Transcript Data Talk Template for PE & Connections Teachers

Data Talks 2015-2016
P E a n d C o n n e c t i o n s v e rs i o n
P R E PA R E D BY
S ta t e yo u r n a m e
P l e a s e u p l o a d yo u r d a ta ta l k p r e s e n ta t i o n t o t h e T K E S p l a t fo r m w i t h i n 2 4 h o u rs o f
yo u r s c h e d u l e d p r e s e n ta t i o n .
Purpose Statement
The purpose of the Data Talk is to monitor the following:
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Implementation of the Instructional Cycle
Teachers are teaching the standards based on their curriculum
Teachers are assessing students for content mastery
Teachers are analyzing data to measure student growth and to inform instruction
Teachers are re-teaching specific skills based on student data
Teachers are effectively communicating student progress to both students and parents
Student Demographics
Teacher Name
Grade Levels
Q. Ward 2nd 9 weeks October 16- December 19
Total Number
Percent that passed your
Most recent assessment
7th grade period 1
7th grade period 2
8th grade period 3
8th grade period 4
6th grade period 5
6th grade period 6
Please provide evidence of the assessment and results. Please provide a copy of the assessment.
SLO or Assessment Data
Teacher Name
Grade Levels
7th grade period 1
7th grade period 2
8th grade period 3
8th grade period 4
6th grade period 5
6th grade period 6
1st 9 weeks August to present
Pre-SLO Data
Any teacher
Generated
Assessment
Post-SLO Data
9 week Failure
Rate
Standards taught Unit 1
Subject______
Please list the standard here
 TYPE YOUR STANDARD HERE For example 8.EE.A3
 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities….
 8.EE.A4
 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation
are used……
Data Analysis
The Students Struggled with
Please list the standard here
 My students struggled with standard 8.EE.A.3
 They could not remember which direction to move decimal when converting a large number to a small number and from a small
number to a large number
 They simply do not have an awareness of what is considered to be a very large number and what is considered to be a very large
number
 Therefore when converting to standard notation and scientific notation they simply were guessing when they were moving the
decimal
Interventions
Choose one of the subjects that you teach. If you have a resource
class, choose that subject.
Please provide evidence of a re-taught
standard/element (Lesson)
TYPE YOUR INFORMATION HERE. THE ITEMS BELOW are EXAMPLES
1. To assist the students in determining what is a small # and what is a large number I created a
lesson activity called big or small (please see the lesson plan)
2. The lesson required them to determine and explain why certain quantities were considered
to be large and while others were considered small
3. We borrowed microscopes from the science department and rulers from the math
department storage room.
4. Please read the lesson plan that that I have provided for you for details
5. After getting a hands-on concrete meaning of what is large and what is small we moved into
why moving a decimal in one direction makes the number small while moving it to another
direction makes it large
Please provide evidence of a re-taught
(Lesson) Activity
1. Graded student work with teacher commentary will be distributed and shared
2. Pictures from the lesson will be shown
Results of re-teaching
Grade Level
Assessment type
Results of remediating deficient
skill
7th grade Period 1
7th grade Period 2
8th grade Period 3
8th grade Period 4
6th grade Period 5
6th grade Period 6
Please note that each teacher is responsible for reporting his/her own data
Parent/Student
Communication
Please provide evidence of how you are
communicating student progress to parents
1. Deficiency Notices and plans of remediation
2. Phone log
3. Weekly web page communication platform
4. Conference logs
5. Remind 101
6. Bi-weekly student grade printouts are sent home
Please provide evidence of how you are
communicating progress to students
1. Student data talks (please see student data talk form)
2. Student goal setting
3. Student exit strategy (Please explain)