright 2010 The Achievement Network. All Rights Reserved
AGENDA
1. Celebrations and Big Picture
2. Looking at Student Work Protocol
3. Tailored Instruction Planning
4. Reflection form (Weebly)