Nps Interim I Data Meeting-Looking at Student Work Protocol

Data Meeting - 3
rd
and 4
th

Grade
Franklin School
NPS Interim Assessment 1
October 15, 2014

PARCC
A Study of PARCC Assessments and Items

3rd Grade Math Problem

Google Doc

2
Celebrations!
Thank you- I tried the quick assessment with the red, yellow,
green post its and it turned out great!!!! Thank you for
sharing such a simple yet effective idea.

Math Blog
http://franklinplc.weebly.com/math-blog/my-favorite-
no#comments

3
Teacher Actions
Internalize
a Data
Orientation
Challenging the test
Analytical but surface
Looking for causes
Confusion, overload
Changing teaching
practice and improving
student learning
Feeling inadequate
or distrustful
Question #3 is poorly worded.
Answer b is a trick answer.
The students made silly mistakes.
How can two questions establish mastery?
We dont teach it in this format.
This is too much!
How can I really use all of this?
Students do poorly on word problems, so
well do more word problems.
We need more reading.
The wrong answers show that students cant
tell the difference between a summary
and a theme.

I need to write lesson plans for re-teaching that
differentiate between the different needs of my
student groups.
SIX PHASES OF ADOPTING DATA-DRIVEN INSTRUCTION
Source: Using Test Score Data to Focus Instruction by Susan Trimble, Anne Gay,
and Jan Matthews in Middle School Journal, March 2005
Looking at Student Work:
Three-Stack Protocol - Math
October 2014
Three-Stack Protocol
STEP 1: (Before the Meeting): COMPLETE THE TASK
AND STUDY THE RUBRIC

Do the task completely show all of your work and think
through possible strategies students might use to
complete the task.
Study the rubric read the rubric(s) for the task focus on
both the Mathematical Content Standards and the
Standards for Mathematical Practices.

7
STEP 2: PREPARE FOR ANALYSIS OF STUDENT WORK
(5 minutes)
Determine work to share (20 pieces of work total for whole
group 3 to 5 from each participant
Distribute student analysis chart Teachers should have
completed the Performance-Based Assessment and
studied the rubric(s) BEFORE coming to the meeting.

8
STEP 3: TUNING (15 minutes)
Select one piece of work from your set to share. Label your piece
of student work with your number and create corresponding
labels on your student analysis sheet.
Decide individually how you would analyze the first piece of student
work. Record evidence based upon criteria and into which stack
you would place the work.
> Stack C = evidence of meeting all criteria from the rubric(s)
> Stack B = evidence of meeting most criteria from the rubric(s)
> Stack A = evidence of meeting few of the criteria from the rubric(s)
Once each person has analyzed each piece of work individually,
come to group consensus on the stack placement for each
piece of student work.

9
STEP 4: FURTHER ANALYSIS OF STUDENT WORK (10
minutes)
Number other pieces of student work and create
corresponding labels on the student analysis sheet.
Decide individually how you would analyze the other pieces
of student work. Record evidence based upon criteria and
into which stack you would place the work.
Each participant should analyze each piece of student work
individually until all student work has been placed into
stacks. If there are disagreements on placement, come to
a consensus on the disputed student work.

10
STEP 5: REFLECT ON ANALYSIS OF STUDENT WORK
(10 minutes)
What does the student work indicate about the effectiveness
of the teaching? Do you see evidence of your instructional
strategies in the student work? Focus on each stack
separately and record observations based on evidence.
What does the student work tell you about student
understanding of the standards? Focus on each stack
separately and record observations based on evidence.

11
12
STEP 6: APPLY ANALYSIS TO UNIT PLANNING (10
minutes)
Based on the information about teaching strategies and
student understanding of the mathematics, identify
Topics to Revisit in the unit plan you are currently
teaching as well as future unit plans.
> Note: Analysis of Student Work will be used in the
planning of all future units. It is recommended that
teachers keep analysis documents in a centralized
location (i.e. a binder).

13
STEP 7: IF NECESSARY, REPEAT STEPS 3-5 WITH NEW
RUBRIC (i.e. Rubric for Standards of Mathematical
Practice)

14

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