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Opportunity to work with students on skills that they need

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Differentiate lessons

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Sometimes the assessments are a confirmation of the weakness and strengths of a class and individual. It would help if we had time to go over the assessment and clear up misunderstandings. It provides me with an idea of what to move forward with and what we have mastered.

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We need to give opportunities for students to practice all genres of writing.

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We conduct data digs and analysis after each assessment. Would like to see us integrate that with Map data! We determine areas of high and low performing TEKS (skills) to plan for future lessons.

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I utilize the data to see where my students are at in regard to strengths and weaknesses, what I need to review with them (small group/intervention), and what I need to revisit (bell ringers/exit tickets).

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Discuss changes made to the assessments- would like to see us use the Amplify platform to conduct assessments. Maybe discuss the constructed responses.

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Staar like alignment

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Grammar applications

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None; I like how most lessons incorporate what was taught the day before.

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STAAR alignment

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The rigor of the assessments greatly benefit the honors students but I think students need more practice with the test questions or the verbage of the assessments.

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I can see what their weaknesses are and make sure I hit those skills on future lessons.

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It seems to be a catch up day. I would like to see more small group intentional intervention during these days. Also more hands on stations to support student learning.

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I use data to create seating groups and to spiral in TEKS that have not been mastered.

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How to use the data in Amplify.

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Should match the STAAR format and question types

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Grammar applications

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Exit tickets from amplify lessons, Map reports, CBAs and writing drive instruction for these days. I think they should align with the Amplify flex days and those activities should be utilized.

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The data is somewhat useful; however, it would be nice to have it more aligned with how they are assessed by the state.

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Station ideas and time to create them

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Amplify

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Time to reteach students and assist them with Revise & editing their ECR and SCR

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More grammar related instruction incorporated throughout the year (i.e., bell work)

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Focus TEKS based on the exit ticket and looking at which activities are needed for the students to succeed

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Teacher notes - how did it go, what was effective? …some way of collaborating across the district

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Data used to created leveled/mixed level student groups and track students' progression towards mastery.

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Focused instruction for students with same needs

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How does the lesson apply to the TEKS. I want to make sure I am teaching my TEKS to mastery rather than teaching to Amplify assessment so that students can tackle any text of complexity

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We analyze each test right after it’s taken by class period and holistically. We have discussion about which TEKS our students are struggling with and which they are doing well on and how those skills were taught. Data provided a foundation for differentiation - it should drive small groups, A&E days, and tier 1 instruction if reteach is necessary.

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I think we need more assessments that align to STAAR. I feel Amplify does not speak "STAAR language," and, therefore, we do not get true feedback until the spring with Mock.

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It's important for students to interact with assessments that match the rigor of grade level standards & STAAR. Assessments that assess TEKS highly tested on STAAR & options to assess different/more questions based on needs highlighted in students' data.

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Plans for differentiation and how to utilize the flex days.

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Amplify & Lead4ward

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Yes but we need more direction on the writing process or helping students build their writing stamina. We always focus on reading for long periods of time but what about the writing being a work in progress?

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More STAAR aligned

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Amplify, Map Learning Continuum Report, and STAAR reports and resources.

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8th grade, follow the order but perhaps skip Romeo and Juliet and bring in the Space Race collection at the end so 8th graders will have some research skills experience before high school

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Data analysis to determine areas of strengths and weaknesses and develop plans for enrichment and/or intervention

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Differentiation and TIME to implement the differentiation

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Annotation and the teaks are a priority for me during text reading/discussion

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I love the idea of TEKS-based stations with materials outside of Amplify to support our students.

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I start by looking at the test and then seeing what lessons are necessary and what skills are needed

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More detail on how to use the available Amplify resources on these days.

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The assessments help students prepare for STAAR and demonstrate the learning of the unit. They help the teachers understand what the needs are.

It would help if tests were more closely aligned with STAAR.

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Lesson objectives, TEKS, and exit ticket alignment. Also, time!

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Amplify platform. The anthology. Graphic organizers. Lead4ward strategies. I turn some of the Amplify lessons into CANVAS assignments too.

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Incorporating more grammar practice or other styles of writing. Maybe lean towards Writing from Beyond activities to help scaffold the writing process.

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Looking at the assessment and what TEKS need to be prioritized according to STAAR and Map Reading. This is where differentiation should be considered and planned for students.

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If we truly follow the integrity of the program, we should do it in the order it is written and explicitly activate students background knowledge or other grade levels. Pacing is important. We need to make sure students are writing about what they are reading daily.

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Unfortunately, these days feel more like catch-up days, especially for students with poor attendance. I would like to see a little more of a structured suggestion on how to use these days, do they do not become make up days.

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Amplify, Lead4ward

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Observation: It is rare that these days are used the way they're meant to be. Generally, these days end up being a catch up day.

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I would like to see the Do Now tied up with the Exit ticket in the sense that the Exit ticket is a revision of the Do now. That way they do not merely practice writing a thought/reflection/opinion, but they write with a sense of having to go back over it to make it better…then they will think like writers, and that daily practice will get them to write with the vision of self correction…and they will see progress as in a single class period, in a week, in 6 weeks. This would give me the opportunity to give individual feedback without the pressure of it being an essay.

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Start with looking at the test, then skills/TEKS

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Grammar skills and small group instruction ideas

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Grammar lessons

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A&E days usually allow teachers to re-visit or finish lessons. It also allows higher-achieving students to work independently on other skills while allowing the teacher to work with struggling students.

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Doing them in order would be good.

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Options so that activities can be chosen based on needs highlighted in students' data.

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Amplify and lead4ward

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Student feedback and assessments. I feel I need to individualize and adjust based on student success, especially with target skills.

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Tested TEKS and review the unit test.

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More grammar/editing/revising lessons

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Ideas for differentiation

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High priority TEKS based o on recent data and always include a writing station

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They should be kept in order. It also needs to be considered that certain lessons should be prioritized and others not so much so that we are slowing down and giving time to the important lessons.

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Students do not have the silent reading stamina built into their lessons. They need more silent, independent reading with focused objectives for their reading.

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Objective is usually TEK based on a highly tested TEK and the exit ticket and activity hopefully shows mastery of that skill.

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Amplify, Leadforward (TEKS frequency distribution & TEKS alignment doc), & STAAR writing rubric.

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I think the students had sufficient time to write when they had 4 or 5 days to create their ECR. I created planning pages for the different units that helped students stay focused on their tasks. They were basic outlines so the students could see the organization and could hop around to work on different paragraphs. It can be used next year when we try out the writing subunits in Amplify.

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Create/change to match STAAR format

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I use Amplify resources, outside resources (such as Khan Academy) and self-made resources based on student need.

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Suggestions for differentiation

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Identifying high leverage TEKS that are highly tested and students' data show students have not mastered those TEKS.

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Basic grammar skills

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There needed to be more time to focus on writing skills and development.

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Amplify and Lead4ward

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I agree, keep in order.

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Backwards design - look at the test and see what skills they need to know to be successful and then make sure the activities chosen align

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Foundational skills / mini lessons almost like writing workshop but the writing based on the reading. Peer revising and editing. Teacher writing conferences.

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I felt that they had enough opportunities to write for content purposes. However, I feel as if there wasn't enough time to work on grammar and mechanics.

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I look at our focus TEKS, exit ticket and STAAR connection to determine which activities will be most helpful with skill development

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Lesson objective and TEKs.

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The flex days need to be utilized according to amplify. There are grammar lessons that should be used for those A & E days and they should fall on the amplify flex days.

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Station ideas that are TEK based or ideas for small group interventions

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My students showed ability to put ideas into their own words but no ability to develop a thought. To learn this, I think the students need more purposeful daily practice, and for essays they need more time for me to give individual feedback and ann expectation to write a second or third draft.

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Please keep them in order

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More grammar lessons!

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Amplify

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Specific lessons we could use for targeting skills that students need to develop other than learning.com.

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TEK based station activities or time to revisit a particular TEK. I base the activities on student performance during lessons and exit tickets.

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I think the 6th grade unit needs to stay in the order amplify has it - it scaffolds skills

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lesson objective/ what will students be required to learn/master

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I like how the units are back in order to build on their complexities.

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How (in detail) Boost Reading & the online portal create individualized lessons for students to help build foundational writing skills.

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No, I think there needs to be more time added to focus on a writing skill.

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more explicit grammar instruction - bell work and station days

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Weekly focus skills with opportunities to scaffold and support skills.

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Yes, but I feel that student writing should be a little more focused and organized. Using the RACE strategy is a great start but students need explicit instruction for how an essay is developed step by step.