Interim 2 Data Meeting Objective: Internalize how PARCC defines Common Core mastery and what high impact instructional strategies will help students meet PARCC demands

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection Tamoya 6. Create a Tailored Instruction Plan

Making it Actionable– Get to the Root Cause Read the Text, Prompt and Scoring Notes(20 minutes) Read through text and prompt Read Scoring Notes How does the task address the primary standard? What other standards and skills does the prompt address? What will you look for specifically in student work? (what evidence?) 15 minutes to read the

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan

Bucket the students Bucketing Students must address the prompt Based upon the standards and the prompt, place students into the three buckets: Bucketing Students must address the prompt Bucketing must be grounded in standards Meets or Exceeds Approaches Below

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan

Decision # 1: Identify the group of students and the group of standards. Identify the group (based upon the bucketing) you will focus on for your tailored instruction Review data, student work, and PCR prompt reveal standard or standards on which to focus with students. Tamoya Select a bucket Does not need to be the below group

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan

To what extent did students meet the expectations of the task? Student Groups To what extent did students meet the expectations of the task? Focus Areas What are the key trends you see in the data in terms of where students in each group were most challenged? Below Approaching Meets Exceeds Students: (Consider:) Fluency/Comprehension Key Ideas and Details Craft and Structure Int. of Knowledge/Ideas _______________ Standards Addressed:

Decision #2: Review Data and Refine Hypothesis. Considerations: Analyze the multiple choice items for the aligned reading standards. Confirm or refine your hypotheses from the writing sort. Refine conclusions about instructions and follow up action

Do the analysis of multiple choice items Tamoya This is the performance for Liliana Sanchez and Alexis Orellana, the two students in the “Meets” bucket Important to note: We are not isolating specific skills (eg: main idea) when looking at multiple choice data. We are looking at our PCR in concert with multiple choice data to make informed decisions about tailoring instruction.

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection Karen 6. Create a Tailored Instruction Plan

Decision #3: Identify Curriculum Connection Activity: Analyze the Data! Decision #3: Identify Curriculum Connection Considerations: Review your EL curriculum and identify upcoming lessons that could address most student needs. Where in the curriculum is this going to be addressed? What is the plan for that identified group when these lessons happen?

6 Steps for Data Analysis 1. Read text, prompt and scoring notes 2. Review and Bucket Student Responses 3. Identify Group of Students and Standards 4. Consult Multiple Choice Data 5. Identify Curriculum Connection 6. Create a Tailored Instruction Plan

Highly Effective Tailored Instruction Plans TIPs capture the modifications you will make to your instructional plans based on your learnings from the data. What When How Define key trends you see in the data in terms of where students in each group were most challenged Specify which students need re-teaching (whole group or a small group) Describe/include a reassessment at the level of rigor Identify dates when this will happen Build action into lesson-planning process (not a separate plan) Provide opportunity for student practice over time Incorporate instructional strategies that are different from what was initially used

Identify Trend and Develop Hypothesis on Standard Focus