Setting the Table:

Before starting your work, take the time to set the table by considering what questions you
are looking to answer today. Depending on the question you ask, you may modify and/or
prioritize the activities below to appropriately answer your question. Example questions
could be:
What evidence of student learning is there?
What evidence of student growth is there?
What are my students areas of strengths?
What are my students areas of weakness?
How am I going to use these results to develop future instructional activities?
Which students are struggling, which students are exceeding expectations, etc., and how am
I going to differentiate my approach to them?
Why did my students (or specific students or groups of students) succeed or struggle with
for a given standard?
* The opportunities are endless; please feel free to ask your own meaningful questions of the
data and pursue their answers.
* Remember, the most important part of our work today is that it actually leads to
changes and improvement in our instruction. That being said, steps 5 and 6 are
the most important parts of this process and are the required elements of our
work. Please e-mail your finished planning guide and the analysis you have done
to Mr. Schwab by the end of the day today (10/2/15).
Step 1: Retrieve and Finish Collecting your Data
Log in to Quick Key and make sure all data is scanned in. Are there any sheets we
still need to scan before continuing?
Step 2: Document the Overall Performance of our Scholars
Grade/Subject:
CRS
70-100% Questions Correct

Daveiun Lobley
Jadyn Roby
Tyrese Hawthorne
Mariah Newson
Adia Booker
Iaisha ClarkFrier
Taviana Cowart
Jaelyn Hankins
DaiShawn McCuller

CRS
50-69% Questions Correct

Cierra Boyce
Joseph Brown
QuChawn Brown
Gekari Garner
Chardaye Hartz
Datorria McNeal
Mykala Walters
Shemaj Williams
Nathaniel Smith
Alex Winfield
Isaiah Brown
Terrell Goodmon
Romello Keeler
Edan Carson
Deshawn Jenkins
Karianna Rankin
Carrieona Bester
Treveon Harvey
Tatyana McNeal
Markyla Towns
Joseph Tucker

CRS
0-49% Questions Correct

Jamardre Day
Jordyn Roby
DeAndre Wilder
Shemera Williams
Kevin Mitchell
Armani Rankin
Justin Tyra
Larenzo Jones
Myron Smith
Kayla Williams
Taevion Brown
Shabari Bryant
Michala Hodges
Simone Hughes
Danielle Jones
Isaiah Carson
Shapira Johnson
Cordell Simmons
Tydijha Brown
Joshua Lloyd
Dameshie Myers
Willie Staten
Jatavias Taylor
Arious Walton
Jada Davis

Dekeya Higgins
Tamelah Jones
Maurisha Taylor
Mahumed Crutchfield
Demetrius
Kahliyah Shaffer
Kayla Isom
Larry Reid
Atyirah Sloan
Christopher Warren
Quantez Brown
Kelan Mitchell
Treveon Wilson
Jasmine Moffett
Avonte Nelson
Any surprises? How does this compare to the day-to-day performance of your scholars on
class assessments? Where are your students doing well? Where are they struggling? What
puzzles or areas do you want help on from your peers? What do the results say about our
local curriculum and instruction? Please feel free to ask and answer other questions that
interest you. Type your thoughts below.

Grade/Subject:
CRS
70-100% Questions Correct

CRS
50-69% Questions Correct

CRS
0-49% Questions Correct

Any surprises? How does this compare to the day-to-day performance of your scholars on
class assessments? Where are your students doing well? Where are they struggling? What
puzzles or areas do you want help on from your peers? What do the results say about our
local curriculum and instruction? Please feel free to ask and answer other questions that
interest you. Type your thoughts below.

Grade/Subject:
CRS
70-100% Questions Correct

CRS
50-69% Questions Correct

CRS
0-49% Questions Correct

Any surprises? How does this compare to the day-to-day performance of your scholars on
class assessments? Where are your students doing well? Where are they struggling? What
puzzles or areas do you want help on from your peers? What do the results say about our
local curriculum and instruction? Please feel free to ask and answer other questions that
interest you. Type your thoughts below.

Grade/Subject:
CRS
70-100% Questions Correct

CRS
50-69% Questions Correct

CRS
0-49% Questions Correct

Any surprises? How does this compare to the day-to-day performance of your scholars on
class assessments? Where are your students doing well? Where are they struggling? What
puzzles or areas do you want help on from your peers? What do the results say about our
local curriculum and instruction? Please feel free to ask and answer other questions that
interest you. Type your thoughts below.

Step 3: Go Microfocus on Item Analysis

Now looking at your itemized data, identify for your content area:

The standard measured & the question number

% Correct for the question & the inferred or identified most common wrong answer (distracter)
Whether the content is something you covered in class (place an X in the box if you have taught this standard)
Whether the question is at the same level of rigor that you have taught the standard/material (place an = , +, or sign)
Key thoughts about the question and what is being measuredspecific part of the CRS, background knowledge, question format, etc.

CRS

Item #

% Correct

Distracter

MID60
1

103

23%

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
44

81
66
47
27
17
33
83
70
44
39
83
40
27
49
49
59
47
51
71
27
66
44

A
B
E
B
A
C

A
B

Taught

Rigor
+

Thoughts? What else is being measured? Skills, content, background knowledge,

question format, stamina, etc. Why did they get it right or wrong?
This requires inference, most of the MID articles I used had more direct/specific MID

30
CRS

Item #

23
24
25
26
27
28
29
30

% Correct

44
30
37
3
44
10
29
26

Distracter

Taught

Rigor

Thoughts? What else is being measured? Skills, content, background knowledge,

question format, stamina, etc.

Step 4: Synthesize Findings

What trends can you identify for a specific CRS # or within a CRS category? Did students perform poorly on all of the questions around a
given standard or category? Did they excel on one question, but not another? If so, what is the reason for this difference? What do the
wrong answers tell you? Do you recognize any trends around question format, location on the test, requirement of special background
knowledge, or a unique difference in rigor?
CRS#
Or
Category
MID

What trends (skills, question format, etc,) can you see on the high performing questions? Low performing Questions?
Students were more successful with paragraph-specific questions rather than questions that asked them to generalize about the entire passage. Also, they
struggled on the more inferential main ideas. Also, key distractors included details that were often accurate (located in the text), but not the best answer

Step 5: ReTeaching Action Plan

How do you plan on addressing the illuminated issues above or what you uncovered in your individual analysis? What adjustments will you
make to your curriculum & instruction over the upcoming weeks?
Key Skills to
Reteach

Students/Class of
Focus
Who needs
reteaching? All
students? Class?
Small group?

When? (Week? Unit?, etc.)

When is the best time to reteach
this standard? What unit or
standard does it align well with?
Whole class? Do nows? Small
group instruction? Etc.

Corrective Reteaching & Integration Method

How will you engage students with the standard differently this time? What resources can
you use? How can you approach the skill in a different light?

MID 602
Identifying Main
Idea in Nonfiction
textWhole
Passage

All
classes/students
need
reinforcement of
this skill

WK of 5.25.09, Great Depression

Unit

Incorporate more in-class and homework questions requiring whole passage analysis,
drawing evidence from throughout passages to defend answers. Specifically, use Cornell
Notes to have students identify inferred main idea and locate 5 sup. details from at
least three different paragraphs to defend this inferred main idea.

Step 6: Planning Ahead

What improvements can we make to our curriculum and instruction and our interim assessment program in general for interim
assessment number two? The plan is to administer the week of November 30 th-December4th in order to compile data prior to
our December 7th PD day
What am I going to do?
Continue with the pacing plan I am using. Gradually up the rigor. Continue revisiting each problem on the Interim Assessment.

How am I going to do it?

When am I going to do it?

Immmediately