Weekly Data Meeting Template 2018-19
 Share
The version of the browser you are using is no longer supported. Please upgrade to a supported browser.Dismiss

View only
 
ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACAD
1
Teacher 1: ______Teacher 2: ______Teacher 3: ______
2
Your StandardYour StandardYour Standard
3
Week 1: Unpack and DesignWeek 1: Unpack and DesignWeek 1: Unpack and Design
4
In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard. In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard. In week 1 each teacher will ensure they have a focused CLO that derives from a CCSS Standard. This CLO will be the focus of your six week cycle. Each teacher will generate an exemplar and unpack the steps necessary to be advanced on this standard.
5
Prior Grade Standard(s)Prior Grade Standard(s)Prior Grade Standard(s)
6
Next Year Standard(s)Next Year Standard(s)Next Year Standard(s)
7
6 Week Target (Written as CLO)6 Week Target (Written as CLO)6 Week Target (Written as CLO)
8
Cycle Start DateCycle End Date:Cycle Start DateCycle End Date:Cycle Start DateCycle End Date:
9
Common ExemplarEach teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create. Common ExemplarEach teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create. Common ExemplarEach teacher generate an ideal written response to a question (if possible a released item) that an advanced student might create.
10
Steps To Achieve Advanced WorkAn exemplary response includes the following steps, Steps To Achieve Advanced WorkAn exemplary response includes the following steps, Steps To Achieve Advanced WorkAn exemplary response includes the following steps,
11
Corresponding Point(s) of FocusLooking at the steps to make advanced work, I want to explicity teach students toCorresponding Point(s) of FocusLooking at the steps to make advanced work, I want to explicity teach students toCorresponding Point(s) of FocusLooking at the steps to make advanced work, I want to explicity teach students to
12
Initial Assessment (what will you analyze in next week's meeting?)Initial Assessment (what will you analyze in next week's meeting?)Initial Assessment (what will you analyze in next week's meeting?)
13
Next Week's HomeworkPlease come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells.Next Week's HomeworkPlease come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells.Next Week's HomeworkPlease come to next week's meeting with your students grouped on the skill you are analyzing (Advanced, proficient, partially proficient, unsatisfactory). Next week's homework is indicated by the green cells.
14
Week 2 - Analyze and Respond to the Initial AssessmentWeek 2 - Analyze and Respond to the Initial AssessmentWeek 2 - Analyze and Respond to the Initial Assessment
15
In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis. In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis. In week 1, teachers will share trends they saw while analyzing student work (please always bring this student work to the data meetings). After discussing these strengths, common missteps and the best opinions as to why this happened, the team will collectively identify whole class instructional move(s) that responds to this analysis.
16
What Student Work Did You Bring? What Student Work Did You Bring? What Student Work Did You Bring?
17
Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?
18
Initial
Proficiency
Levels
UnsatisfactoryPartially ProficientProficientAdvancedInitial
Proficiency
Levels
UnsatisfactoryPartially ProficientProficientAdvancedInitial
Proficiency
Levels
UnsatisfactoryPartially ProficientProficientAdvanced
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
Whole Class Trends

Strengths, Missteps, Why did it happen?
What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)?
What are the gaps between the student work and the teacher exemplar?
Why do you think these gaps exist?
Whole Class Trends

Strengths, Missteps, Why did it happen?
What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)?
What are the gaps between the student work and the teacher exemplar?
Why do you think these gaps exist?
Whole Class Trends

Strengths, Missteps, Why did it happen?
What aspects of the teacher created exemplar did you most commonly see in student responses (strengths)?
What are the gaps between the student work and the teacher exemplar?
Why do you think these gaps exist?
34
Time To PauseThis is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row.Time To PauseThis is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row.Time To PauseThis is time for each teacher to gather their thoughts for a couple of minutes so they feel they can contribute to the instructional moves conversation that will happen in the following row.
35
Whole Class Instructional Moves Whole Class Instructional Moves Whole Class Instructional Moves
36
Next Meeting Date Student Work For Next MeetingNext Meeting Date Student Work For Next MeetingNext Meeting Date Student Work For Next Meeting
37
Next Week's HomeworkPlease come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work. Next Week's HomeworkPlease come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work. Next Week's HomeworkPlease come to next week's meeting with the following tasks completed: A description of the work that you will be bringing to the meeting. 2-4 instructional groupings that could result from your analysis of this work.
38
Week 3 - Identify Instructional Groups and Next StepsWeek 3 - Identify Instructional Groups and Next StepsWeek 3 - Identify Instructional Groups and Next Steps
39
As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc. As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc. As homework, each teacher should have found 2-4 instructional groupings that could result from some common characteristic/need. These needs could be ways to advance students on this skill or ways to address missteps in this skill. During the week 3 meeting, each teacher will write an instructional next step that would best help students progress in this skill. This should be a next step that is quick and nimble enough that you can actually do it. Don't overpromise, be realistic. It could be an extra resource, a small-group meeting, the expectation to re-do the work after feedback, etc.
40
What Student Work Did You Bring? What Student Work Did You Bring? What Student Work Did You Bring?
41
Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?
42
Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 did not make common denominatorsInstructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1
43
StudentsStudentsStudents
44
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
45
Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2 Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2 Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2
46
StudentsStudentsStudents
47
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
48
Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3 Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3 Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3
49
StudentsStudentsStudents
50
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
51
Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4 Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4 Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4
52
StudentsStudentsStudents
53
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
Instructional Next Step for Following Week:
What will happen?
When will it happen?
What:
When:
54
Next Meeting DateStudent Work For Next MeetingNext Meeting DateStudent Work For Next MeetingNext Meeting DateStudent Work For Next Meeting
55
Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting.Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting.Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 3. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 3 and paste it into the week 4 meeting.
56
Week 4 - Examine Progress with Moves for Each GroupingWeek 4 - Examine Progress with Moves for Each GroupingWeek 4 - Examine Progress with Moves for Each Grouping
57
In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students. In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students. In week 4, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following two weeks. Maybe it is more of the same, or maybe there is a different move that would support students.
58
What Student Work Did You Bring? What Student Work Did You Bring? What Student Work Did You Bring?
59
Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?
60
Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1
61
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
62
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
63
How Did Students Progress?How Did Students Progress?How Did Students Progress?
64
What Challenges Remain?What Challenges Remain?What Challenges Remain?
65
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
66
Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2 Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2 Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2
67
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
68
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
69
How Did Students Progress?How Did Students Progress?How Did Students Progress?
70
What Challenges Remain?What Challenges Remain?What Challenges Remain?
71
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
72
Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3 Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3 Instructional Grouping # 3Common Characteristic of Group 3When compared to the teacher exemplar, group 3
73
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
74
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
75
How Did Students Progress?How Did Students Progress?How Did Students Progress?
76
What Challenges Remain?What Challenges Remain?What Challenges Remain?
77
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
78
Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4 Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4 Instructional Grouping # 4Common Characteristic of Group 4When compared to the teacher exemplar, group 4
79
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
80
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
81
How Did Students Progress?How Did Students Progress?How Did Students Progress?
82
What Challenges Remain?What Challenges Remain?What Challenges Remain?
83
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
84
Next Meeting DateStudent Work For Next MeetingNext Meeting DateStudent Work For Next MeetingNext Meeting DateStudent Work For Next Meeting
85
Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting.Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting.Next Week's HomeworkThe challenging homework is implementing the instructional next steps described in week 4. The simpler homework is to copy the "students" and "common characteristic" and "instructional next step" from week 4 and paste it into the week 5 meeting.
86
Week 5 - Monitor Instructional GroupingsWeek 5 - Monitor Instructional GroupingsWeek 5 - Monitor Instructional Groupings
87
In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students. In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students. In week 5, teachers will examine the progress made for each instructional grouping. The questions below should be self explanatory. The goal of this week is to solidify your instructional next steps for the following week. Maybe it is more of the same, or maybe there is a different move that would support students.
88
What Student Work Did You Bring? What Student Work Did You Bring? What Student Work Did You Bring?
89
Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?Data Team Members, How Does This Work Allign With The Standard?
90
Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1 Instructional Grouping # 1Common Characteristic of Group 1When compared to the teacher exemplar, group 1
91
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
92
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
93
How Did Students Progress?How Did Students Progress?How Did Students Progress?
94
What Challenges Remain?What Challenges Remain?What Challenges Remain?
95
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
Upcoming Instructional Next Step What:
When:
96
Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2Instructional Grouping # 2Common Characteristic of Group 2When compared to the teacher exemplar, group 2
97
Prior Instructional Next StepPrior Instructional Next StepPrior Instructional Next Step
98
Students (could be the same students or an updated version)Students (could be the same students or an updated version)Students (could be the same students or an updated version)
99
How Did Students Progress?How Did Students Progress?How Did Students Progress?
100
What Challenges Remain?What Challenges Remain?What Challenges Remain?
Loading...