Teacher and Class Group Data Sheet
Content Area: ELA: ___ Math: ___
Curriculum Unit #: ____
Teacher/Group: _____________________________
Grade: ____
Date: _____________
Course/Section: _________________________________
Part 1: Student Performance Bands
Indicate the count and percent of students in performance band. Tip: Use the filter to obtain counts quickly. You will need to
calculate the % of students in each band using the count of “Tests Submitted.”
Tests Submitted: _____
Average Total Score: _____
Exceeds Standard
84% - 100%
Count
Percent
Meets Standard
69% - 83%
Count
Percent
Basic Standards
49% - 68%
Count
Percent
Below Basic
24% - 48%
Count
Percent
Far Below Basic
0% - 23%
Count
Percent
Additional Comments: Is the above performance an improvement from the previous assessment? To what do you attribute these
results?
Part 2: Critical Standards Performance Bands
Indicate the count and percent of students in each performance band by critical standard. Be sure to complete the cell next to “Count
of Tested Students” otherwise table will not calculate correctly. Note: You will need to calculate the % of students in each band
using the count of “Tests Submitted.” To update calculations in the “yellow” cells, click CTRL + A, then click F9. On a Mac
computer, click Command + A, then click FN + F9.
Critical CCSS Standard 1:
Exceeds Standard
Meets Standard
84% - 100%
69% - 83%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Text:
Basic Standards
49% - 68%
Count
Percent
0
0.00%
Critical CCSS Standard 2:
Exceeds Standard
Meets Standard
84% - 100%
69% - 83%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Text:
Basic Standards
49% - 68%
Count
Percent
0
0.00%
Critical CCSS Standard 3:
Exceeds Standard
Meets Standard
84% - 100%
69% - 83%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Text:
Basic Standards
49% - 68%
Count
Percent
0
0.00%
Critical CCSS Standard 4:
Exceeds Standard
Meets Standard
84% - 100%
69% - 83%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Text:
Basic Standards
49% - 68%
Count
Percent
0
0.00%
Below Basic
Far Below Basic
24% - 48%
0% - 23%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Count of Tested Students:
1
Below Basic
Far Below Basic
24% - 48%
0% - 23%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Count of Tested Students:
1
Below Basic
Far Below Basic
24% - 48%
0% - 23%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Count of Tested Students:
1
Below Basic
Far Below Basic
24% - 48%
0% - 23%
Count
Percent
Count
Percent
0
0.00%
0
0.00%
Count of Tested Students:
1
Additional Comments: What trends do you observe in the above analysis? To what do you attribute these results?
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Teacher and Class Group Data Sheet
Part 3: Item Analysis—Highest Performing
Use the Item Analysis Report and a copy of the test to complete this section. Tip: Use the “Order by: Percent Correct” to order items
from Highest performance to Lowest performance.
CCSS Standard
Assessed
Highest % correct
Item #_____
%
Item #_____
%
Item #_____
%
Item #_____
%
Item #_____
%
Students DID WELL because….
Question Type
(Type 1,2,3 or
MC/CD/OE)
Additional Comments (if any):
Part 3: Item Analysis—Lowest Performing
Use the Item Analysis Report and a copy of the test to complete this section. Tip: Use the “Order by: Percent Correct” to order items
from Highest performance to Lowest performance.
CCSS Standard
Assessed
Lowest % correct
Item #_____
%
Item #_____
%
Item #_____
%
Item #_____
%
Item #_____
%
Students DID NOT DO WELL because….
Additional Comments (if any):
2
Question Type
(Type 1,2,3 or
MC/CD/OE)
Teacher and Class Group Data Sheet
Part 4: Using data to improve student achievement. Follow these steps to create a re-teaching plan.
1. Examine the data and identify a problem.
 Examples: low level of performance on ELA, question(s) missed by a majority of students, student misconception of a
key concept, skill deficiency, etc.
2. Create an action plan to address problem.
 Examples: Bell ringers, mini-lessons, centers, activity, RTI intervention strategies, re-teach the lesson again etc.
3. Set dates for implementation of plan and completion of plan.
4. Set a method to re-assess student knowledge.
 Examples: quiz, re-testing of previously missed questions, oral questioning, constructed response item, etc.
5. After completing 1-4, create an evaluation of the process. Did the plan work? Did student understanding increase? What
in this process can be used again? What needs to be changed?
ACTION PLAN
1.
What is the problem? The problem is….
2.
What action will you take to enhance academic achievement and mastery of the problem above? My action is to…
3.
Dates for implementation and completion of the plan will be from:
 Start date is:
 Completion date is:
4.
Identify the methods you will use to retest and/or reassess student knowledge. Tip: You may add students to a “Student
Group” (which you create). Text from your action plan below may be copied into the description of the Student Group.
1.
2.
3.
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Teacher and Class Group Data Sheet
Action Plan Evaluation Process
Following the conclusion of your Action Plan (see Part 4 above), evaluate the effectiveness of the plan. This analysis will help you
determine which strategies were least and most effective in supporting students.
Did the plan work? Yes_______ No__________ If no, why?
Did student understanding increase among the students who were not in Band 1/ Band 2?
What strategy in this process will you use again? Will you change your approach to instruction? How?
What did you learn from your student’s needs from the benchmark/unit assessment?
How will you communicate to each parent their child’s results before report card time?
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