PD guide for Ed White 2014-2015
1. Know which cycle you are attending
2. Bring charged devices
3. Be on time
4. Participate and listen actively
Establish planning norms (for example)- look at assessment data (STAAR, LC, CBA, DNC, & BAS)
- Bring readiness TEKS
- Bring curriculum
- Create unit timelines
- Use template mapping
- Use “I can statement” to establish student outcome
Questions to drive planning:
- What do we wants students to learn? (goals)
- How will we know what students have learned? (strategy)
- How will we teach it? (strategy)
- What will we do when students do not learn or reach proficiency before expectations? (evidence)
- What will we grade, how will we provide feedback to S/P? (student data)
Establish data norms (drives instruction)- pull TEK data, look at readiness performance, decide what students & teachers need
Error analysis 3 steps-identify patterns, understand why, provide targeted instruction
Kindergarten – 2nd Grade Questions for Data Analysis
1. Look at data to get a sense of where your students are, is this an accurate snapshot of what you notice in class?
2. What do you notice students can do? What do you notice students are having difficulty with?
3. What other data or resources might you use to inform instructional decisions?
4. How might you differentiate to address the variety of levels of students?
5. As a result of studying your data, what students might you intentionally confer with and pull for guided math and enrichment?
6. Knowing all students need to show growth, what are the experiences you are considering?
7. What is a reasonable time frame to move students from _________ to _________? How will you monitor progress?
3rd – 5th Grade Questions for Data Analysis
1. Identify how your students did on the (R) standards.
2. Looking at the struggling areas, can the answer choices inform us of any misconceptions?
3. Analyze the questions…What made this question difficult? Have we taught this skill at the level of the TEKS?
4. What’s my small group? What material do I need? What scaffolds can I put in place to reteach? How will I extend/enrich and who needs it?
5. Look at individual student responses including their test booklet…
a. Do you notice any trends?
b. How do your anecdotal notes compare to the raw data?
c. How can the scaffolding document help you with intervention?
Reflection: Knowing what you know now, how will you address the gaps and adjust your instruction in the future?
Begin with sharing a strategy that has supported student success in each classroom.
****Teachers bring student performance data & charged Venues.****
- Each teacher will present one student. They will share strengths, concerns, and strategies tried.
- Teacher will listen only to suggestions given by their peers.
- Coaches will record thinking, paraphrase needs/suggestions and manage time.
- Teachers will commit to a learning goal for their at risk student.
- Teachers will have time to enter interventions into Laser Focus or research students in Laser Focus.