Q2 Data Dashboard
Alexandra DiTucci
Start
Table of Contents
Sped Student
Mentee Teacher
Mentee Teacher
7th grade Reading scores on the 2022-2023 STAAR were 44% Does Not Meet, 56% Approaches, 22% Meets, and 11% Masters which is below the district goals of 90% Approaches, 75% Meets, and 50% Masters
Problem of Practice:
Root Cause Statement:
The instruction in 7th grade falls short of the level of rigor demanded by the STAAR tests, leaving 8th-grade students without the necessary resources to tackle the test's extensive new challenges.
Quarterly Goal:
Annual Goal:
By December 2023, the now 8th grade students will improve their scores to 80% approaches, 60% meets, and 20% Mastery as evidenced by the first semester Common Assessment scores to work towards a Domain 1 score of an A.
By May 2024, the now 8th grade students will reach the district set goal of 90% approaches, 75% meets, and 30% mastery as evidenced by STAAR scores on the Reading assessment for a Domain 1 score of A.
Interverntions
Teacher will be showed where data is located and how to identify low TEKs. Once per week, teacher will review low TEKs to understand which TEKS to spiral back into the lessons weekly.
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
Teacher will implement Amplify Curriculum in every lesson, specifically the hook, to incorporate new and highly engaging strategies to help the students want to participate.
At least twice weekly, teacher will use the Claim Evidence Reasoning writing technique and rubric to provide students with correct experience to fill in the CXR and ECXR questions.
Intervention 1
Teacher will be showed where data is located and how to identify low TEKs. Once per week, teacher will review low TEKs to understand which TEKS to spiral back into the lessons weekly.
Actual Percent
Goal Percent
Even though the teacher did successfully review data and implement spiralled TEKs weekly students who began with a Meets percent of 22% achieved a Meets percent of 36 on the October 13th: Reading End of Unit Assessment whe the goal was Meets 40%. Additionally, on the October 27th End of Unit Assessment students had a Meets percent of 42% when the goal was 45%. This goal has not been met at this time
Intervention 2
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
The teacher began having students work in the Exact program in week 1 (Blue) and had the students work for 5 minutes. In week 2 (Grey) she had the students work in the program for 10 minutes, and week 3 (Orange) she had the students work for 15 minutes. In week 4 (Pink) the students worked a total of 30 minutes. The teacher currently believes that the program is helping to fill gaps in knowledge based on participation in class, but this goal is not measurable until December 15th when students take the MOY MAP. This goal is not measurable at this time
Intervention 3
Teacher will implement Amplify Curriculum in every lesson, specifically the hook, to incorporate new and highly engaging strategies to help the students want to participate.
The teacher began implementing Amplify Curriculum in Week 3, and by week 5 it was implemented in her classroom 50% of the time and the number of missing assignments dropped from from 32 missing to only 23 missing assignments in her gradebook. At the end of the first 9 weeks that number dropped to 19 missing assignments, the teacher was implementing the curriculum 90% of the time. The goal for this intervention was to only have 20 missing assignments at the end of the 9 week period. At 12 weeks the teacher was implementing Amplify every day, and only had 17 missing assignments. This goal was met.
Intervention 4
At least twice weekly, teacher will use the Claim Evidence Reasoning writing technique and rubric to provide students with correct experience to fill in the CXR and ECXR questions.
Return to Table of Contents
Teacher began having the students write twice per week early September. On September 29th students decreased Does Not Meet from 52% to 41% and increase Approaches from 14% to 19%, Meets from 29% to 31%, and Masters 5% to 9%. Additionally, on October 20th, students met the goal of 20% Approaches, 30% Meets, and 15% Mastery by scoring 23% Approaches, 32% Meets, and 16% Masters. This intervention goal was met.
Sped Student Teacher
“Y”’s Reading STAAR score did not improved from 6th grade to 7th grade. She has never received anything other than Does Not Meet on Reading STAAR.
Problem of Practice:
Root Cause Statement:
The school that “Y” attends does not offer pull out support, so “Y” does not have a chance to catch up on missed lessons that occur due to health reasons. The teacher did not use any stories that related to “Y’’s culture, so she remained uninterested.
Quarterly Goal:
Annual Goal:
By December 2023, on her Common Assessment “Y” will earn at least a 55% on her Common Assessments to work on Domain 1.3
By May 2024, “Y" will move from Does Not Meet to Approaches on the Reading STAAR Assessment which would improve Domain 1.3.
Interverntions
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge every Friday for forty-five minutes.
Teacher will use the three methods of vocabulary instruction to introduce new words (Hear, see a picture, and demonstrate an action) to ensure that “Y” is understanding the concept in every lesson.
Teacher will unitize small group instruction to ensure that “Y” is understanding the lesson each day, and if she doesn’t the teacher will be able to address the gap and not let it grow larger.
Intervention 1
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
The first week of implementing the intervention, teacher had books in classroom and encouraged "Y" to read them and "Y"s score lowered from 32 to 30%. The following week one day teacher used a relevant story during instruction and "Y"s score went up to 35%. Week 3 she used relevant material one day and allowed the students to pick which story to read and respond to and her score increased by an additional 4%. THe teacher continued these practices and "Y" scored a 41% which was a 9% increase on her End of Unit Assesssment. The goal of only improving by 5% was exceeded by 4%, so the goal was met.
Intervention 2
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
The teacher began having students work in the Exact program in week 1 (Blue) and had the students work for 5 minutes. In week 2 (Grey) she had the students work in the program for 10 minutes, and week 3 (Orange) she had the students work for 15 minutes. In week 4 (Pink) the students worked a total of 30 minutes. The teacher currently believes that the program is helping to fill gaps in knowledge based on participation in class, but this goal is not measurable until December 15th when students take the MOY MAP. This goal is not measurable at this time
Intervention 3
Teacher will use the three methods of vocabulary instruction to introduce new words (Hear, see a picture, and demonstrate an action) to ensure that “Y” is understanding the concept in every lesson.
The first week of implementing the intervention, teacher becan teaching the three methods, but "Y"s score lowered from 32 to 30%. Even though the first week did not work, she continued interventions, and "Y"s score went up to 35%. Week 3 her score increased by an additional 4%. On the October 20th Assessment the the intervention goal was to increase multiple choice scores by 10%, but "Y" only increased by 9%. The goal was not met at this time.
Intervention 4
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
Return to Table of Contents
The first week of implementing the intervention, "Y" felt singled out and was unhappy to be in a small group, and "Y"s score lowered from 32 to 30%. The following week "Y" started to understand the perks of small group and began to buy-in and "Y"s score went up to 35%. Week 3 the small goup instruction continued and her score increased by an additional 4%. THe teacher continued these practices and "Y" scored a 41% which was a 9% increase on her End of Unit Assesssment. The goals of recieveing a 35% on October 13th and 41% on Octover 27th were both met.
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Transcript
Q2 Data Dashboard
Alexandra DiTucci
Start
Table of Contents
Sped Student
Mentee Teacher
Mentee Teacher
7th grade Reading scores on the 2022-2023 STAAR were 44% Does Not Meet, 56% Approaches, 22% Meets, and 11% Masters which is below the district goals of 90% Approaches, 75% Meets, and 50% Masters
Problem of Practice:
Root Cause Statement:
The instruction in 7th grade falls short of the level of rigor demanded by the STAAR tests, leaving 8th-grade students without the necessary resources to tackle the test's extensive new challenges.
Quarterly Goal:
Annual Goal:
By December 2023, the now 8th grade students will improve their scores to 80% approaches, 60% meets, and 20% Mastery as evidenced by the first semester Common Assessment scores to work towards a Domain 1 score of an A.
By May 2024, the now 8th grade students will reach the district set goal of 90% approaches, 75% meets, and 30% mastery as evidenced by STAAR scores on the Reading assessment for a Domain 1 score of A.
Interverntions
Teacher will be showed where data is located and how to identify low TEKs. Once per week, teacher will review low TEKs to understand which TEKS to spiral back into the lessons weekly.
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
Teacher will implement Amplify Curriculum in every lesson, specifically the hook, to incorporate new and highly engaging strategies to help the students want to participate.
At least twice weekly, teacher will use the Claim Evidence Reasoning writing technique and rubric to provide students with correct experience to fill in the CXR and ECXR questions.
Intervention 1
Teacher will be showed where data is located and how to identify low TEKs. Once per week, teacher will review low TEKs to understand which TEKS to spiral back into the lessons weekly.
Actual Percent
Goal Percent
Even though the teacher did successfully review data and implement spiralled TEKs weekly students who began with a Meets percent of 22% achieved a Meets percent of 36 on the October 13th: Reading End of Unit Assessment whe the goal was Meets 40%. Additionally, on the October 27th End of Unit Assessment students had a Meets percent of 42% when the goal was 45%. This goal has not been met at this time
Intervention 2
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
The teacher began having students work in the Exact program in week 1 (Blue) and had the students work for 5 minutes. In week 2 (Grey) she had the students work in the program for 10 minutes, and week 3 (Orange) she had the students work for 15 minutes. In week 4 (Pink) the students worked a total of 30 minutes. The teacher currently believes that the program is helping to fill gaps in knowledge based on participation in class, but this goal is not measurable until December 15th when students take the MOY MAP. This goal is not measurable at this time
Intervention 3
Teacher will implement Amplify Curriculum in every lesson, specifically the hook, to incorporate new and highly engaging strategies to help the students want to participate.
The teacher began implementing Amplify Curriculum in Week 3, and by week 5 it was implemented in her classroom 50% of the time and the number of missing assignments dropped from from 32 missing to only 23 missing assignments in her gradebook. At the end of the first 9 weeks that number dropped to 19 missing assignments, the teacher was implementing the curriculum 90% of the time. The goal for this intervention was to only have 20 missing assignments at the end of the 9 week period. At 12 weeks the teacher was implementing Amplify every day, and only had 17 missing assignments. This goal was met.
Intervention 4
At least twice weekly, teacher will use the Claim Evidence Reasoning writing technique and rubric to provide students with correct experience to fill in the CXR and ECXR questions.
Return to Table of Contents
Teacher began having the students write twice per week early September. On September 29th students decreased Does Not Meet from 52% to 41% and increase Approaches from 14% to 19%, Meets from 29% to 31%, and Masters 5% to 9%. Additionally, on October 20th, students met the goal of 20% Approaches, 30% Meets, and 15% Mastery by scoring 23% Approaches, 32% Meets, and 16% Masters. This intervention goal was met.
Sped Student Teacher
“Y”’s Reading STAAR score did not improved from 6th grade to 7th grade. She has never received anything other than Does Not Meet on Reading STAAR.
Problem of Practice:
Root Cause Statement:
The school that “Y” attends does not offer pull out support, so “Y” does not have a chance to catch up on missed lessons that occur due to health reasons. The teacher did not use any stories that related to “Y’’s culture, so she remained uninterested.
Quarterly Goal:
Annual Goal:
By December 2023, on her Common Assessment “Y” will earn at least a 55% on her Common Assessments to work on Domain 1.3
By May 2024, “Y" will move from Does Not Meet to Approaches on the Reading STAAR Assessment which would improve Domain 1.3.
Interverntions
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge every Friday for forty-five minutes.
Teacher will use the three methods of vocabulary instruction to introduce new words (Hear, see a picture, and demonstrate an action) to ensure that “Y” is understanding the concept in every lesson.
Teacher will unitize small group instruction to ensure that “Y” is understanding the lesson each day, and if she doesn’t the teacher will be able to address the gap and not let it grow larger.
Intervention 1
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
The first week of implementing the intervention, teacher had books in classroom and encouraged "Y" to read them and "Y"s score lowered from 32 to 30%. The following week one day teacher used a relevant story during instruction and "Y"s score went up to 35%. Week 3 she used relevant material one day and allowed the students to pick which story to read and respond to and her score increased by an additional 4%. THe teacher continued these practices and "Y" scored a 41% which was a 9% increase on her End of Unit Assesssment. The goal of only improving by 5% was exceeded by 4%, so the goal was met.
Intervention 2
Teacher will utilize Edmentum Exact Path to provide interventions that fill gaps in knowledge weekly.
The teacher began having students work in the Exact program in week 1 (Blue) and had the students work for 5 minutes. In week 2 (Grey) she had the students work in the program for 10 minutes, and week 3 (Orange) she had the students work for 15 minutes. In week 4 (Pink) the students worked a total of 30 minutes. The teacher currently believes that the program is helping to fill gaps in knowledge based on participation in class, but this goal is not measurable until December 15th when students take the MOY MAP. This goal is not measurable at this time
Intervention 3
Teacher will use the three methods of vocabulary instruction to introduce new words (Hear, see a picture, and demonstrate an action) to ensure that “Y” is understanding the concept in every lesson.
The first week of implementing the intervention, teacher becan teaching the three methods, but "Y"s score lowered from 32 to 30%. Even though the first week did not work, she continued interventions, and "Y"s score went up to 35%. Week 3 her score increased by an additional 4%. On the October 20th Assessment the the intervention goal was to increase multiple choice scores by 10%, but "Y" only increased by 9%. The goal was not met at this time.
Intervention 4
Teacher will provide reading materials and lessons that are similar to “Y”s background and health at least once per week.
Return to Table of Contents
The first week of implementing the intervention, "Y" felt singled out and was unhappy to be in a small group, and "Y"s score lowered from 32 to 30%. The following week "Y" started to understand the perks of small group and began to buy-in and "Y"s score went up to 35%. Week 3 the small goup instruction continued and her score increased by an additional 4%. THe teacher continued these practices and "Y" scored a 41% which was a 9% increase on her End of Unit Assesssment. The goals of recieveing a 35% on October 13th and 41% on Octover 27th were both met.
End of Data Dashboard
Click Here to View Conclusion
Home
Got an idea?
Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions! Premium tip: Get information on how your audience interacts with your creation: