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” sessions:

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 20th

8:15-8:30 Go over agenda for the day, assign roles, and set goals

8:30-9:00 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 instruction

9:00-9:30 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, Brady

Reading 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 Studies

Brady, Falls, Outen plan Social Studies

Hunter, 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 MAP
RIT/Percentile / Winter 2014 MAP
RIT/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?
Mrs. Sanders LLI
10:20-11:00 / Mrs. Sanders LLI
9:30-10:15 / Walsh support teachers with the greatest need
Addison- F- Miller / Aniyra- E- Miller / 9:35-9:55 Bagley
Emanuel- F- Bagley / Brittany- E- Bagley / 10:00-10:20 Miller
Palona- F- Gerringer / Ian- E- Bagley / Monacell
Laiden- G- Gerringer / Connor- E- Bleil / 9:35-9:55 Bleil
Mariana- G- Gerringer / Fredrick- C- Clark / 10:00-10:20 Clark
Poole
9:30-9:50 Gerringer

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

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.1
1.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.3
Connecting 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
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. / 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

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 10
32. 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.
8 _____ 10
7 10 9 / 35. What is the missing number?
_____ 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