Geometry Data talk 9/8/10
Team: Bagel
Step 1: Develop Inquiry based Questions, Identify priority standard/skill and present data

PRE-TEST

Teachers' Names

Number of students who took assessment

Number of students proficient (70%) and higher

Percent of students proficient and higher

Number of students close to proficient

Percent of students close to proficient

Number of students with way to go

Percent of students with a way to go

Number of Students Far from proficient

Percent of students far away from proficient

Hall, Andy

25

1

4.00%

1

4.00%

4

16.00%

19

76.00%

McKay, Erica

#DIV/0!

#DIV/0!

#DIV/0!

#DIV/0!

Smith, Gina

26

0

0.00%

1

3.85%

1

3.85%

24

92.31%

Thompson, Bill

31

4

12.90%

8

25.81%

7

22.58%

12

38.71%

Trexler, Liz

22

1

4.55%

0

0.00%

2

9.09%

19

86.36%

Step 2: Analyze Data to Determine Root Causes

Performance Behaviors- what?\ 1. Did well at solving easy proportions 2. Okay with 1-step 3. Highly motivated

Inferences- why? 1. Seen these before 2. Used scale factors 3. We’re awesome teachers.

Obstacles (errors)- what? 1. Combining like terms 2. Couldn’t start solving proportions with expressions 3. Add/sub pos/neg numbers

Inferences- why? 1. Don’t know inverse operations 2. Lack of patience/focus 3. Lack of basic skills 4. Haven’t seen hard proportions 5. Lack of instruction to this point

Step: 3 Establish smart goal The percentage of Algebra students scoring proficient or higher in solving equations and proportions will increase from 5.7% to 80% by the end of September as measured by the pre-assessment/summative assessment administered on Oct. 1, 2010.
Step: 4 Select Common Teaching Strategies

Strategies for Solving Equations · Teachers will commit to drawing a line at the equal sign to clearly separate the 2 sides of the equal sign. o This will hopefully alleviate the errors of adding twice to the same side. · Teachers will require students to show all work and in a vertical alignment. o This will allow for teacher to easily find errors. · Teachers will commit to assigning students to solve equations daily. o Either in warm-up, classwork, or homework.
Step 5: Determine Results Indicators

If the teacher draws a line at the equal sign then the student will not add/subtract twice on the same side.

If the student shows their work vertically then the teacher and student can easily locate errors and misconceptions.

If the teacher assigns equation work daily the students will improve or maintain proficiency in solving equations.

Formative assessments: Daily work and quiz
Summative Assessment: Test over solving equations and proportions

Geometry Data Talk 9/1/10

Team Name: G2
Data Team Focus: Geometry problem approaches.
Standard:
Assessment Directions: Have students analyze the following picture. Students should (1) Identify related angles and (2) list the angle relationships and special properties that apply to them.
Assessment Prompt:
(picture will be inserted soon)
Rubric:
Four point scale 4 Advanced: Students will use appropriate geometric symbols (such as ) and algebra to set up equations in addition to proficient requirements. 3 Proficient: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle. 2 PP: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle with some omissions. 1U: Students are unable to identify which angles are related or what strategies to use. Or Students miss a substantial amount.

Timeline: Give to students prior to 9/8 and bring data to data talk.

Team KBagel
2nd data team exploration
Step 1:

Teachers' Names

Number of students who took assessment

Number of students proficient (70%) and higher

Percent of students proficient and higher

Number of students close to proficient (60-69%)

Percent of students close to proficient

Number of students with way to go (50-59%)

Percent of students with a way to go

Number of Students Far from proficient (0-49%)

Percent of students far away from proficient

Hall, Andy

21

11

52.38%

2

9.52%

3

14.29%

5

23.81%

McKay, Erica

#DIV/0!

#DIV/0!

#DIV/0!

#DIV/0!

Smith, Gina

105

1

0.95%

2

1.90%

1

0.95%

101

96.19%

Thompson, Bill

50

2

4.00%

0

0.00%

6

12.00%

42

84.00%

Trexler, Liz

25

10

40.00%

7

28.00%

3

12.00%

5

20.00%

Total

201

24

11.94%

11

5.47%

13

6.47%

153

76.12%

Step 2:

Performance Behaviors- what? 1. Students not attempting problems 2. Didn't care, not motivated

Inferences- why? 1. Lack of comprehension 2. Because math is not words

Obstacles (errors)- what? 1. lack of reading skills 2. Written word problems/math/work off before even attempting the problems 3. order matters with different operations

Inferences- why? 1. Lack of patience/focus 2. Lack of basic skills 3. Lack of instruction to this point

Step 3: All Algebra 1 students will move up 1.5 levels of proficiency in writing equations from sentence descriptions measured by the pre-assessment/summative assessment administered prior to December 3, 2010.

Step 4:

Teacher will commit to underlining key information and write the operation in symbol form above the word in the description.

Teachers will commit to defining variables and explaining when there is more than one variable.

Teachers will commit to using the 3 step Problem Solving Graphic organizer

9/8/10 Math Team G2 Data for Preassessment

Teacher

# of students

Advanced

Proficient

Partial Profic.

Unsatisfactory

Newberry(4)

16

1

3

9

3

Newberry(5)

22

0

1

9

12

Newberry(7)

24

0

0

5

19

Heath(1)

22

0

5

6

11

Heath(6)

22

0

5

7

10

Stewart( )

Stewart( )

Total

106

1

14

36

55

1%

13%

34%

52%

Root Causes
Performance Behaviors Why? 1. Not motivated Believe its unimportant 2. Just don’t understand Lack foundation 3. Lack of confidence Previous school failure 4. Highly motivated Goal oriented
Obstacles 1. Overfocus on the example
(too many vertical angles) 2. Avoid using new material Want to stick with what they know 3. Confusing to stay general Class overemphasis on solving

Smart Goal The percentage of Students scoring proficient or higher in the problem solving strategy will increase from 14% to 24% by the end of the quarter as measured by applying the strategy to the lines and transversal graphic administered on Monday Oct 4th.

Instructional Strategies 1. In class examples using estimation instead of directly solving. 2. In class and assignments of focusing on the steps and thought process instead of answer (more think aloud – ‘crime scene investigator’) 3. Take 5 (Read 3 times, predict answer with units, pick a strategy, find answer check prediction, communicate answer)

Determine Results Indicators

If teachers directly instruct and practice the 3-step pre-solving strategy, then students will complete the three steps on exit tickets..
If teachers provide exit tickets each day, then students will improve in their ability to articulate questions about problems before solving problems.

Data for 2nd Assessment

Teacher

# of students

Advanced

Proficient

Partial Profic.

Unsatisfactory

Newberry(4)

14

1

4

6

3

Newberry(5)

20

2

4

8

6

Newberry(7)

19

0

2

6

11

Heath(1)

22

0

9

7

6

Heath(6)

18

0

8

2

8

Stewart( )

Stewart( )

Total

93

3

27

29

34

3.2%

29%

31.2%

36.6%

Team Name: Bagel Data Team Focus: Solve simple linear equations (one, two, multi-steps, and proportions) Standard: Algebraic Structures (Standard 2) Directions: Solve each equation for the variable. SHOW ALL WORK (see attached) Prompt/Assessment: (see attached) Rubric: (no electronic copy; hand written copy will be available) Overall score (26 points total) One-Step (4 points total) Two-Steps (6 points total) Multi-Step (8 points total) Proportions (8 points) Timeline: assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010) Name Date _ Solving Equations Pre-Assessment

Solve each equation for the variable. PLEAE SHOW ALL WORK J 1. Answer: t =

2. Answer: r =

3. Answer: y =

4. Answer: t =

5. Answer: m =

6. Answer: x =

7. Answer: b =

8. Answer: n =

Team Name: Doughnut

Data Team Focus: Solving Absolute Value Inequalities Standard: to be labeled later Directions: solve the absolute value inequality in steps and justify the answers. Prompt: hand written copied off of the board Rubric: 4 point scale 4 – Advanced: Able to identify the type of absolute value inequality, sets it up and solves it correctly and graphs. 3 – Proficient: Able to accomplish three of the four criteria listed under advanced. 2 – Partially Proficient: Able to do two 1 – Unsatisfactory: Student shows no understanding of the concept. Timeline: assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010)

Identify the type of absolute value inequality (“and”/”or”) and then solve the inequality to graph the solution set.Math Team Doughnut 9/8

of Students

Advanced

Proficient

Partially Proficient

Unsatisfactory

Nickolai (1)

25

9

8

3

5

Nickolai (2)

23

8

6

4

5

Glaushauser (1)

22

10

3

7

2

Glaushauser (2)

22

3

11

6

2

Glaushauser (3)

26

13

4

3

7

Kantner

35

0

1

9

25

Total

153

43

33

32

46

Percentage

28

22

21

30

Successes

They will scribe the notes – all they know how to do

Drills – memorization

Self-Motivation – outside support

Ask Questions – they care to know why

Obstacles

Too focused on examples – rely too much on past experiences

Lack of Confidence – low skills/what they’ve internalized

Unmotivated – see above

Lack of Foundation – poor attendance

Lack of Concentration

Smart Goal

The percentage of Algebra II students scoring proficient or higher in solving equations will increase from 50% to 70% by the end of September as measured by common assessment Unit 1 Test on September 29th.

Instructional Strategies

· Include in warm-ups multi-step equations at least once a week.

· Use a basic skills sheet (basic operations, order of operations, etc) at least once a week in place of warm-ups.

· Revisiting skills when building bigger/new concepts.

· Spiral old material covering solving equations on future assessments. Result Indicators

If the teacher will model the step by step process of solving equations, then students will take notes and ask inquiry based questions.

If the teacher shows each step for each problem, then the students ill understand with more clarity.

If the teacher provides regular examples/exercises, then the students will increase in proficiency.

If the teacher uses guided notes, then the students can model and mimic the guided notes to improve proficiency.

Formative Assessment - Daily Warm-Ups

Summative Assessment - Unit Assessment

Formative Assessment – Exit Ticket

Solve the equation for y and graph it.

4x + 6y = 12

Scoring – 4 pts

4 pts = Advanced à Solve correctly and graph correctly

3 pts = Proficient à Equation solved correctly; graph incorrect

2 pts = Partially Proficient à cannot correctly complete solving; may or may not be able to graph

1 pt = Unsatisfactory à attempted problem

0 pt = No Evidence of comprehension à Did nothing

# of Students

Advanced

Proficient

Partially Proficient

Unsatisfactory

No Data

Glashauser(1)

21

8

5

3

3

2

Glashauser(2)

28

14

8

2

2

2

Glashauser(3)

25

3

1

6

10

5

Kantner

18

5

1

8

4

Total

92

30

15

19

19

9

Percentage

33

16

21

21

10

Geometry girls!!!!! Second round

Objective: Students will be proficient at using algebra to set-up and solve geometry problems involving Pythagorean Theorem and similarity.

Assessment:

3 Step Problems solving

Problem:

Define variable:

Set up algebraic equations:

Solve for the unknown:

Communicate your answer here:

Rubric:
Rubric for data team:

1 (u)

2 (pp)

3 (p)

4 (a)

Defined variables (no correct equation)

Defined variables, set up correct equation (did not solve correctly)

Defined variables, set up correct equation, solve correctly

Proficient + communicates answer in complete sentence with units.

Strategies:
Think Alouds
Consistency in format in reinforcing in modeling and in exit slips.

Algebra II - 2nd round

Objective - Students will be proficient at factoring quadratic equations to solve for the zero values of the equation.

Rubric - Score appropriately on the quiz given such that it can be assesed to a 4 point scale.

# of Students

No Data

Unsatisfactory

Partially Proficient

Proficient

Advanced

Glashauser

65

1

8

13

27

16

Kantner

74

29

10

14

5

16

Nickolai

58

15

3

7

17

16

Totals

197

45

21

34

49

48

Percents

23

11

17

25

24

Smart Goal - The percentage of Algebra II students scoring proficient or higher in solving quadratic equations by factoring will increase from 49% to 70% by the end of November as measured by common assessment Unit 3 Test.

Geometry girls!

Round Three, Intervention

1/27/11

After mining data, we are focusing on moving students from unsat-high to partially proficient. This data shows deficiency in standards 1 (number sense), 3(statistics) and 5(measurement) Our assessment measures % proficiency of benchmarks under these standards.

Smartgoal The percentage of geometry intervention students scoring proficient or higher in standards 1,3, and 5 will increase from 25.5% to 70% by friday, March 4, 2011 as measured by a comprehensive galileo assessment administered every friday. The students will improve the percentage of students proficient per benchmark according to : || || || pre-ass || goal ||

Team: Bagel

Step 1: Develop Inquiry based Questions, Identify priority standard/skill and present data

Step 2: Analyze Data to Determine Root Causes

1. Did well at solving easy proportions

2. Okay with 1-step

3. Highly motivated

1. Seen these before

2. Used scale factors

3. We’re awesome teachers.

1. Combining like terms

2. Couldn’t start solving proportions with expressions

3. Add/sub pos/neg numbers

1. Don’t know inverse operations

2. Lack of patience/focus

3. Lack of basic skills

4. Haven’t seen hard proportions

5. Lack of instruction to this point

Step: 3 Establish smart goal

The percentage of Algebra students scoring proficient or higher in solving equations and proportions will increase from 5.7% to 80% by the end of September as measured by the pre-assessment/summative assessment administered on Oct. 1, 2010.

Step: 4 Select Common Teaching Strategies

Strategies for Solving Equations· Teachers will commit to drawing a line at the equal sign to clearly separate the 2 sides of the equal sign.

o This will hopefully alleviate the errors of adding twice to the same side.

· Teachers will require students to show all work and in a vertical alignment.

o This will allow for teacher to easily find errors.

· Teachers will commit to assigning students to solve equations daily.

o Either in warm-up, classwork, or homework.

Step 5: Determine Results Indicators

Formative assessments: Daily work and quiz

Summative Assessment: Test over solving equations and proportions

Geometry Data Talk 9/1/10

Team Name: G2

Data Team Focus: Geometry problem approaches.

Standard:

Assessment Directions: Have students analyze the following picture. Students should (1) Identify related angles and (2) list the angle relationships and special properties that apply to them.

Assessment Prompt:

(picture will be inserted soon)

Rubric:

Four point scale

4 Advanced: Students will use appropriate geometric symbols (such as ) and algebra to set up equations in addition to proficient requirements.

3 Proficient: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle.

2 PP: Students can identify which angles are related and state the reason why or what strategy they would use to solve for a missing angle with some omissions.

1U: Students are unable to identify which angles are related or what strategies to use. Or Students miss a substantial amount.

Timeline: Give to students prior to 9/8 and bring data to data talk.

Team KBagel

2nd data team exploration

Step 1:

Hall, AndyMcKay, EricaSmith, GinaThompson, BillTrexler, LizTotal1. Students not attempting problems

2. Didn't care, not motivated

1. Lack of comprehension

2. Because math is not words

1. lack of reading skills

2. Written word problems/math/work off before even attempting the problems

3. order matters with different operations

1. Lack of patience/focus

2. Lack of basic skills

3. Lack of instruction to this point

All Algebra 1 students will move up 1.5 levels of proficiency in writing equations from sentence descriptions measured by the pre-assessment/summative assessment administered prior to December 3, 2010.

Step 4:

9/8/10 Math Team G2Data for PreassessmentRoot Causes

Performance Behaviors Why?

1. Not motivated Believe its unimportant

2. Just don’t understand Lack foundation

3. Lack of confidence Previous school failure

4. Highly motivated Goal oriented

Obstacles

1. Overfocus on the example

(too many vertical angles)

2. Avoid using new material Want to stick with what they know

3. Confusing to stay general Class overemphasis on solving

Smart GoalThe percentage ofStudentsscoring proficient or higher in theproblem solving strategywill increase from14%to24%by the end ofthe quarteras measured byapplying the strategy to the lines and transversal graphicadministered onMonday Oct 4th.Instructional Strategies

1. In class examples using estimation instead of directly solving.

2. In class and assignments of focusing on the steps and thought process instead of answer (more think aloud – ‘crime scene investigator’)

3. Take 5 (Read 3 times, predict answer with units, pick a strategy, find answer check prediction, communicate answer)

If teachers directly instruct and practice the 3-step pre-solving strategy, then students will complete the three steps on exit tickets..Determine Results IndicatorsIf teachers provide exit tickets each day, then students will improve in their ability to articulate questions about problems before solving problems.

Data for 2nd Assessment

Team Name:BagelData Team Focus:Solve simple linear equations (one, two, multi-steps, and proportions)Standard:Algebraic Structures (Standard 2)Directions:Solve each equation for the variable. SHOW ALL WORK(see attached)Prompt/Assessment:(see attached)Rubric:(no electronic copy; hand written copy will be available)Overall score (26 points total)

One-Step (4 points total)

Two-Steps (6 points total)

Multi-Step (8 points total)

Proportions (8 points)

Timeline: assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010)Name Date _

Solving Equations

Pre-AssessmentSolve each equation for the variable. PLEAE SHOW ALL WORK J

1.

Answer:

t =2.

Answer:

r =3.

Answer:

y =4.

Answer:

t =5.

Answer:

m =6.

Answer:

x =7.

Answer:

b =8.

Answer:

n =Team Name: Doughnut

Data Team Focus: Solving Absolute Value Inequalities

Standard: to be labeled later

Directions: solve the absolute value inequality in steps and justify the answers.

Prompt: hand written copied off of the board

Rubric: 4 point scale

4 – Advanced: Able to identify the type of absolute value inequality, sets it up and solves it correctly and graphs.

3 – Proficient: Able to accomplish three of the four criteria listed under advanced.

2 – Partially Proficient: Able to do two

1 – Unsatisfactory: Student shows no understanding of the concept.

Timeline: assessment must be given and data collected, ready for discussion at next team meeting (09/08/2010)

Identify the type of absolute value inequality (“and”/”or”) and then solve the inequality to graph the solution set.Math Team Doughnut 9/8

SuccessesThey will scribe the notes – all they know how to do

Drills – memorization

Self-Motivation – outside support

Ask Questions – they care to know why

ObstaclesToo focused on examples – rely too much on past experiences

Lack of Confidence – low skills/what they’ve internalized

Unmotivated – see above

Lack of Foundation – poor attendance

Lack of Concentration

Smart GoalThe percentage of

Algebra II studentsscoring proficient or higher insolving equationswill increase from50%to70%by the end ofSeptemberas measured by common assessmentUnit 1 TestonSeptember 29th.Instructional Strategies

· Include in warm-ups multi-step equations at least once a week.

· Use a basic skills sheet (basic operations, order of operations, etc) at least once a week in place of warm-ups.

· Revisiting skills when building bigger/new concepts.

· Spiral old material covering solving equations on future assessments.

Result IndicatorsIf the teacher will model the step by step process of solving equations, then students will take notes and ask inquiry based questions.

If the teacher shows each step for each problem, then the students ill understand with more clarity.

If the teacher provides regular examples/exercises, then the students will increase in proficiency.

If the teacher uses guided notes, then the students can model and mimic the guided notes to improve proficiency.

Formative Assessment - Daily Warm-Ups

Summative Assessment - Unit Assessment

Formative Assessment – Exit Ticket

Solve the equation for

yand graph it.4x + 6y = 12

Scoring – 4 pts

4 pts = Advanced à Solve correctly and graph correctly

3 pts = Proficient à Equation solved correctly; graph incorrect

2 pts = Partially Proficient à cannot correctly complete solving; may or may not be able to graph

1 pt = Unsatisfactory à attempted problem

0 pt = No Evidence of comprehension à Did nothing

# of StudentsAdvancedProficientPartially ProficientUnsatisfactoryNo DataGlashauser(1)2185332Glashauser(2)28148222Glashauser(3)25316105Kantner185184Total92301519199Percentage3316212110Geometry girls!!!!! Second round

Objective: Students will be proficient at using algebra to set-up and solve geometry problems involving Pythagorean Theorem and similarity.

Assessment:

Rubric for data team:

(no correct equation)

Think Alouds

Consistency in format in reinforcing in modeling and in exit slips.

Algebra II - 2nd round

Objective - Students will be proficient at factoring quadratic equations to solve for the zero values of the equation.

Rubric - Score appropriately on the quiz given such that it can be assesed to a 4 point scale.

# of StudentsNo DataUnsatisfactoryPartially ProficientProficientAdvancedTotalsPercentsSmart Goal -

The percentage of

Algebra II studentsscoring proficient or higher insolving quadratic equations by factoringwill increase from49%to70%by the end ofNovemberas measured by common assessmentUnit 3 Test.Geometry girls!Round Three, Intervention1/27/11

After mining data, we are focusing on moving students from unsat-high to partially proficient. This data shows deficiency in standards 1 (number sense), 3(statistics) and 5(measurement)

Our assessment measures % proficiency of benchmarks under these standards.

Smartgoal

The percentage of geometry intervention students scoring proficient or higher in standards 1,3, and 5 will increase from 25.5% to 70% by friday, March 4, 2011 as measured by a comprehensive galileo assessment administered every friday. The students will improve the percentage of students proficient per benchmark according to :

|| || || pre-ass || goal ||