Smithfield is Driven by Data!

Every six weeks, each grade level participates in “Whole Day Planning.” During their planning sessions, teachers analyze current data, creates plans for individual students, produces the next interim assessments to be given, and develops detailed lesson plans to ensure the students’ success on the assessments.

Below is a list of the documents provided from our last “Whole Day Planning” sessi ons :1. Whole Day Planning Agenda

2. Interim Assessment Analysis- Completed by a kindergarten teacher

3. Interim Assessment Analysis- Completed by a second grade teacher

4. Intensive Student Check-In- Teachers closely monitor all students who perform in the bottom 25% in the reading and math MAPs assessment. They discuss each student and make a plan for their success.

5. Plan for Providing Extra Support- Based on data, the teachers create plans for students to receive interventions in areas of concern.

6. Interim Assessment Example- All members of a grade level are involved in creating the next Interim Assessment. This is a key step as we plan with the end in mind.

Whole Day Planning Agenda Week of January 20th8:15-8:30 Go over agenda for the day, assign roles, and set goals8:30-9:00 Reading Data Analysis log into schoolnet

● Find reading data and complete analysis just for your class● Look at data as a whole grade level

● Complete Instructional plan for both whole class and small group instruction9:00-9:30 Math Data Analysis

● Find math data and complete analysis just for your class● Look at data as a whole grade level● Complete Instructional plan for both whole class and small group instruction

9:30-9:45 Upcoming Standards: Reading● Break down upcoming standards both math and literacy● Look at interim ● Take interim assessment

9:45-10:10 Upcoming Standards: Math● Break down upcoming standards both math and literacy● Look at interim ● Take interim assessment

10:15-10:45 Grouping students for tier 2 or 3 10:45-11:00 Look at pacing calendars

11:00-12:15 Weekly Plans Split into teams, one for literacy and one for math. Create weekly plans for the subject area and type into plans. Collect materials needed/copies, create exit tickets at least 2 a week in math. At least 1 a week in reading and 1 in phonics. Math: Dalton, Jackson, BradyReading and Writing: Outen, Hunter, Falls, Self

12:15-12:45 Lunch with other grade level to plan

12:45-1:30 Finish with math and reading

1:30-2:30 Science and Social StudiesBrady, Falls, Outen plan Social StudiesHunter, Jackson, Dalton plan Science

3:00-3:30 Go over next week’s plans and next steps

Intensive Student Check-In – 4th grade

Student Fall 2014 MAPRIT/Percentile

Winter 2014 MAPRIT/Percentile

Notes

Armin 165/1st 188/6th Great growth due to language

Dai-Lashawn 169/1st 190/8th Great growth – begin interventions after break

Mia G 178/2nd 184/3rd Begin interventions after break

Juliana B 185/8th 193/12th Great growth – begin interventions after break

Truth J 186/9th 191/9th Begin interventions after break

Elijah H 187/10th 195/15th Great growth – begin interventions after break

Brithany 190/15th 204/36th Wow! Has shown tremendous growth in the classroom setting, does she need to be in an intervention group?

Kevin E. 191/16th 188/6th Discuss progress with EC case manager, may need to adjust instruction

Christian L. 192/18th 200/26th Has shown good growth, does he need to be in an intervention group or stay in classroom?

Greyson H. 193/21st 205/39th Wow! Has shown tremendous growth in the classroom setting, does he need to be in an intervention group?

Emely 195/25th 222/84th Huge growth – no need for intervention

Danyell N/A 183/3rd New to Smithfield –begin interventions after break

Vyom N/A 183/3rd New to the country – ESL supported

Zamani 200/39th 191/9th Concerning – does she need intervention or was this score a fluke?

Noah B. 200/39th 197/19th Concerning – does he need intervention or was this score a fluke?

Second Grade and 1st Grade Plan for Providing Extra Support

Students are given consistent support with their reading with a research based program called LLI. These groups are flexible and are adjusted as students make growth.

Teachers work as a team to take accountability for all students not just students in their rooms. Our assistants are not assigned rooms because not all classrooms have the same need for support. Our assistants have been assigned grade levels and work as a team to meet the needs of all students.

1st Grade LLI1:20-2:00 Intervention Schedule

Group 1: Level A Group 2: Level C Group 2: Level D

Teacher: Poole Teacher: Monacell McGowan

Henry

Preston

Ryan

Alexander

Brandon

Melanie

Daniel

Cai

Thomas

Brandon

William

Emma

Emily

Zoey

Emiliano

Mrs. Sanders LLI10:20-11:00

Mrs. Sanders LLI9:30-10:15

Walsh support teachers with the greatest need

Addison- F- Miller Aniyra- E- Miller 9:35-9:55 BagleyEmanuel- F- Bagley Brittany- E- Bagley 10:00-10:20 MillerPalona- F- Gerringer Ian- E- Bagley MonacellLaiden- G- Gerringer Connor- E- Bleil 9:35-9:55 Bleil

Mariana- G- Gerringer Fredrick- C- Clark 10:00-10:20 ClarkPoole

9:30-9:50 Gerringer

Sample of an interim for kindergarten. First sheet student does not see; teacher fills out. The rest is complete by the students in small groups .

K.CC.11.Rote Counts to ______ by 1’s without skipping or repeating (goal is 70)

2. Rote Counts to ______ by 10’s without skipping or repeating (goal is 70)

K.CC.2 Notes:3. Start counting at 17 ______

4. Start counting at 28 ______

5. Start counting at 35 ______

K.NBT.1 Present student with 14 counters and the ten frame. Say: I have some counters. How many do you think there might be? Do you think they will fit on the ten frame? Use the ten frame to find out how many counters there are.

After the student has finished, ask:What did you find out? How do you know? Prompt, if needed: Did you have enough to fill the ten frame? How many did not fit on the ten frame? How many counters are there in all? Then, ask the student to write the total amount.

Repeat with 16 counters.

Highlight all or any that apply.

6. Determines the total amount correctly.7. Writes the total amount correctly.8. States that there are 10 counters on the ten frame and some (4, 6) leftover.___________________________________________K.MD.3Connecting cubes: 6 blue, 8 red, 6 green, 4 yellow

Show the student the collection of cubes. Say: I have a set of cubes. Sort these cubes by color.After the student has sorted the cubes by color, say: Count the number of cubes in each group. How many cubes do you have in each group? Do you have any groups that have the same amount?” Prompt if needed: “Which groups have the same amount?”

Highlight any that apply

Show each shape or shape card one at a time to the student. Ask the student to name the shape. (circle, square, rectangle, hexagon, cone, sphere)

Spread the shape cards and shapes out on a table. Place the empty bag on the table. Say, I have a bag and some shapes. I am going to give you some directions about where to place the different shapes around the bag.

Put the cone above the bag.Put the square beside the bag.Put the circle inside the bag.Put the rectangle behind the bag.Put the hexagon in front of the bag.Put the sphere below the bag.

Correctly names shapes.

12. Square

13. Circle

14. Rectangle

15. Cone

16. Sphere

17. Hexagon

Correctly identifies shapes:

18. Square

19. Circle

20. Rectangle

21. Cone

22. Sphere

23. Hexagon

9. Sorts the cubes by size consistently.10. Counts each group correctly.11. Identifies that the sets of blue and green cubes have the same amount.

Name __________________________ Date __________ Math Interim #2

30. How many more do you need to make a 10?

____________ more to make a 10

31. How many more do you need to add to make a 10?

_____________ more to make a 1032. Count on and draw to finish the set.

14

33. Count on and draw to finish the set.

9

34. What is the missing number? Circle the correct choice.

35. What is the missing number?

8 _____ 10

7 10 9

_____ 2 3 3 1 4

36. What is the missing number? Circle the correct choice.

_____ 1 2

4 0 3

37. What is the missing number? Circle the correct choice.

_____ 8 9

7 0 10

38. Listen to the directions. Put an x on the triangle. Color the hexagon blue. Color the cube orange.

39. Circle all the triangles. Put an x on the shapes that are not triangles.

40. Circle the number that is less.

4 8

41. Circle the number that is less.

6 7