Anda di halaman 1dari 14

SCHOOL NAME

Coleman A Young Elementary


TEAM MEMBERS
Malcolm Arnell, Tabitha Denard,

PRINCIPAL
Melissa Scott

GRADE LEVEL OR CONTENT AREAS


K-5 Science, Technology
DATE

Instructional Learning Cycle Meeting Dates

Cycle Number:
Team Norms:
Facilitator(s):

Click here to enter text.

Due Date:

Click here to enter text.


Click here to
Time Keeper(s):
enter text.

Planning Meeting Date(s) & Time:

Click here to
enter text.

Recorders:

Click here to
enter text.

December 9, 2015

ILC Team Tasks:


Review data to determine student need
Complete Pre Planning Page
Classroom Tasks:
Determine date of pre-test (dates for individual teachers may vary)
Administer pre-test
Analyze student results and record findings to be completed before next ILC meeting)

Instructional Planning Meeting Date(s) & Time:

Click here to enter text.

ILC Team Tasks:


Share results of pre-test
Complete Instructional Planning Template
Classroom Tasks:
Implement instructional plan
Collect implementation data (i.e., begin recording data, keep track of changes to instructional plan)
Administer post test
Analyze student results and record findings

Follow up Meeting Date(s) & Time:

Click here to enter text.

ILC Team Tasks:


Share results of implementation data and post-test data
Complete Follow Up Page
Identify next steps
Determine presentation of findings (i.e., SST Meeting, staff meeting, etc.)

Pre - Planning

ILC Team Goal: To gather enough information in order to create a quality instructional plan that will guide
students to meet a specific standard(s).
1. What is a student need in this grade level/subject area? (Consider current curriculum, specific
instructional needs based on standards, skills, concepts and/or content)
Scientific vocabulary, students need to demonstrate an understanding of scientific vocabulary.
K-2: Life science
3: Earth Science
4-5: Physical Science
2. What evidence do we have to support that is a need? (Include specific data and the source; data
could include state, district, and/or classroom assessments)
Classroom assessments, pre/post science tests for grades 3-5 and NWEA MAP data for science
3. What are 1-2 state standards that could address this need?
S.RS.00.11-Demonstrate scientific concepts about the senses through various illustrations,
performances, models, exhibits, and activities.
4. Grade 3: E.ES.03.41 Identify natural resources (metals, fuels, fresh water, soil, and forests).
5. Grade 4: P.PM.04.35 Compare and contrast the states (solids, liquids, and gas) of matter.
6. Grade 5: P.FM.05.42 Describe the motion of an object in terms of distance, time and
direction, as the object moves, and in relationship to other objects.

7. How do we unpack the standard(s) into learning targets/objectives? Unpack the standard(s) to
determine the specific skills, concepts and context that students will need to demonstrate (i.e., SWBAT,
I can statements, KUDs, etc. Use the table below if needed)

What skills or processes will


student demonstrate?
Grade: K
I can construct simple charts from
data and observations.

Grades: 1-5
I can recognize a tier three
science word, (content specific
vocabulary)

What knowledge or concepts will


students demonstrate?

In what context?

I can specifically name the basic


needs of life.

I can create a project that shows


the basic needs of life.

I can read a vocabulary word.

I can use scientific vocabulary


in my journal.

8. How will we design the assessment to assess the learning targets/objectives? What type of
questions will we ask students to complete? (i.e., short answer, performance tasks, essay, verbal
response, multiple choice, etc.)
Words on the ceiling/wall/board, ect. "Point/walk to the word that means...", Socrative, Plickers,
Pre/Post Tests
What will be the criteria for proficiency? Discuss possible answers and criteria for each proficiency
level.

Proficient
Answer/Criteria

All grades: I can define, illustrate, and provide an example of the word.
3-5 I can use this word coherently in a sentence.

Partiality Proficient
Answer/Criteria

All grades: I can either define, illustrate, or provide an example of the word.
3-5

Not Proficient
Answer/Criteria

All grades: I am only able to define, illustrate, or provide an example of the word with
teacher prompting.

Pre-Assessment Results
Teacher Name:
Grade/Subject:

Josephson, Merritt, Williams


K, 2Science

Date of Pre-Test:
Number of Students Tested:

K,2: Nov 30 3-5:


K,2: 129

Evaluate the responses from the pre-test to find trends and patterns that connect to the learning target(s) and
proficiency criteria.
Students at or Above Proficient
Number of students6
Strengths in the Student Work
Weaknesses in the Student Work
Click here to enter text.
Click here to enter text.
Student initials:
K.1 2
LC
LM
K.2 1
AS
K.3 2
RM
TS
2.1 1

MS
2.2 0
.
Students Partially Proficient
Number of students 59
Student initials:
K.1 14
WB
CB
BC
JF
TG
BH
AL
ML
DL
EP
EP
KT
RT
EW
K.2 10
PB
CC
JJ
AL
LM
JM
KM
ST
EW
RW
K.3 13
AA
DB
JC
JD
AJ
JP
JS
TS
CW
DW
ZW
2.1 12
MC
KC
IC
JD

Strengths in the Student Work


Click here to enter text.

Weaknesses in the Student Work


Click here to enter text.

LG
JG
JJ
SL
JL
SR
JS
DW
2.2 10
SH
KH
JJ
KM
JM
KM
KS
ZW
AW
LW
Students Far from Proficient
Number of students 67
Student initials:
K.1 9
MA
MA
JB
DC
FF
ZH
AH
JH
PJ
MS
K.2 13
CC
CC
MC
AG
DG
MH
MJ
LL
MM
MM
JP
JR
HR
K.3 13
AA

Strengths in the Student Work


Click here to enter text.

Weaknesses in the Student Work


Click here to enter text.

SB
JG
IH
AM
AM
JP
CR
QS
TS
US
KT
QT
2.1 15
AB
DB
TD
JE
IH
JJ
HJ
KK
JM
DN
BR
JS
AT
ZW
2.2 17
MA
SB
SB
AC
TD
JE
NH
TH
MH
KJ
KK
AL
AM
JP
TS
DT

Instructional
Planning

ILC Team Goal: To create an instructional


plan focused on
instructional practices that align content and strategies to the learning targets and pre-test data.
1. Double click on spreadsheet to enter pre assessment data. Enter data into the white columns and
percentages will be calculated.

2. What patterns trends and patterns emerged from our pre-assessment data? Where do we need to
focus our instruction for students at each level of proficiency?
Instructional Planning Template
Review Learning
Target(s)
Content

I can use a vocabulary word in a sentence.


I can create a project using my knowledge of scientific vocabulary.

(Text title, genre, and/or


type of media)

Strategies
(Discuss and choose 13 techniques we will
use to help students
become independent,
strategic learner(s)

Plan the Lesson


Formats

1. Incorporating technology in scientific vocabulary instructionkahoot,


plickers and socrative.
2. Using time in the cafeteria and morning announcements to incorporate
scientific vocabulary instruction/review.
3. Incorporate vocabulary into level four (Marzano) tasks, activities and
assessments.
Instructional Plan Details

(How the lesson is


structured, i.e., direct
instruction, small group,
individual practice,
formative assessment,
etc. Insert more
rows/formats as
needed)

Consider:
What is an effective way to teach the strategies?

Format 1:
Format 2:

Formative assessments using technology


Teachers being more intentional using tier 3 vocabulary during instruction.

What are the most important things we will do and say?

Format 3:
Materials
(What do we need to
prepare, create, and or
modify for lesson
implementation?)

Requiring students to use tier 3 vocabulary in oral and written responses.


Demonstrating knowledge individually during independent activities.
Use recycled materials for projects.
Create powerpoint and videos for hallway and cafeteria reviews.
Share powerpoint/videos in CAY OneDrive for teachers to incorporate in other
lessons.
Creating word signs for around the school.

Post Assessment
Teacher Name:
Grade/Subject:

Results

Josephson, Merrit, Williams


K-5 Science

Date of Pre-Test:
Number of Students Tested:

K,2: Feb 5
K, 2: 130

Evaluate the post-test responses to find trends and patterns that connect to the learning target(s) and
proficiency criteria.
Students at or Above Proficient
Number of students 58
Strengths in the Student Work
Weaknesses in the Student Work
Click here to enter text.
Click here to enter text.
Student initials:
K.1 15
MA
JB
WB
CB
LC
JF
AL
DL
LM
EP
EP
KT
RT
EW
K.2 9
CC
AG
LM
JM
KM
AS
SS
EW
RW

K.3 12
AA
JC
JD
IH
RM
JP
JP
CR
QS
TS
CW
2.1 10
MC
JD
JG
JG
JJ
SL
JL
MS
DW
ZW
2.2 12
SB
KH
JJ
KM
JM
KM
JR
TS
KS
ZW
AW
LW
Students Partially Proficient
Number of students 57
Student initials:
K.1 11
MA
DC
BC
FF
TG
ZH
AH
BH
PJ

Strengths in the Student Work


Click here to enter text.

Weaknesses in the Student Work


Click here to enter text.

ML
MS
K.2 13
PB
CC
MC
DG
MH
JJ
MJ
LL
AL
MM
JP
JR
HR
K.3 11
SB
DB
AJ
AM
AM
JS
US
KT
QT
ZW
2.1 12
SA
AB
KC
IC
IH
JJ
HJ
KK
JM
DM
SR
BR
2.2 10
AC
JE
MH
SH
NH
KJ
KH
AL

JP
DT
Students Far from Proficient
Number of students 16
Student initials:
K.1 1
JH
K.2 1
CC
K.3 3
AA
JG
DW
2.1 6
DB
TD
JE
JF
JS
AT
2.2 5
MA
SB
TD
TH
AM

Strengths in the Student Work


Click here to enter text.

Weaknesses in the Student Work


Click here to enter text.

Follow Up

ILC Team Goal: To reflect on our results, determine which strategies and instructional practices may have
contributed to student performance and determine next steps.
1. Double click on spreadsheet to enter post assessment data. Enter data into the white columns and
percentages will be calculated.

2. Reflect on your lesson implementation. How well were you able to follow the instructional plan? What
changes/modifications did you make?
3. Reflect on Results
What trends and patterns emerged from
our instruction and post-assessment
data? Discuss and record strengths found in
the student work.
Students are beginning to use tier 3
vocabulary without prompting.
Students in lower levels were successful in
showing knowledge of vocabulary during
projects.
What trends and patterns emerged from
our instruction and post-assessment
data? Discuss and record weaknesses
found in the student work.
Retentionstudents forget words quickly.
Applicationstudents know rote definitions,
but still struggle when applying them in a
project.

Which strategies and/or instructional practices


may have contributed to these strengths?

Teachers being deliberate in utilizing tier 3 words


during instruction.
Incorporating vocabulary words into projects.

Which kinds of instructional practices could


address these needs?

Click here to enter text.

4. What did we learn about student learning and our teaching practices?

5. What are our next steps? Are we ready to move on to a new area of focus? Or do we need to
adjust our instructional plan and re-teach?