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In preparation for the school year she reviews the grade 4 writing targets using the Smarter Content Explorer.

She reviews her planned instructional unit focused on narrative writing and recognizes that there are a number of ways she can glean information about what students know and can do through brief writes.

After reviewing the formative strategies, she uses task models from the Smarter Content Explorer to write exit tickets to use throughout the unit.

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Look at the progressions to see where students fall on the performance progressions.
Explore the content playlist to see if they have an activity related to ratio tables
Create a few problems with easy numbers
and/or
Find an appropriate Focused IAB

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Go to Connections Playlist to find student progressions.
Review Come to the Table resource. Claim 1 Target A.
Look at Sample Items find potential barriers in understanding

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Review Smarter Content Explorer to identify grade level standards and plan formative assessments (exit ticket) etc. for instruction.
Review learning progressions to determine where students are in relation to the focused standard(s).
Explore/find the most appropriate IAB/Focused IAB to administer.

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-Review Content Explorer to study the target and standards. Look at Task Models.
-Find appropriate Focused or IAB.
-Begin to explore Connections Playlists for follow-up.

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-Use Smarter Content Explorer to study the target and standards releted to rations and proportions.
-Use the coherence map to see the connections to other standards
-Study student performance progression on ratios and proportions.
-Study Come to the Table Activity

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Review curriculum to assure that it wasn't missing Ratio Tables.

Check to see if an interim assessment has been given. Plan on getting a few data sources for supporting the observation.

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Give students a few problems and/or administer the IAB

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Analyze data gathered from the IAB
Select an activity from the Playlist that addresses students misconceptions

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Towards the end of her instructional unit she chooses to administer the Write and Revise Narratives Focused IAB remotely to help guide instructional next steps.

The assessment has two items that require hand-scoring.

She uses the training guide and reviews the hand-scoring training materials her state has provided before scoring her students responses.

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Use Come to the Table instructional resource.

Provide an IAB aligned to ratios.

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Teach/reteach identified lessons
Administer formative assessment (exit slip)
Administer IAB

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-Administer FIAB or IAB
-Use Formative Assessment Process/Strategies (Exit Tickets) during teaching to assess student learning, progress, etc.

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Administer Entrance Tickets - organize students into groups
Do Come to the Table Activity
Administer Exit Tickets

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Give an interim assessment for fractions.
Add formative assessments on ratio tables.
Search for a playlist on Tools for Teachers.

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Through the hand-scoring process, the teacher recognizes that many students appear to be struggling with one of the items focused on constructing endings.

The teacher reviews the overall results in the Reporting System – specifically the distractor analysis.

She finds that her student scored poorly on the organization items: specifically, many students are struggling with beginnings and endings.

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Collect student data from assignment and IAB.

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Review formative assessment data.
Review the IAB data/distractor analysis

Evaluate the progression to determine students' achievement in relation to progression,

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-Use data to look at results to determine prevailing student misconceptions across items, and attend to student strengths.
-Use the resources in the Content Explorer and appropriate Connections Playlist to devise a plan for action and intervention.

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Entrance tickets before lesson
Exit tickets at end of lesson
Observations while working with small groups

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After an interim is given, do an item analysis to see what skills are missing.
Search for a Connection or Playlist that will target the missing skills.

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To help inform instructional next steps the teacher reviews the Connections Playlist for the Grade 4 Write and Revise Narratives Focused IAB.

She reviews the playlist and identifies Beginnings and Endings as topics for additional instruction.

She makes plans to implement the playlist resources focused on those topics in the last few days of her instructional unit: To Read, Or Not To Read? Interesting Beginnings, and NOT Just "The End"- Better Narrative Endings.

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Reteach in a different way via activity/lesson from the playlist if available

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Go back to instructional resource to tackle the differentiated levels.

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Determine which students we need reteaching/instruction in a different way/differentiation
Use lessons available in Tools for Teachers

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Adjust Instruction: How can I teach this concept again in a different way so my students no longer maintain misconceptions? Connections Playlist. Differentiation, modifications, alternative strategies to connect with students and their methods of learning. Get into instructional resources. Pull in sample items to formatively assess student progress on concept, begin process again.

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Decide on next lesson based on exit tickets for both whole group and small groups
Use questions from IAB with AVA to practice with class and evaluate understanding
Decide to reteach or move on

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Teach the lesson that you found on Tools for Teachers.
Small Group instruction - break apart the skills based on differing abilities.

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