Data Meeting - 3 Reflection
We started the Data Meeting #3 with identifying and prioritizing student-learning and instructional gaps based on the Artifact Tracking Sheet we collected from last meeting:
LG
Poor in algebra solving skills;
Misused academic language while justifying reasoning;
Students don’t answer questions as it asked;
Misused formula;
IG
Differentiation is not fully developed.
Academic language use in instruction is not frequent or emphasized.
Less time for students to work on precise calculation (rounding decimals, units, and formula).
Next, we researched strategies that would address the learning and instruction gaps:
“Dynamically introduce academic language” (Finley, 2014). Repeated encounters with a word in various authentic contexts can help students internalize the definition.
Tiered assignments are designed to instruct students on essential skills that are provided at different levels of complexity, abstractness, and open-endedness. The curricular content and objective(s) are the same, but the process and/or product are varied according to the student’s level of readiness.
Use evidence based instruction: “One of the keys to helping students who are struggling, or not making consistent progress, is the use of a supplemental, evidenced-based intervention program to aid learning. The cycle from formative assessment to instruction enables the teacher to observe students’ responses to targeted interventions and to proceed with instruction supported by ongoing performance data (Fisher, 2016).”
After we discussed the instruction gaps and aligned them to the identified learning gaps, we articulated SMART goals:
The percentage of 9th grade students meeting or exceeding the standard in solving multistep algebra equations will increase by 40%.
Ate least 80% of the 9th grade students will score 2 or 3 on the grading rubric of numerical and academic language use proficiency.
The final task we did was to determine the evaluation metric. Like Venables said, “If we are trying to decide whether the goal set for students has been reached, some form of assessment of our students’ learning is the most logical way to do so”.
Choose one problem from each SLT Exit check.
Unit formative assessments
County RQAs
The strength and Weakness for the meeting:
We were able to dissect the data and discuss how we arrived to our conclusion. Although having different schedule, the group members worked tireless to conduct data meeting #3.Also, coming to a general consensus on what should be included in the presentation.
As usual the lack of time as well as the technical problems were also present during the communication process.
The next steps:
Ensure that students have achieved mastery for standards.
Ensure that students have gained mastery while using the vocabulary concepts associated with the assigned standards.
Reviewing groups assigned to complete tasks associated with the assigned standards.
Review the delivery of materials to students by teachers.
Review teaching strategies and methods delivered by teacher.
References
Finley, T. (2014, January 02). 8 Strategies for Teaching Academic Language. Retrieved March 21, 2017, from https://www.edutopia.org/blog/8-strategies-teaching-academic-language-todd-finley
Fisher, O. (2016, July 10). 8 Proven Ways to Help Close the Achievement Gap (EdSurge News). Retrieved March 21, 2017, from https://www.edsurge.com/news/2015-10-27-8-proven-ways-to-help-close-the-achievement-gap
Venables, D. R., (2014). How Teachers Can Turn Data into Action. ASCD: Alexandria, VA
