Data Team Information

Date:

10/15/2015

Grade Level:

Data Team Leader: Tiffany Tawata

Teachers in Attendance: Al Linsey
Lieren Pearson
Kris Murakami

Subject: Mathematics
Assessment Title: Fractions-module 4

Step 1: Collect and Chart Data

Benchmark:
Teachers Name

(problem 6) 3.NF.1 Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
a/b# as
the quantity #
formed
by a parts%ofstudents
size 1/b.
students
students
# students
who took
met/exceeded met/exceeded # student not
close to
assessment
proficiency
proficiency
proficient
proficiency

Tawata/Lindsey
Pearson
Murakami

30
32
29

25
28
28

Team Total

91

81

For SMART Goal

From %
To %

83%
88%
97%
#DIV/0!
#DIV/0!
89%

5
4
1
0
0
10

4
3
1
8

89%
99%
able to
Descriptors (met)
color/shade
all 3
problems

Descriptors
able
to
(close) all
color/shade
2 problems

Names of
y 1 part when a whole is partitioned
into b equal parts;
understand a fraction
# students
students
Names of
likely to meet likely to meet
students close
with
with
# intervention
to proficiency
instruction
instruction
students
riley,
asialyn,

makoa, Zasha,
lauren
Xavier,
Syril
shea

0
1
0
1

Descriptors
able
to
(likely) all
color/shade
1 problem

1
Cade
0
1

unable to
Descriptors
complete
any
(intervention)
problems
correctly

Names of
intervention
students

shalisa

Step 2: Analyze Strengths & Obstacles;

Designate Strategies
Strengths
can shade according to fraction

Obstacles
more difficulties writing a fraction for a shaded picture

Strategies to Address Obstacles

TMM
IXL
LearnModel:
Zillion focus on area not the count; continuous
Area
model (all sides are touching)
One-to-one instruction
Manipulatives

Step 3: Establish SMART Goals

SMART GOAL:

The % of

increase from
88%
module 4 pretest
problems #6 (a-c) given on

grade 3

students scoring

to
10.02.15

99%
.

by

proficient in
end of
October

3.NF.1
as measured by

will

Step 6: Monitor and Evaluate Results

(Compare Pre-/Post-CFA)
# students
# students
Teachers Name

who took
assessment

% students
# students
met/exceeded met/exceeded # student not
close to
proficiency
proficiency
proficient
proficiency

Tawata/Lindsey
Pearson
Murakami

29
31
30

29
29
29

Team Total

90

87

For SMART Goal

From %
To %

99%

89%
100%

100%
94%
97%
#DIV/0!
#DIV/0!
97%
Met SMART Goal:

0
2
1
0
0
3

0
2
1
3
YES

Reflect on what went well, what could be improved, what adjustments were made along the way.
How well was the selected instructional strategy(ies) implemented? How much of an impact did the selected
What were/are some adjustments or suggestions for improvement? What are identified next steps?
Kris: the
students
diddid
thepretty
same.well.
i believe
thatstudents
the mistake
problem
#6 is6a careless
error.
Lieren:
Overall
the generally
students all
The two
that on
missed
problem
only missed
"A." The stude
accepted
fraction
wee. They
all enjoyed
the fractionwow!
HW and
IXL on
theirtoown
Tiffany:
sothe
proud
that lessons
all the students
(inclustion
too)doing
met proficiency.
i believe
it had
do with repetition of les
stones and IXL practice.
Al: The use of manipulatives, Math IXL practice, and working one-to-one with SPED students.

Names of
students
close to
proficiency

# students
likely to
meet with
instruction

Cade, Brynn

0
0
0

0
0
0

angel

Names of
students likely
to meet with
instruction

# intervention
students

NO

re made along the way.

much of an impact did the selected activities have on student learning?
re identified next steps?
#6 is6a careless
error.
blem
only missed
"A." The students learned and
IXL
theirtoown
eveon
it had
do with repetition of lessons in stepping

PED students.

Names of
intervention
students