5th Grade CFIP Meeting

Swansfield Elementary
Week of March 3, 2016 and follow up March 24, 2016
CLASSROOM-FOCUSED IMPROVEMENT PROCESS UPDATE:
DATA SOURCES:
MAJOR MSC INDICATORS OR OBJECTIVES COVERED IN THE MOST RECENT ASSESSMENT:

Step 1: Identify the relevant assessments and define the terms used in the assessment
data reports (as needed).
A. What assessment data will be analyzing and what do the terms in the data report
mean?

An area and perimeter informal assessment

Includes concept and application problems
Multiplication will not be taken into account

B. What special characteristics about the assessments should we understand prior to

analyzing the data?

This is not a fifth grade skill, but they are expected to know it from previous grades.
GT has used it to practice problems.
OGL has not given direct instruction on area and perimeter
The word problems required multiple steps
While students are expected to multiply basic facts 1-10, they are not expected to fluently
multiply towards 12

Step 2: Identify the questions to answer in this data dialogue.

C. What questions about student achievement are we trying to answer through this data
analysis?

How much have students retained about area and perimeter from previous years?
Which students understand what area and perimeter is but cant do the math?
Which students need a complete reteaching of the skill?
Who is ready to move on to volume and who is not?
Is it that students dont know the concept or that they struggle with the application?
Who understands the concepts of area and perimeter but are confusing the two? Ie who is
struggling with the vocabulary?

Step 3: Identify the major patterns of students strengths and needs at the class level (if
possible, by using more than one data source).

MAJOR PATTERNS OF CLASS

STRENGTHS

MAJOR PATTERNS OF CLASS NEEDS

The most number of points were scored on Understanding the vocabulary of area and
question 1 (80). (Straight understanding of perimeter.
area)
Adding in missing values to perimeter
The least number of points were scored on concepts.

question 4 (45). (Given area, find

perimeter)
Students attempted to attack question 3,
and showed a basic understanding of
perimeter.

Ashton has a high need for concept of

perimeter.
Question 2: basic concept of rectangle
Question 3: basic understanding of square
Question 4: Students didnt always recognize
to divide by 48 and 12.

Step 4: Use the Reflection Guide to help identify the instructional factors that might have
contributed to the patterns of student weaknesses. Identify the steps that team
members will take to address the patterns of class-level weaknesses and determine
when and how re-assessment will occur.
F. What instructional factors might have contributed to the patterns of student performance on
these assessments?

Past instruction of area model needs to be connected to concept of area

Students who are in fifth grade right now did not receive common core instruction in grades 1

and 2
Students who are better readers
Students who are more visual learners vs. not
G. What steps will we take (such as scaffolding or re-teaching using a different strategy) to
address the patterns of class needs? How and when will re-assess to determine progress?

Work on taking two step problems

Paraphrasing question
Continuing to work on math facts- maybe fast facts
In Cindis class
Tuesday- read and re-read

 Wednesday- make a plan for their problem

Thursday- solve and check to make sure answer makes sense
Students who
excelled

In-Class Enrichments
to Implement

Students who need In-class Interventions

additional assistance to Implement

H. Who is ready for

enrichment and
more independent
work?

I. What in-class
enrichments will we
implement for these
students?
-add concept of
congruence in GT
-area of irregular
shapes
-missing side lengths
of irregular shapes

Who will need some

additional assistance
to become proficient
on the essential skills
and knowledge?

DiVenti
Dylan
Bruke
Samaya
Alexus
Fiona
Gretchen
Bijoux
Thomas
Jelani
Decon
Deanna
Sama
Audrey
Seamus
Mikey
Ali
Oliver

J. What assistance
and resources will we
need to implement the
enrichments?
K. Who will be
responsible for
implementing the
enrichments?
L. What data will we
use to determine the
success of the
enrichments?

DiVenti
-Amy
-Ben
-Nicole
-Vincent
-Meredith
-Sophie
-Brandon
-Tonny
-Melvin
-Noah
-Logan

Delano excelled on
the concepts,
struggled with word
problems.
Lukas
Skydaja
Jordan Beatty

O. What in-class
interventions will we
implement so that
these students will
attain proficiency on
the essential skills
and knowledge?
-combine basic facts
with area and
perimeter
-basic concepts of
P. What assistance
and resources will we
need to implement
the interventions?
-Mr. Woods is going
to be in Ms. Ashtons
classroom as he is
using for his edTPA
-Asking Kendra if
there are other
interventions that she
would recommend for
area and perimeter

Q. Who will be
responsible for
implementing the
N. Who will need the
interventions?
most additional
-Teachers, special ed
assistance to
support
become proficient on
the essential skills
R. What data will we
and knowledge?
use to determine the
-Delano
success of the

-Yahir

interventions?
Another assessment
with Q1 and Q2 being
the same but the
numbers used in Q3
and Q4 being 1-10
multiplication facts

CONTINUE WITH STEPS 5 AND 6 AFTER RE-TEACHING HAS OCCURRED (IF

NEEDED).

Step 5: After whole-class re-teaching (if necessary), name the students who excelled
and the students who still need additional assistance. Identify and implement in-class
enrichments and interventions for these students.
-Kristie, excelling students got the front right
-Sebastian
-Lukas
-Cindi, for her excelling in her class indicated that the front was completely done, and
the back was shown progress
-Leanne
-Omolade
-Jordan B.
-Aryannah
-Angelina
-Annes class
-Sarah
-Dashuun
-Nyla
-Delano
-Samuel
-Skydasia
-Brian
Step 6: Use the Reflection Guide to help identify and then implement one or two
improvements in future instruction. Plan for the next data analysis session.

S. Based on reflection on our past instruction and the current levels of student performance, as
shown by the data, what new instructional strategies will we use to increase the learning of all
students?
-Since students have shown understanding of the concept of area and perimeter, we need lots
of exposure to multi step word problems
-Focusing on What is the QUESTION asking?
-Celebrating perseverance

Students who still struggled:

Deleted due to privacy

U. What do the data not tell us? What questions remain about student achievement that we
need to answer? How will we attempt to answer these questions?
-The data doesnt say who was absent or who had behavioral problems
-It doesnt say who struggled with reading
V. What resources do we need from essential personnel? (Dr. Hickey, Maisha, Heather, Kendra,
Robin, other interventionists, SPED, etc.)
From Kendra we would like to know about some additional problems about word problems.
Since this is a skill that is not in the fifth grade curriculum, maybe some support in the grade that
has this curriculum.