Using EvidenceTo Plan FOR Support
Now that Mr. Wooten has reviewed each exit ticket from his lesson on proportional relationships, it's time to plan targeted support for individual students.
BEGIN
Identifyingstudent needs
Ari's Exit Ticket
Correctly identifies the table as proportional, calculates the constant as 4, and explains, “Each ticket costs $4, so the total cost increases by $4 for every ticket.”
Identifyingstudent needs
Brianna's Exit Ticket
Correctly identifies the table as proportional and calculates the constant of proportionality as 4. When asked what the constant means, she writes, “It is the number you divide by.”
Identifyingstudent needs
Mateo's Exit Ticket
Correctly identifies the table as proportional and calculates the constant of proportionality as 4. When asked what the constant means, she writes, “It is the number you divide by.”
Needs Identified
Looking at individual responses helps Mr. Wooten avoid treating all errors the same. The evidence shows which students are ready to extend their learning and which students need targeted support with concepts or foundations.
Keep Going
Next Steps
Choose Mr. Wooten’s Next-Day Plan
Mr. Wooten has identified three student needs from the exit ticket data. Now he needs to decide how to organize the next day’s instruction so students receive support or extension based on what the evidence shows.
Which plan best uses the student data to guide instruction?
Mr. Wooten reteaches the full lesson to the whole class using the same examples from the original instruction.
Plan A
Teacher Move:
Student Experience:
All students complete the same practice problems, regardless of their exit ticket responses.
Mr. Wooten creates three temporary groups based on the exit ticket patterns.
Plan B
Teacher Move:
Student Experience:
Students work in targeted groups: extension, conceptual support, or foundational reteaching based on their exit ticket evidence.
Mr. Wooten gives all students another practice set and lets them retake the exit ticket at the end of class.
Plan C
Teacher Move:
Student Experience:
Students work independently and submit a new response for a grade.
Plan A: Whole-Class Review
This plan responds to the data, but it treats all students as though they have the same need. Students who are ready for extension may not be challenged, and students with specific misconceptions may not get targeted support.
Try Again
Plan B: Flexible Groups Based on Evidence
This plan uses assessment evidence to match instruction to student needs. It supports students who need foundational or conceptual help while still extending learning for students who are ready.
Finish activity
Plan C: Independent Practice and Retake
This plan gives students another opportunity, but it does not provide the instruction or feedback needed to address the specific gaps shown in the data.
Try Again
Nice work!
Mr. Wooten’s exit ticket data helped reveal that students needed different next steps. By using evidence to plan for support, assessment becomes a tool that both measures and improves learning.
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Transcript
Using EvidenceTo Plan FOR Support
Now that Mr. Wooten has reviewed each exit ticket from his lesson on proportional relationships, it's time to plan targeted support for individual students.
BEGIN
Identifyingstudent needs
Ari's Exit Ticket
Correctly identifies the table as proportional, calculates the constant as 4, and explains, “Each ticket costs $4, so the total cost increases by $4 for every ticket.”
Identifyingstudent needs
Brianna's Exit Ticket
Correctly identifies the table as proportional and calculates the constant of proportionality as 4. When asked what the constant means, she writes, “It is the number you divide by.”
Identifyingstudent needs
Mateo's Exit Ticket
Correctly identifies the table as proportional and calculates the constant of proportionality as 4. When asked what the constant means, she writes, “It is the number you divide by.”
Needs Identified
Looking at individual responses helps Mr. Wooten avoid treating all errors the same. The evidence shows which students are ready to extend their learning and which students need targeted support with concepts or foundations.
Keep Going
Next Steps
Choose Mr. Wooten’s Next-Day Plan
Mr. Wooten has identified three student needs from the exit ticket data. Now he needs to decide how to organize the next day’s instruction so students receive support or extension based on what the evidence shows.
Which plan best uses the student data to guide instruction?
Mr. Wooten reteaches the full lesson to the whole class using the same examples from the original instruction.
Plan A
Teacher Move:
Student Experience:
All students complete the same practice problems, regardless of their exit ticket responses.
Mr. Wooten creates three temporary groups based on the exit ticket patterns.
Plan B
Teacher Move:
Student Experience:
Students work in targeted groups: extension, conceptual support, or foundational reteaching based on their exit ticket evidence.
Mr. Wooten gives all students another practice set and lets them retake the exit ticket at the end of class.
Plan C
Teacher Move:
Student Experience:
Students work independently and submit a new response for a grade.
Plan A: Whole-Class Review
This plan responds to the data, but it treats all students as though they have the same need. Students who are ready for extension may not be challenged, and students with specific misconceptions may not get targeted support.
Try Again
Plan B: Flexible Groups Based on Evidence
This plan uses assessment evidence to match instruction to student needs. It supports students who need foundational or conceptual help while still extending learning for students who are ready.
Finish activity
Plan C: Independent Practice and Retake
This plan gives students another opportunity, but it does not provide the instruction or feedback needed to address the specific gaps shown in the data.
Try Again
Nice work!
Mr. Wooten’s exit ticket data helped reveal that students needed different next steps. By using evidence to plan for support, assessment becomes a tool that both measures and improves learning.