M-DCPS Elementary English Language Arts Teacher Debriefing Protocol
Standard Analysis using Multiple Data Points
1. Examine i-Ready reports: “Instructional Grouping” and” Class Profile” and McGraw-Hill e-Assessment report: “Question Item Analysis Report”, “Class Proficiency”, and “Class Proficiency Chart” bi-weekly data.
2. Look closely for patterns of strengths and weaknesses.
Part I: Analyzing FSA and i-Ready Profiles to form Flexible Groups for Differentiated Instruction and Intervention Teachers will look at the FSA Levels first and then i-Ready profile designation to triangulate data. Utilize the chart below to add student names under each Profile and corresponding FSA Levels.FSA and i-Ready Profile Instructional Grouping Report
FSA Level / i-Ready Profile
Profile 1 / Profile 2 / Profile 3 / Profile 4 / Profile 5 / Total
Level 1
Level 2
Level 3
Level 4
Level 5
Total
Guiding Questions:
1. Does the FSA Level and Profile level align? If not, what would be the best placement for the student during Differentiated Instruction?
2. Are students in FSA Levels 1 and 2 enrolled in intervention?
3. Have the students been enrolled in any extended-day opportunity? (Before and/or after tutoring, Saturday School tutoring, etc.)
4. What enrichment opportunities will be provided to students that scored a level 4 or 5 in FSA and i-Ready?
Part II: Analyzing Standards-Based Mastery Data to Guide Instruction during Whole Group and/or Small Group Instruction
Analyze the following McGraw-Hill e-Assessment reports: “Question Item Analysis Report”, “Class Proficiency Report”, and “Class Proficiency Chart Report” and/or complete and review Bi-Weekly e-Assessment Data Tracking Sheets based on the assessments administered. Click below to access grade-level data trackers.
Guiding Questions:
· What patterns of strengths and weaknesses emerge from the reports?
· Which standard(s) and what skills should you address to move students to proficiency?
· How will you adjust instruction based on the reports?
Instructional Grouping Resources
The following reports should be used to form fluid groups for small group instruction: Instructional Grouping Report (i-Ready), Class Profile (i-Ready), Class Proficiency Report, and Class Proficiency Chart Report (McGraw-Hill). In addition to the aforementioned reports, myON Reader and teacher judgment should be discussed to ensure students receive targeted and prescriptive instruction.
Group I – Complete the sample grouping template provided below for group I and select the resources needed for this group. Update the grouping template after each Diagnostic Assessment. / Group II – Complete the sample grouping template provided below for group II and select the resources needed for this group. Update the grouping template after each Diagnostic Assessment. / Group III – Complete the sample grouping template provided below for group III and select the resources needed for this group. Update the grouping template after each Diagnostic Assessment.
· How will you monitor and measure results?
· What re-teaching opportunities are available to remediate deficient standard?
Additional support and resources needed:
Note: If most of the students did not meet proficiency for a particular standard, it is highly recommended that the standard be used as a re-teaching opportunity during whole group instruction.
Office of Academics and Transformation, 2016-2017
Office of Academics and Transformation, 2016-2017