Eaa Student Work Wk
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E.A.A. Notes Grade
Educators Kehm, Dart, VanRy, Apodaca
Norms focus on standards-based work, everyone's voice is heard, open-minded, laughter with serious work. *paraphrase & pause, question*
Have students had instruction in this standards prior to this assessment?
Yes x
No
STANDARD/LEARNING OUTCOME: CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Assessment Task/Context: Students were prompted to write about sharks Enduring Understanding/Big Idea Why is it important for students to learn this?
Teacher Name
Total # of Students
Advanced
Proficient
Approaching
Beginning
Van Ry
20
8
7
4
1
Kehm
21
10
4
7
0
TOTAL:
41
18
11
11
1
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Evidence Advanced ● ● ● ● ●
Topic Details Sense of closure High vocabulary Taking learning and expanding on it in expanded details ● Intrinsically motivated ● Willing to take risks Proficient ● Topic ● details
Approaching What 1-2 barriers kept students from proficiency? ● Writing fluency-letter sound correspondence & ability to get ideas down on paper ● At dictation stage ● Speech an issue for 10-15% Beginning What is the biggest barrier keeping students from progressing status?
● Low language ● motivation
Analysis
Action
Why were students successful? What will it take to get students to another level? ● Vocabulary ● Have experienced mastery moments and have confidence ● Motivated but the topic
Why were students proficient? ● Able to look at the GO to support them to write it down ● Able to sound out words-can write independently. Multiple sounds in a word ● Able writing fluency-able to get ideas on paper ● Students challenged to spell more difficult words Why were these barriers challenging? (infer) ● Not aware of what you are capable of writing on paper ● Working memory
Why was this barrier challenging? (infer) ● Limited exposure to school
● Students pick a topic and write about it ● Continue differentiated writing groups ● Sharing writing
What can we do so these students exceed proficiency? ● Continue pushing students by giving them intentional support w/ Jan ● Missing sense of closure-universal lesson
What actions can we take?
● Lines for students so they write 1 word at a time ● Students have to say the sounds and then write them as they are move towards independence What actions can we take?
● Phonics & phonological practice
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Goals Advanced Current
18
Goal Goal Totals:
25
Proficient
Approaching
Beginning
11
11
1
Move 7 - to advanced
Move 4- to proficient
Move 0- to approaching
4
7
Next Steps:
Next Meeting: ❑ Check In (follow up after analysis of student work) ❑ Micro-Teaching ❑ Lesson Study ❑ Unpacking for Success ❑ Calibration ❑ Evidence Walk
Norms
Check in:
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Educators Kehm, Dart, VanRy, Apodaca
Norms focus on standards-based work, everyone's voice is heard, open-minded, laughter with serious work. *paraphrase & pause, question*
Have students had instruction in this standards prior to this assessment?
Yes x
No
STANDARD/LEARNING OUTCOME: CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. Assessment Task/Context: Students were prompted to write about sharks Enduring Understanding/Big Idea Why is it important for students to learn this?
Teacher Name
Total # of Students
Advanced
Proficient
Approaching
Beginning
Van Ry
20
8
7
4
1
Kehm
21
10
4
7
0
TOTAL:
41
18
11
11
1
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Evidence Advanced ● ● ● ● ●
Topic Details Sense of closure High vocabulary Taking learning and expanding on it in expanded details ● Intrinsically motivated ● Willing to take risks Proficient ● Topic ● details
Approaching What 1-2 barriers kept students from proficiency? ● Writing fluency-letter sound correspondence & ability to get ideas down on paper ● At dictation stage ● Speech an issue for 10-15% Beginning What is the biggest barrier keeping students from progressing status?
● Low language ● motivation
Analysis
Action
Why were students successful? What will it take to get students to another level? ● Vocabulary ● Have experienced mastery moments and have confidence ● Motivated but the topic
Why were students proficient? ● Able to look at the GO to support them to write it down ● Able to sound out words-can write independently. Multiple sounds in a word ● Able writing fluency-able to get ideas on paper ● Students challenged to spell more difficult words Why were these barriers challenging? (infer) ● Not aware of what you are capable of writing on paper ● Working memory
Why was this barrier challenging? (infer) ● Limited exposure to school
● Students pick a topic and write about it ● Continue differentiated writing groups ● Sharing writing
What can we do so these students exceed proficiency? ● Continue pushing students by giving them intentional support w/ Jan ● Missing sense of closure-universal lesson
What actions can we take?
● Lines for students so they write 1 word at a time ● Students have to say the sounds and then write them as they are move towards independence What actions can we take?
● Phonics & phonological practice
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
Goals Advanced Current
18
Goal Goal Totals:
25
Proficient
Approaching
Beginning
11
11
1
Move 7 - to advanced
Move 4- to proficient
Move 0- to approaching
4
7
Next Steps:
Next Meeting: ❑ Check In (follow up after analysis of student work) ❑ Micro-Teaching ❑ Lesson Study ❑ Unpacking for Success ❑ Calibration ❑ Evidence Walk
Norms
Check in:
Adapted from Impact Teams, Pitchford & Bloomberg, 2017
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