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It would be helpful to have common planning time more often than once monthly.  I feel like we are doing a nice job of looking at data and reteaching, it is just often a struggle to find the time to squeeze it in.

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It would be helpful to have common planning time more often than once monthly.  I feel like we are doing a nice job of looking at data and reteaching, it is just often a struggle to find the time to squeeze it in.

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Data breakdown is nice to give us a direct focus.        ( spend instruction time this don't waste time on that). It's definitely meaningful, but it is time consuming, and with the curr. calendar/schedule, there isn't always time available to "reteach" specific areas of weakness/standards.

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I love the discussions about data. It is a very valid discussion about how to reteach. To teach it the same way we did the first time is the definition of insanity! Great point Sarah!  Once you get in the full swing of data analysis it goes pretty quickly in my experience.

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I like the notion of scripting out the reteaching into "tiny chunks of learning" to help with understanding that was missed the first time around.

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I understand it is important to analyze the data to figure out what students are not being successful with and why, I worry about finding the time to do this in such a manner as the video shows...

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I agree with some others about finding out why students selected the answers they did. I also agree that we need to share all ideas of how to reteach material. The video was a good way to see how much farther we can break down data.

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Ditto Jess' response. As a class we need to get them the correct answers- then group them based on getting them wrong - maybe teachers can team up and split the task to make videos for each standard students got wrong and the teacher can pull up those questions and reteach using the actual questions they got incorrect. The students can watch, and write a reflection analysis exit slip on the standard explaining what they did wrong/and what they learned from reviewing the concept via the clip. The teacher can then check the exit slips/chat with the groups and reiterate the rational the student missed the first time.

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I agree that looking beyond the standard is important.  I suspect there is a particular concept or wording that the students are unfamiliar with in commonly missed questions.  I would be interested in other ideas for reteaching/reviewing punctuating compound sentences.

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Since we are personalizing learning, I think we need to find more than one way to reteach certain skills. We are having students take ownership in this process, but sometimes we forget to provide more options for mastering a standard. In data meetings, we should look at how a skill was previously taught and try to come up with new ideas for reteaching. Sometimes we go back to the prior procedure for reteaching and this may not be the best course of action.

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I liked the discussion's break down of the steps the teacher needs to follow to teach something well. I think that's important when we talk about the data we're seeing. I also think it's important that re-teach and/or enrichment time be built into our curriculum map units (if it isn't already). Otherwise, our calendars typically get so scripted/crowded that there isn't time for this type of discussion and analysis to be effectively addressed with new lessons.

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I think the conversation from the video is a good reminder to look beyond the standard that each question is labelled with to see what particular idea or skill students are struggling with (punctuating compound sentences vs. grammar and mechanics).

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I think analyzing why students selected a common wrong answer would be beneficial to help us understand where they the breakdown in instruction is.

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Should we expand to an even more targeted approach-maybe break off in smaller teams (2-3 per team) to go over one or two specific questions and then reconvene?