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    Teacher Data Analysis Form Student Spreadsheet: Class: - Subject

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    api-327228379
    This document contains various templates and forms for teachers to track student data and plan instruction. It includes a student spreadsheet to record information like race, programs, gender, test scores. There are also charts to track student projections and probability of proficiency. The document guides teachers to analyze standards, identify concepts students need help with, and plan whole group and small group instruction accordingly. Teachers are prompted to reflect on proficiency goals and commit to supporting students who are proficient, on the verge, or far from proficiency.

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    Teacher Data Analysis Form Student Spreadsheet: Class: - Subject

    Uploaded by

    api-327228379
    84 views9 pages
    This document contains various templates and forms for teachers to track student data and plan instruction. It includes a student spreadsheet to record information like race, programs, gender, test scores. There are also charts to track student projections and probability of proficiency. The document guides teachers to analyze standards, identify concepts students need help with, and plan whole group and small group instruction accordingly. Teachers are prompted to reflect on proficiency goals and commit to supporting students who are proficient, on the verge, or far from proficiency.

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    plc1st9weekobjectivereview

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    This document contains various templates and forms for teachers to track student data and plan instruction. It includes a student spreadsheet to record information like race, programs, gender, test scores. There are also charts to track student projections and probability of proficiency. The document guides teachers to analyze standards, identify concepts students need help with, and plan whole group and small group instruction accordingly. Teachers are prompted to reflect on proficiency goals and commit to supporting students who are proficient, on the verge, or far from proficiency.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    84 views9 pages

    Teacher Data Analysis Form Student Spreadsheet: Class: - Subject

    Uploaded by

    api-327228379
    This document contains various templates and forms for teachers to track student data and plan instruction. It includes a student spreadsheet to record information like race, programs, gender, test scores. There are also charts to track student projections and probability of proficiency. The document guides teachers to analyze standards, identify concepts students need help with, and plan whole group and small group instruction accordingly. Teachers are prompted to reflect on proficiency goals and commit to supporting students who are proficient, on the verge, or far from proficiency.

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    Teacher Data Analysis Form

    Student Spreadsheet
    Class: _________________ Subject: _________________

    Student Name Race EC/504/LEP Gender 15-16 15-16 15-16 16-17


    Last, First EOG Level Scale Score Quantile/Lexile Projection
    Teacher Name: ________________________ Grade Level: _____ Subject: _______________
    Student Monitoring Chart
    Go to EVAAS

    Teacher:_____________________________________Grade/Subject:_______________________

    Students whose Students whose Students whose


    probability of probability of probability of proficiency
    proficiency is greater proficiency is between is less than or equal to
    than or equal to 70% 40% and 70% 40%
    Student Projectio Student Projectio Student Name Projectio
    Name n Name n n
    Created by Tanya Turner, Assistant Superintendent of Curriculum and Instruction in Edenton-
    Chowan Schools

    Analysis of Results by Standard


    Use your pacing guide to identify Standards for 1st quarter.
    Use Schoolnet summaries to complete the table.

    Items
    Overall Class Student
    Stand (Question #s) Concepts/Skills Needed for Mastery
    ard
    Percentage Proficiency*
    Reflecting (include prerequisite skills)
    Pre-Assess. Pre-Assess.
    Standard

    1 ____/____

    2 ____/____

    3 ____/____

    4 ____/____

    5 ____/____

    6 ____/____

    *Student proficiency = # of students with 80% or higher on the objective / number of students in the whole class

    Now use the Major Works of the Grade located at DPI wiki sites and highlight the
    standards/objectives that arre considered major works.

    What does this information tell you?

    What needs to be your target area for first time instruction?

    What skills need remediation before the standard can be taught?


    Plans for Instruction
    Based on the analysis of this data, identify the concepts/skills/standards to be addressed with your students. What will you
    focus on in whole group? How do you need to use Dragon time to support specific skills for specific groups of students?
    Identify students by name that will participate in each.

    Whole Group Small Group Individual


    Standard Standard Student Name Standard Student Name

    OBJECTIVE(S) and/or STRATEGIES & VOCABULARY and key ASSESSMENT (how will
    SKILLS to be taught from RESOURCES (include those terms necessary to learn students be assessed to know if
    CCSS for differentiation) objective they learned obj.)
    Initial Reflection Sheet

    Our school-wide proficiency goal this year is __________.


    How many students do you teach? ___________
    _________ of that number is: ___________

    Make a commitment now! List the names of scholars who will DEFINITELY BE PROFICIENT this year :

    What percentage of your class is this? _______________

    Names of scholars who are ON THE VERGE OF BEING PROFICIENT this year:

    What percentage of your class is this? _______________

    Names of scholars who ARE FAR FROM PROFICIENCY at this point in the year:

    What percentage of your class is this? _______________


    What will you do to ensure that the DEFINITELY PROFICIENT group is on track to meet or exceed this
    expectation?

    What will you do to ensure the ON THE VERGE group is on track to move into the proficient group and
    exceed growth?

    What will you do to ensure the FAR FROM PROFICIENT group is on track to exceed growth?

    What could keep you from doing what youve written above?

    What support do you need to overcome this challenge(s)?

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