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1. What is one takeaway your team has from today’s activity? 

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1. What is one takeaway your team has from today’s activity? 

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Breaking down the data of CFAs is key to proactive instruction prior to the summative.

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2. Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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2. Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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1. Share instructional strategies that have been successful

2. Discuss individual student progress and workshop how to help students solve technical challenges in PLC.

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3. How can we be more efficient in analyzing student data to respond to students’ needs?

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3. How can we be more efficient in analyzing student data to respond to students’ needs?

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1. Color code proficiency level

2. Break down data by learning target

3. Break down data by question

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What is one takeaway your team has from today’s activity? 

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What is one takeaway your team has from today’s activity? 

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We have done a lot of the ground work for implementing tier 1 instruction in our curriculum design - we have a very solid foundation to improve from!

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Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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Upon reflection, we think our next steps are to be more intentional about time for CFA's and data analysis. The plan is to look at each unit from first semester and decide the best timeline for each CFA we give. This would help ensure that we have the time and tools to get into the data and intervene or offer extensions where they are needed before the end of the unit.

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How can we be more efficient in analyzing student data to respond to student needs?

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How can we be more efficient in analyzing student data to respond to student needs?

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Shared data tracking sheets or documents would be helpful to make collection and analysis more effective and collaborative!

Also, using our instructional coaches as resources to help us keep our analysis focused on responding to student needs!

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Takeaway: Looking at an overall percent might be misleading. When you break it down by students, students who might not "meet" the standard might be really close to meeting which makes interventions way more manageable and less overwhelming if time is an issue in your course.

Next Step: Relook at our data spreadsheets. Are we organizing the data that is the most effective in determining where students are?

More Efficient: While also having our individual class data sheet, create a PLC one so as we grade, we can add students to a common sheet which then will make it easier to analyze if the data is already there to begin with instead of combining students after the fact.

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1. What is one takeaway your team has from today’s activity?

Importance of looking at what instructional practices that align with most students meeting proficiency

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Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1?

-Currently looking at ways to institute interventions and extensions for our next unit badminton depending on if students master the short and long serve or not.

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How can we be more efficient in analyzing student data to respond to students’ needs?

-This is tough. Having instructional coaches help is good. They could be supervising students doing a group activity while we work in smaller groups to check off student skills or differentiate instruction for some groups based on their level or proficiency.

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Total scores on a FA don't give you enough information on what skills each student is missing. Look at them by learning target.

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When making FA, make sure that the questions are organized by learning target and that we have points assigned to each so we know what proficient would be for each learning target

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Keep FA questions to a minimum. Maybe even only have 1 learning target per FA. Use PLC teams to help with interventions/extensions. For those kids that need help, designate one teacher's room 8th hour for the reteaching so that all teachers are not reteaching the same material.

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We like how our data protocol is currently set up and we want to continue to use it. We need to make sure we keep asking questions that we can use the data to guide our instruction.

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We would like to calculate the percentage of students that are proficient for each teacher so we can determine what each teacher is doing to help their students to be success.

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Takeaway: We feel like our course curriculum is in a good place. Our data collection protocols need to be ironed out with more clear and specific expectations.

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We would like to have shorter and more frequent check-ins throughout the unit.

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Next Step: Create protocols and expectations that we will use to collect and analyze the results of our assessments. Establish what score equates to proficiency for our assessments. Comparing teacher to teacher scores by learning target, which then will help us to better reflect on our instructional practices.

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Efficiency: Focus assessment by learning target. Keep number of questions on assessment to a minimum. Use a template for data collection that can be re-used.

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Takeaway: The data has to be usable and manageable in scope. We both feel like learning targets are a good way to categorize data.

Next step: We are continuing to refine our curriculums as we have both received more information from EICC this semester. Using our SLOs (student learning objectives) to collect data.

Efficiency: Collecting data through Google forms or digitally makes analyzing data easier. We can't really create CFAs, but are there social science skills we can both assess together.

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Organizing FA data by learning target provides more detailed feedback that will in-turn be more useful, particularly if there is an opportunity for reteaching and reassessment.

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We felt that there needed to be more context to what the data was representing. But, if we had more data or were part of those PLC's we would keep FA's smaller, more focused on a single or maybe two LT's so there isn't so much to break down. This is something that needs to be done regularly with a clear action plan in place on how to help students when discrepancies arise. Without time and structure analyzing student data isn't effective except to make changes for the next time the information is taught, and it needs to be in place to help the students now.

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1. What is one takeaway your team has from today's activity?

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1. What is one takeaway your team has from today's activity?

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Looking at data and breaking it down into chunks is a helpful way to analyze overall student progress and patterns.

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2. Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1?

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2. Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1?

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Since we all teach singleton classes, opportunities to share our ideas and practices don't evolve naturally, so we need to find opportunities where we are intentional about sharing successful strategies with each other. It is also important to establish some common Tier 1 practices to aid in our cohesiveness as a department.

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How can we be more efficient in analyzing student data to meet students' needs?

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How can we be more efficient in analyzing student data to meet students' needs?

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As business people, we love Excel. :) Collecting and/or inputting data into spreadsheets affords great opportunities for analysis.

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What is one takeaway your team has from today's activity?

We have already done a lot of work for implementing tier 1 instruction in our curriculum. We have had the same CFA and SA for years and can continue to improve with them but may want to start analyzing scores based on particular learning targets.

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Based on your current PLC experience, what is a possible next step for your PLC regarding Tier 1?

After reflection, we believe our next steps are to be more intentional with data analysis of the CFA. We know what mistakes students generally make in math, the data typically reminds us of them but we can continue to work towards student achievement through other interventions as well.

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How can we be more efficient in analyzing student data to respond to student needs?

Brian Gartner has helped us with data collection /analysis in the past, as a PLC we have used shared google sheets to track students that score below a particular percentage.

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Takeaway: How your data is organized makes a big difference on how effective your analysis will be. Also, it plays a vital role in making actionable decisions related to the construction of our tasks, alignment to proficiency scales, and next steps for intervention and extension.

Next Step: Organize our data spreadsheets more effectively by proficiency.

Efficiency: We can be more efficient by ensuring that we better plan our CFAs to allow appropriate time to meet as a PLC to analyze the data and still have time for intervention and extension.

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This activity made us feel confident in our practice and the Tier 1 instruction we are already implementing daily. We can always improve our practice but knowing we are on the right track is encouraging.

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Based on our current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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Based on our current PLC experience, what is a possible next step for your PLC regarding Tier 1? 

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Tier 1 next step: a focus on preventative strategies in our teaching practices (when we are planning units of study)

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How can we be more efficient in analyzing student data to respond to student needs?

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How can we be more efficient in analyzing student data to respond to student needs?

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Time provided to make the data collection and analysis meaningful. When giving a CFA, having a set time to analyze the data, intervene or provide extensions, and discuss teaching practices in a timely manner.