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Conceptual and procedural gaps can both be addressed
- Here is an example of Conceptual and procedural gap that tie together

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-  Leverage the curriculum- What supports in the UbD can support the unpacking of the standards?
- Utilize the Scope and sequence to determine other units the standard will be taught
- Determine what the lesson/unit is addressing within the standard
- Leverage ICs, experts in the content
- Spar with K/S chart
- Continual practice- Getting messy with the process

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Yes- Keep it simple, get good at the process (2 teachers/same grade and content) Add complexity as the process is perfected (Vertical teams)
Vertical teams- strongly aligned standard is necessary.
Bambrick writes “the real magic is having them “spar” with another re-teach plan” and getting teachers to perfect the plan before they practice with students

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You are on the right track. The high examples will have few (if any) gaps because they align closely to what mastery of the TEKS looks like.

The high examples may drive something to add on to the K/S chart, and other ways to help reteach and understand the standard.

When determining the conceptual and procedural gaps- Look for patterns in the medium and low student responses. Identifying key procedural and conceptual misunderstandings help us move beyond what students got wrong and begin to answer why.

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Absolutely- use the space below to give more context around your campus specifics and we can brainstorm with you.

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- Individually plan the reteach over the same conceptual and procedural misunderstanding
- Spar and upgrade to create the best reteach script. Individually planning the reteach to spar and compare is so valuable. Teachers will have already articulated their ideas before sharing them with colleagues. Then you can focus on "What would you add?" to your reteach script.
- Practice the reteach scripts
- Scripts don't have to be exactly the same- drive back to the overarching outcome will this reteach help lead to mastery?

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- ELAR is more conceptual
- Leverage IC's, experts in the content
- Right now the focus is practicing to get become well versed in the process
- Drive back to the purpose or outcome (Will this work lead to mastering the standard)

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Setting up a system for creating teacher exemplars before the data meeting (and teaching the initial lesson) is beneficial. It helps us start with the end in mind and have a clear destination for what students need to know and how they'll show it.

The student exemplars come from the students who are at a high level of mastery of the formative assessment. It's best if a sampling of hi-medium-low student work is reviewed prior to the meeting so leaders can have a hypothesis of what the gap is to share with colleagues.

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Absolutely!
- Guided discourse and modeling are foundational reteach strategies and were unpacked with success criteria at the bottom of the one-pager with the purpose of delivering specific feedback based on the reteach strategy (Building capacity within teachers to perfect reteach models and the components within the models that make it successful)

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This excerpt is from Driven By Data 2.0

Yes! You can see more of the students thinking and thought process, and any underlying misconceptions. It is best to have a variety of question types.

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- Leverage IC/IF, experts in the content
- Spar with K/S chart
- Leverage the curriculum- What supports in the UbD can support the unpacking of the standards?
- Continual practice- Getting messy with the process
- Drive back to the purpose or outcome (Will this work lead to mastering the standard)

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Driven By Data 2.0 pg. 52- When leaders craft a script that includes all components of the Si, Ni, Di- the cognitive load shifts to focus on the work of getting students to mastery, not the process of the meeting.

Utilize the prompts in the Data Meeting One-Pager to get you started crafting a script.

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Driven By Data pgs. 143- 145
An exemplar script from a Leadership team meetings that helps share some of the 'why and how' within a data meeting.

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We had similar issues at first with ELA. We decided to break the open responses down and focus on the exact part where students struggled.

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We have found success by using the data to break down the exact component in which students struggle the most for these type of questions. You have to look at the questions to determine that specificity.

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We found that you can get creative  with the exemplars. Over time you'll be able to have your own exemplar library. This can be the most time consuming part for preparing, but also the most beneficial in the meeting. 

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We found that you can get creative  with the exemplars. Over time you'll be able to have your own exemplar library. This can be the most time consuming part for preparing, but also the most beneficial in the meeting. 

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We agree with the statement of being conceptual...Language Arts teachers could narrow in on the focused area within the TEK to create a more focused Know Show chart.

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We agree with the statement of being conceptual...Language Arts teachers could narrow in on the focused area within the TEK to create a more focused Know Show chart.

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There are advantages to having teachers converge and diverge because common assessments can also yield important data as to what method of instruction yielded the highest comprehension. However, the assessments need to be common in order to make a valid comparison. (clean data)

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There are advantages to having teachers converge and diverge because common assessments can also yield important data as to what method of instruction yielded the highest comprehension. However, the assessments need to be common in order to make a valid comparison. (clean data)

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We have tried to make Teacher Exemplars during our planning session when we write lesson cycles. We also use some of the student exemplars from COL. We are also building an exemplar library for next year.

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Scope &  sequence & the interim assessments are guiding each lesson then circle back where the needs are.....

Wordy math teks understood more concretely by looking at actual test questions for the actual AHA

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We find that unpacking the standards is perfect for a TEK with multiple components. We break down the standard by phrases and words to nail down the know and show. Break it down into smaller parts.

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The script holds us accountable to being prepared to properly lead the meeting. It's like a lesson plan for the meeting. The meeting is still collaborative, but it's more efficient when we are prepared.

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Frequent conversations with teachers about the importance of identifying Essential Standards and analyzing multiple data sources to be clear about them. This keeps the process moving forward amongst all the other things campuses are doing.