Planning and Collaboration Graphic Organzier
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School
Oxnard College *
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Course
2640
Subject
Mathematics
Date
Feb 20, 2024
Type
doc
Pages
5
Uploaded by HighnessFog8536
Planning & Collaboration GRAPHIC
ORGANIZER
Carlos Gonzalez & Jeanette Garcia
This graphic organizer is designed to be used during an average PLC which typically take place during a planning period or before school. The minutes that are in parenthesis next to each step are
a suggested amount of time to spend on that step. STEP #1: RELATIONSHIPS (3 minutes)
Note
. This step is to get you started, you do not need to document anything for this step, simply spend some time getting to know your teammate(s) and establishing your norms, this is normal procedure for Professional Learning Communities.
STEP #2: OBSERVATION OF STUDENT DATA (30 minutes)
Answer the questions below for ELA, Math and Science. Write questions that arise as you analyze your data in the ‘question box’ below.
1)
Which Content area had the greatest growth? __The Math section appears to have the largest number of increased scores after the post-assessment when compared to Science and ELA. Additionally, this section also contains the greatest number of green tabs on the data sheet, which is correlated to “M” for “meets.” ___________________________ _______________________________________________________________ 2)
Which Content area had the smallest growth? __The content area with the smallest growth according to the data was ELA. This area had the most students who were classified as PP/A, or partially proficient to approaching. This means that the students in this category are performing
at the bare minimum and in need of continued intervention so that they can transition from partially proficient to approaching, and eventually to emerging. _____________________________
_______________________________________________________________ 3) Look at the SPED population - what are some patterns, categories or trends that are emerging?
We chose class T-1 for our collaboration project. Our class had a small SPED population of only three students. After analyzing the data, we noticed some patterns in three different subject areas: Norms:
Promptness
Be prepared
Show respect
Be present
Be positive
Assume positive intent
Guiding Questions:
What do we expect students to learn?
How will we know what students are learning?
How will we respond to students who are not learning?
Possible Roles:
Facilitator
/
Timekeeper
Recorder/Notetaker
Planning & Collaboration GRAPHIC
ORGANIZER
Carlos Gonzalez & Jeanette Garcia
ELA, Math, and Science. Although it is a small sample size, the declines are substantial enough to warrant further inquiry to determine the potential factors contributing to the receding numbers. One thing that stood out was that only student #5 demonstrated zero growth in all three subjects, and yielded negative scores. The other two SPED students (#19 & #23), performed well on their assessments and had positive growth in all three content areas. Student #19 increased their score in Science from 772-801, and their ELA skyrocketed to 826 from 675 previously. In addition, the score for Math jumped from 712-818 in the post assessment. Student #23 also performed well, yielding a score of 886 in Science, up from 736; 826 for ELA, up from 675; and an increase in Math to 779, which was at 725 in the pre-assessment. Due to students #19 and #23’s increase in scores for all three subjects, they will not be needing intervention. Only student #5 showed regression in all three content areas and is deemed necessary to receive additional support and services. _______________________________________________________________ ________________________________________________________________ 6) Brainstorm at least three possible root causes of student performance.
With such a significant gap in test scores as the other two SPED students, it is possible the student #5 may have a cognitive disability which may be preventing the student from comprehending the subject matter, which in turn, may be impacting performance and scores. Furthermore, it is possible that students 19 and 23, are receiving accommodations such as shortened assignments or extended time. These would be critical in enabling them to perform at a better rate than other students who may not be receiving accommodations. Lastly, student #5 may be using a modality that is not appropriate based on the student’s cognitive capacity. Note
. There are four questions that are not numbered sequentially. This is on purpose, questions were eliminated that have to do with identifying specific standards, you do not have access to that information with this data set. Step 3 Question Box (5 minutes)
What do you need help with?
The G4 data sheet was the thing my partner, Jeanette and I struggled with. Although the color coding was helpful, the narrow columns, and abundance of abbreviations, made it hard to decipher. Additionally, the font was small and difficult to read.
Planning & Collaboration GRAPHIC
ORGANIZER
Carlos Gonzalez & Jeanette Garcia
Note
. This step is for the questions that you would ask the fourth-grade teachers who had these children the previous year. Such as: What interventions were provided for students who grew from MP on the pre-assessment to P on the post assessment?
STEP #4: LEAVING WITH A TASK (10 minutes)
Fill in the blank:
Some students are going to struggle with adjusting to a new teacher, students, and learning environment. ________________________________________________________________
These fourth graders are your incoming fifth graders for the new school year. What can I do as a teacher to ensure all students reach proficiency? What will you continue? What needs to stop? What needs to be adjusted?
1.Students who are struggling with reading suddenly learn to follow along with their finger or pencil
2.When reading a passage student will be able to identify the main character in
the story and recall the story when prompted.
3.Students will learn the multiplication table and how to read it.
1.Social emotional adjustment to a new environment. 2.Curriculum from previous school or district could be at a different level which would impact learning.
3.Language barrier and socioeconomic status which prevents students from accessing the curriculum at home
1.Ensure that we establish an environment where students feel included, accepted, and safe.
2.Prepare lessons that are tailored to students’ unique strengths, backgrounds, and diverse learning styles. 3.Consider the effectiveness of classroom logistics and determine if changes need to be made that would help students be more engaged and 1.Start to gradually incorporate the solutions as needed, and adjust based on observations and students’ needs.
2.Keep track of any changes to identify effective strategies and filter out irrelevant ones. 3.Meet and collaborate on a consistent basis to review, update, discuss progress, make modifications, and give each other feedback.
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Planning & Collaboration GRAPHIC
ORGANIZER
Carlos Gonzalez & Jeanette Garcia
focused. Note
. Focus on the students as you fill out the boxes on Successes, Challenges, Solutions, Next Steps and your target goal. This area really is what you have taken away from the data analysis.
STEP #5: CLOSING
(12 minutes)
Look at your Next Steps and Target Goal boxes. Make sure that you can answer the following questions:
How will your principal know that your action plan is being implemented?
Please list your Target Goal and Objectives on this sheet before you submit it.
Note
. This is the final information for your principal – remember the scenario, the fifth-grade team working with these incoming students
_Our target plan will be explained and modeled, and a PowerPoint will be provided with the details of our methodologies and projected data over the next thirty days. We will send out invitations to the administrators to observe our classroom as we demonstrate our plan in action and encourage them to provide feedback, guidance, and suggestions on how to improve our action plan or any classroom management strategies. ____________________________________________________________________________________________________
____________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________________
____________Jeanette Garcia and Carlos Gonzalez/5
th
grade/ELA
____________01/28/2024_____
Your Name/Grade Level/Content
Date/time completed
TARGET GOAL: What do you hope to achieve from now until your next data analysis?
We would like to achieve student academic growth in three subject areas that show decline for the students. A reasonable goal to target would be an increase of 5-10 percent over the next month.
Objectives: Students who are struggling math will learn how to use a multiplication table during class assignments. Students who are struggling in ELA will be able to read a passage and share the main idea with a partner. Students will enhance their skills using the computer for research, homework, and monitoring their progress independently.
Planning & Collaboration GRAPHIC
ORGANIZER
Carlos Gonzalez & Jeanette Garcia