Team Name: Government Cheese

3-2 data results

Bach 5th Block-36 Students
Unstatisfactory
Partially Profecient
Profecient
Advanced






Overall
3
5
26
2

77% Prof/Ad
91% pp/p/a
.083% UNSAT
Ideas
2
6
25
3

77% Prof/Ad
94.4 pp/p/a
.05% unsat
Organization

5
1
30

86% prof/ad
100pp/p/a


WordChoice
3
9
19
4

63%prof/ad
88% p/pp/a
.083%unsat
Sentece Fluency
3
12
20
1

58%prof/ad
91.6p/pp/a
.083% unsat
Voice
6
6
17
7

66 prof/ad
83% p/pp/a
.16%unsat
Conventions
7
13
13
3

44%prof/ad
80%p/pp/a
.194unsat













Graphic Organizer to help map out ideas/thoughts









use of vocabulary was strong










ideas/proposed solutions










NEEDS
sentence fluency
conventions (need to proof read/peer edit)



















Strengths
Ideas
organization





















Department Data




















total
p/a

Bach








36
28

Barkman
3
5
5
7

60 p/ad

85/p/pp/a/
20
12

Tucker





45.7

80
35
16

Grandt





72%


25
20

Stringfellow








20
0

Russell








16
2






















152
78
51%

Data team talks 1-26-2011
SMART GOAL Due March 2, 2011
The percentage of 9th grade geography students scoring proficient or higher in problem-solution writing will increase from to 66% to 80 % profecient by March 2, 2011 as measured by using the holostic writing rubric administered on Feburary 4th, 2011.
STRATEGIES:
Graphic organizer for each country with word bank of issues/vocabulary words.
One question. Student chooses issue.
Problem-solution essay as formal assessment.
Data Talks 9-15-10


Minutes PLS 9-15-2010
Strategies

1) Pre-assessment on Sept. 27 along with intro to Federalism

2) Federalism assignment –Sept 28-Oct 1
*Use graphic organizer
*Venn diagram

3) 4 days to complete 5 paragraph essay
*graphic organizer 9-28
*rough draft 9-29
*final draft 9-30 & 10-1

4) See Civics calendar for next unit-Federalism
*Pre-assessment 9-27
*Assessment 10-13

Option 1:
5) I Do-demo how to do the thesis statement
6) We Do-teacher and class work together to complete paragraph 2
7) You Do-students complete rest of assignment

Option 2:
8) Use I Do, We Do, You Do to complete each paragraph.

Option 3:
9) Use Option 1, then use small groups to help these students who need extra help.


Data Talks 9-8-2010

Smart Goal

The percentage of freshman scoring proficient or higher on an 11 sentence short constructive response will increase from 74% to 80% by the end of September as measured by the Federalism essay administered on September 30th. Minutes: Social Studies Data Talk 9-2-2010
Team name: Government Cheese
Data team focus: Academic writing, 11 sentence paragraphs
Standards: 4.2.c Analyze freedom rights and responsibilities granted by the constitution (bill of rights) evaluate the limitations and competition among individual rights.
Directions: Write and 11 sentence paragraph analyzing the pro and cons of the 2nd Amendment
Prompt/Assessment: Exit ticket/11 sentence paragraph
Rubric: 5 point writing scale
Timeline: 1 week

Bring writing data next week and some sample work to look at inter-rater reliability. Bring one example at each of the 4 levels.




Team name 5th block "Just the Facts"
focus: reading for understanding
Assessment directions; Students will write a paragraph explaining three causes of the Great Depression.

Students will write a five sentence paragraph explaining three causes of the Great Depression.
csap rubric
Data will be collected by 9/8/10







Advance
Proficient
partial Proficient
Unsatisfactory
Nadelhoffer
36
0
22
8
6

Tinsman
34
0
19
10
5






















Total




















10/08/10 results:from a five sentence paragraph stating the allied and axis contribution to the start of WWII


Advance
Proficient
partial Proficient
Unsatisfactory
Nadelhoffer
35
7
24
3
1

Tinsman
41
6
16
9
10






















Total
76
13
40
12
11

















9/15 entry

 art Goal: The percentage of American History IB students scoring proficient or higher in summarizing main points will increase from 60% to 70% by the end of the 2nd week of October as measured by a short constructed response.Student Prompt: How did the democracies of Europe and the U.S. help contribute to the territorial expasion by European dictatorsbefore World War 2 started.

IF…teacher behaviors
THEN…student behaviors
1. Teacher models the steps of graphic organizer

2. Teacher completes task with student help by asking questions
3. Teacher will model a sample response to the question
Students’ follow the teacher and duplicate steps on their own paper
Students will ink, pair, share answers to teacher’s questions
Students will paraphrase the teacher

10/6 entry
Talked about our formative assessment to be administered tomorrow. Worked on making it more specific and our method of using a graphic organizer and some "buzz" words to be included in the writing. Buzz words: Appeasement, American Neutrality, Germany, Italy, Britain, France, America.
10/27/10 entry
Our formative assessment will be the creation of an 11-sentence paragraph summarizing the causes and effects of the creation of the Berlin Wall.
the three main ideas covered in this paragraph will be: geography, causes, and effects.
We will collaborate with "government cheese" with regards to rubrics and scaffolding.

11/10 entry

This is the result



Advance
Proficient
partial Proficient
Unsatisfactory
Nadelhoffer
17

13
4


Tinsman
36

28
8























Total
53

41
12

















Data team focus: Academic writing, 11 sentence paragraphs

Standard: Analyzing causes and effects of significant events in U.S. History


Prompt/Assessment: Exit ticket/11 sentence paragraph
Rubric: 5 point writing scale
Timeline: 1 week
10/18/10- "Just the Facts"
Smart Goal
The percentage of U.S. History students scoring proficient or higher in identifying cause and effect on a historical event will increase from 70% to 75% by the second week of December as measured by a student generated "T" graphic organizer listing the causes and effects from a selected reading regarding the Civil Rights era.

1/26/11-Just the Facts



Total
Advance
Proficient
partial Proficient
Unsatisfactory
Nadelhoffer
34
3
14 -50% proficient or better
13
4

Tinsman
42
5
22-64% proficient or better
12
3






















Total
76
8
36-58% proficient or better
25
7
















Smart Goal
The percentage of U.S. History students scoring proficient or higher in identifying causes on a historical event will increase from 58% to 70% by March 2 as measured by students writing and explaning causes from a historical text

Stategies for success:
IF…teacher behaviors
THEN…student behaviors
1.a. Teacher sample

2.a. T- chart
3.a Pre test4. Feedback from pretest
b. Students learn from model


b.Students practice identifying causes and effects

b. Students become more familiar with expectations
b.Students learn from their mistakes




Total
Advance
Proficient
partial Proficient
Unsatisfactory
Nadelhoffer
29
2
10(41% proficient or higher)
11
6

Tinsman
45
4
19 (51% proficient or higher)
15
7






















Total
74
6
29
26
13

















Team Name: Thomas and the Geo Chicks Block 7
Focus: Reading comprehension
Assessment directions: Students will read a current event article and identify who, what, where, and why.
Rubric is attached.
Data will be collected by 9/8/10




Advance
Proficient
partial Proficient
Unsatisfactory
Logan
67
0
3
8
56

Hill
66
0
1
5
60

Gentile
58
0
0
16
40















Total
191
0
4
29
156










0
2%
15%
82%

Data Talk 9-15-2010
STEP 3: ESTABLISH SMART GOAL

The percentage of Geography students (content area) scoring proficient or higher in _reading comprehension (skill/concept) will increase from 4% (current reality percentage) to 25%_ (goal percentage) by the end of _2nd Week of October_ (month or quarter) as measured by_Reading comprehension component checklist(assessment tool) administered on Friday October 1st. (specific date).

Adams City High School

STEP 4: SELECT COMMON TEACHING STRATEGIES


Instructional
1. Exemplar of Warm-UP (Reading Comprehension)
2. Direct Instruction (I Do) Note-taking
3. Guided Practice
4. Gradual Release
5.
6.
7.
*must support/match the root causes identified in step 2*
Resources
Newspaper Articles
Processes:
Day 1: Predict Process,
Day 2: Demonstrate the process
Day 3-8: Practice Who, What, Where, When, and Why
10/27/2010: Data Talks Thomas and the Geo chicks

Continuing with reading strategies and developing proficient readers. We will pre-assess students next week (November 1st or 2nd) and utilize the previous component checklist that is slightly modified.



Civics ladies (7th hour)
Smart goal: 30% of students will be proficient using support and evidence in writing by 3-2-2011.

Original Data:





Civics Writing







Advance
Proficient
Partly Proficient
UnSats

Gentile

10
22
40
18
90
Logan

0
10
29
46
85
Hill

0
10
19
91
120























Advance
Proficient
Partly Prof
UnSats

Gentile

17
30
30
13
90
Logan

4
17
34
30
85
Hill

6
22
65
27
120

Adams City High School
STEP 5: DETERMINE RESULTS INDICATORS



IF…teacher behaviors
THEN…student behaviors
1. Teacher models the steps—think aloud

2. Teacher completes task with student help by asking questions
3. Teacher will instruct students to complete on their own
4.
5.
Students’ follow the teacher and duplicate steps on their own paper
Students will ink, pair, share answers to teacher’s questions
Students will complete the graphic organizer on their own

Minutes: IB Data Talk 9-2-2010

Leader: Drake

Timekeeper: Drake

Recorder: Drake

Discussed Norms: Academic Writing. Economy of phrasing

Discussion:

Looked at some random MAPS writing scores, Discussed writing skills that focus on writing and exit tickets of 11 sentence paragraphs. Will look at 11 sentence G.O.

Academic writing will be focus.


Team name: I Think, Therefore I. B.

Data team focus: Academic writing, 11 sentence paragraph

Standards: 4.2.c How religion and philosophy affect events in history

Directions: Write an 11 sentence paragraph summarizing the pro and cons of religious arguments for/against slavery

Prompt/Assessment: Exit ticket/11 sentence paragraph

Rubric: 5 point writing scale

Timeline: 1 week
# Sudents
28



% Proficient
71



% Non-Prof.
8



Studs Close
3



Behaviors
close readers, strong note-taking
Inferences
stressed summarizing

Obstacles
lack of attention to assignment

Inferences
lack of interest, fear of failure



SMART GOAL: Drake


The percentage of DPa History of the Americas scoring proficient or higher in economy of phrasing will increase from 71%to 90%by the end of the first quarter as measured by 11 sentence paragraph administered on October 5.


STEP 4: SELECT COMMON TEACHING STRATEGIES


Instructional
1. Scaffolding
2. Exemplars
3. Outline
4. Rubric
5.
6.
*must support/match the root causes identified in step 2*
Resources
-Teacher written exemplar followed by student exemplars.
-Discussion of how to shorten or lengthen sentences without affecting summary concepts
-I DO: How to organize a summary outline
Processes
-We Do: Write 11 sentence summary together
-You Do:One summary 11 sentence paragraph per week using student and teacher exemplars as a model.
­-De-brief after each step.-F.A.:Students given article to summarize using an 11 sentence paragraph.
Student actions related to "economy of phrasing."
Week One: Students were asked to write, without help or aids, an 11 sentence paragraph summarizing an article that outlined the causes of the Civil War.
Week Two: Students were given an exemplar of an 11 sentence paragraph and used it to write a summary of an article that explained southern pro-slavery arguments.


Minutes: IB Data Talk 1/19/11


Leader: Drake


Timekeeper: Drake


Recorder: Drake


Discussed Norms: Academic Writing. Choose from a list of predetermined vocabulary to develop a position paper on one of six topics related to the economic and social impact of the Great Depression.


Discussion:


Looked at MAPS writing and vocabulary data, Discussed writing skills that focus on vocabulary usage in a particular context... and exit tickets of 11 sentence paragraphs. Will look at 11 sentence G.O.


Academic writing using predetermined vocab. will be focus.



Team name: I Think, Therefore I. B.


Data team focus: Academic writing, 11 sentence paragraph


Standards: 4.2.c How religion and philosophy affect events in history


Directions: Write an 11 sentence paragraph summarizing the pro and cons of religious arguments for/against slavery


Prompt/Assessment: Exit ticket/11 sentence paragraph


Rubric: 5 point writing scale


Timeline: 1 week
# Sudents
28



% Proficient
71



% Non-Prof.
8



Studs Close
3



Behaviors
close readers, strong note-taking
Inferences
stressed summarizing

Obstacles
lack of attention to assignment

Inferences
lack of interest, fear of failure



SMART GOAL: Drake

The percentage of DPa History of the Americas scoring proficient or higher in economy of phrasing will increase from 71% to 90% by the end of the first quarter as measured by 11 sentence paragraph administered on October 5.

STEP 4: SELECT COMMON TEACHING STRATEGIES


Instructional
1. Scaffolding
2. Exemplars
3. Outline
4. Rubric
5.
6.
*must support/match the root causes identified in step 2*
Resources
-Teacher written exemplar followed by student exemplars.
-Discussion of how to shorten or lengthen sentences without affecting summary concepts
-I DO: How to organize a summary outline
Processes
-We Do: Write 11 sentence summary together
-You Do:One summary 11 sentence paragraph per week using student and teacher exemplars as a model.
­-De-brief after each step.-F.A.:Students given article to summarize using an 11 sentence paragraph.
Student actions related to "economy of phrasing."
Week One: Students were asked to write, without help or aids, an 11 sentence paragraph summarizing an article that outlined the causes of the Civil War.
Week Two: Students were given an exemplar of an 11 sentence paragraph and used it to write a summary of an article that explained southern pro-slavery arguments.