Welcome to our First
Soulsville Data Day!
Please sit with your grade level teams and enjoy
some coffee and donuts!
Why are We Here?
What’s the big deal?
It’s the game
changer!
One small change
fundamentally
altered the outcome!
Agenda
8:00-8:10 – Opening
8:10-9:00 – Session 1: Culture Data
9:00-9:10 – Break
9:10-10 – Session 2: How to Look at Our Academic Data
10-10:10 – Break
10:10-11:50: Session 3
A. 10:10-10:40 – Review or Reteach Handout
B. 10:40-11:20 – Analysis Handout
C. 11:20-11:50 – 6 Week Action Plan Handout
11:55-12:00 – Closing
8-8:10
Norms of Our Data Day
- YOU WILL GET OUT WHAT YOU PUT IN
- TAKE TIME TO SAVE TIME: ACT NOW TO BE READY
FOR TOMORROW
- WE ABSOLUTELY CAN FIND SOLUTIONS BY
PROBLEM SOLVING AS A TEAM
- WE WILL CONTINUE TO FAIL BUT STRIVE EVERY
DAY TO SUCCEED
- BOTTOM LINE: IMPROVE STUDENT ACHIEVEMENT
8-8:10
Session 1: Culture Data
8:10-9:00
Break!
“Data-driven student engagement occurs when
students know the end goal, how they did,
and what actions they can take to improve.”
“In traditional school systems, the focus of
quality is on how the teacher teaches. In a
data-driven culture, the focus shifts to how
the students are learning.”
9-9:10
Session 2: How to Look at Our
Academic Data
Goals of this session:
TWBAT identify trends in practice data
TWBAT identify SPIs/objectives to review
and/or reteach
9:10-10
What’s the Process?
• So far, we should have covered the SPIs in our
LTP for the first quarter.
• We need to look at how many we have
actually covered, adjust our LTPs and be
strategic about properly covering everything
that needs to happen by December (step 2)!
• But first, we need to look at the mastery of
what we have taught to decide how to review
or reteach in order to reach mastery of all
planned SPIs by December (step 1).
9:10-10
Review of
Backwards
Planning
Soulsville Standards
Final Exam
Long Term Plan
The
Continuous
Step: Data
Reflection!
Unit Exam
Unit Plan
Daily Lesson Plan
Student Achievement!!
Step 1 of Session 2: What Does My Data
tell Me About Reviewing vs Reteaching?
We review when students are able to…
• answer objective/SPI level questions
independently without much, if any,
prompting
• discuss the content with their peers
• be moved on to an even higher order of
thinking with the content with or without your
guidance
9:10-10
To Review or Reteach, That is the
Question…
We reteach when students:
• did not master the objective the first time the
material was taught
• are unable to explain the concepts without
being prompted or using materials
• cannot begin answering questions on
objectives (don’t know where to even start)
9:10-10
Grounding Ourselves in the
Data…
Unit 3 Mastery
Teacher: Ashley Shores
Overall Unit
Mastery:
73.14%
Studen
t
Master
y
3.01
3.02a
3.02b
3.03a
3.03b
3.03c
3.04
3.05
80%
64%
71%
61%
79%
72%
60%
63%
Averag
e
Class Mastery Averages
by Skill
Block 1 Mastery
65.54%
75%
64%
71%
61%
79%
72%
48%
63%
Block 2 Mastery
60.73%
65%
51%
65%
61%
70%
79%
56%
71%
Block 3 Mastery
72.72%
80%
71%
80%
72%
81%
82%
63%
68%
Block 4 Mastery
88.38%
93%
83%
88%
82%
90%
95%
77%
96%
Block 5 Mastery
66.32%
75%
62%
74%
67%
84%
79%
52%
44%
Block 6 Mastery
85.15%
94%
83%
83%
88%
100%
78%
84%
92%
SPI/Objective
Prioritization
Re-teach
Review
Deprioritize
Guidelines:
Guidelines:
Guidelines :
70% mastery or
below + mid to
high priority on
the test
70-80% mastery +
mid to high
priority on the
test
Very high
mastery on the
test (85% or
above)
* Important
Note: These
guidelines will
vary teacher-toteacher
OR
65% mastery or
below + low to mid
priority on test
OR
80% mastery or
above + high
priority on the
test
OR
Low priority on
EOC/AP/Final
Exam
9:10-10
Grounding Ourselves in the
Data…
Unit 3 Mastery
Teacher: Ashley Shores
Overall Unit
Mastery:
73.14%
Studen
t
Master
y
3.01
3.02a
3.02b
3.03a
3.03b
3.03c
3.04
3.05
80%
64%
71%
61%
79%
72%
60%
63%
Averag
e
Class Mastery Averages
by Skill
Block 1 Mastery
65.54%
75%
64%
71%
61%
79%
72%
48%
63%
Block 2 Mastery
60.73%
65%
51%
65%
61%
70%
79%
56%
71%
Block 3 Mastery
72.72%
80%
71%
80%
72%
81%
82%
63%
68%
Block 4 Mastery
88.38%
93%
83%
88%
82%
90%
95%
77%
96%
Block 5 Mastery
66.32%
75%
62%
74%
67%
84%
79%
52%
44%
Block 6 Mastery
85.15%
94%
83%
83%
88%
100%
78%
84%
92%
14
SPI/Objective Prioritization
(Version 1)
Reteach
Review
Deprioritize
Guidelines:
Guidelines:
Guidelines :
70% mastery or
below + mid to
high priority on
the test
70-80% mastery +
mid to high
priority on the
test
Very high
mastery on the
test (85% or
above)
* Important
Note: These
guidelines will
vary teacher-toteacher
Reteach Bucket:
OR
65% mastery or
below + low to mid
priority on test
OR
OR
Low priority on
EOC/AP/Final
Exam
80% mastery or
above + high
priority on the
test
Review Bucket:
Deprioritize
9:10-10
Operation Prioritization
(Version 2):
Re-teach
Review
Deprioritize
Guidelines:
Guidelines:
Guidelines :
70% mastery or below +
mid to high priority on
the test
70-80% mastery + mid to
high priority on the
test
Very high mastery on
the test (85% or above)
OR
Low priority on test
OR
70% mastery or below +
low to mid priority on
test
OR
80% mastery or above +
high priority on the
test
Below 70%
70-79%
85% or Above
3.02a – Asexual and sexual
reproduction
3.02b
3.01
70% or below
LOW PRIORITY (despite
mastery)
3.03a – Patterns of
Inheritance: dominant and
recessive traits
3.03c
80% or Above
9:10-10
Kickboard: Shores’ Fake Biology Class
These our the steps I will take to best serve my
fake Biology Class :
a. Bucket objectives/SPIs into reteach or review
b. Analyze my SPI data and reflect on why
students didn’t reach mastery (look at my
assessments and their rigor/validity to help
this process)
c. Create my action plan to review & reteach
old standards while teaching the new
standards for the second quarter!
9:10-10
Session 2: Handouts 1, 2, & 3
9:10-10
Break! 10:00-10:10
“Sometimes when I consider what
tremendous consequences come
from little things I am tempted to
think there are no little things.”
~ Bruce Barton in 7 Habits of Highly
Effective People
Session 3: Teacher Action Plans
• Handouts A, B, C
• A (10:10-10:35)  Bucket into review or
reteach
• B (10:35-11:20)  Analysis of Objective/SPI
Mastery
• C (11:20-11:50)  Create 6 Week Action Plan
10:10-10:35
Operation Prioritization:
Re-teach
Review
Deprioritize
Guidelines:
Guidelines:
Guidelines :
70% mastery or below +
mid to high priority on
the test
70-80% mastery + mid to
high priority on the
test
Very high mastery on
the test (85% or above)
OR
Low priority on test
OR
70% mastery or below +
low to mid priority on
test
OR
80% mastery or above +
high priority on the
test
Below 70%
70-79%
85% or Above
3.02a – Asexual and sexual
reproduction
3.02b –
3.01 -
70% or below
LOW PRIORITY (despite
mastery)
80% or Above
3.03c -
3.03a – Patterns of
Inheritance: dominant and
recessive traits
3.03b –
10:10-10:35
Only ask one question on
How to Prioritize
1. Is it a foundational skill?
- Do my students HAVE to know or be able to do
this in order to master other important standards
later?
2. Is it a heavily assessed skill (for EOC, ACT, AP)?
3. How is student performance on the standard?
- If it’s a priority standard with low performance,
this is an important piece of data to examine?
10:10-10:35
Work Time: Handout A
Re-teach
Review
Deprioritize
Guidelines:
70% mastery or below + mid to
high priority on the test
Guidelines:
70-80% mastery + mid to high
priority on the test
OR
70% mastery or below + low to mid
priority on test
OR
80% mastery or above + high
priority on the test
Guidelines :
Very high mastery on the test (85% or above)
OR
Low priority on test
10:10-10:35
Session 3: Handout B
10:35-11:20
Assessment
Description
Name
Planning to Reteach, Review, & Reassess
Mini-lesson
(Reteach)
Time in class
re-teaching
using the I do,
we do, you do
format
NOTE: You
cannot teach
the same lesson
again. Try it a
different way!
Imbed in your
weekly
assessment
Assessment
Description
Name
Planning to Reteach, Review, & Reassess
Mini-lesson
Daily Practice
(Reteach)
(Review)
Time in class
re-teaching
using the I do,
we do, you do
format
Class work
and/or homework
to review
previous
materials so
that students
would retain it
better
NOTE: You
cannot teach
the same lesson
again. Try it a
different way!
Imbed in your
weekly
assessment
Collect these
problems or a
Do Now/Exit
Slip (after
cycle is over)
Assessment
Description
Name
Planning to Reteach, Review, & Reassess
Mini-lesson
Daily Practice
(Reteach)
(Review)
Spiraled w/ New
Material
(Reteach)
Time in class
re-teaching
using the I do,
we do, you do
format
NOTE: You
cannot teach
the same lesson
again. Try it a
different way!
Class work
and/or homework
to review
previous
materials so
that students
would retain it
better
Your content
builds on
itself,
presenting
opportunities
(and
challenges) for
review. Include
re-teaching old
material with
similar skills
together
NOTE: Often
works well w/
mini-lessons
Imbed in your
weekly
assessment
Collect these
problems or a
Do Now/Exit
Slip (after
cycle is over)
Reassess the
previous
material on
your weekly
assessments
(include
modified “old”
test questions)
Assessment
Description
Name
Planning to Reteach, Review, & Reassess
Mini-lesson
Daily Practice
(Reteach)
(Review)
Spiraled w/ New
Material
(Reteach)
Time in class
re-teaching
using the I do,
we do, you do
format
NOTE: You
cannot teach
the same lesson
again. Try it a
different way!
Class work
and/or homework
to review
previous
materials so
that students
would retain it
better
Your content
builds on
itself,
presenting
opportunities
(and
challenges) for
review. Include
re-teaching old
material with
similar skills
together
Do Now
(Review or
Reteach)
Have similar Do
Nows for a week
to review (and
if needed reteach as your
review the
answers)
NOTE: Often
works well w/
mini-lessons
Imbed in your
weekly
assessment
Collect these
problems or a
Do Now/Exit
Slip (after
cycle is over)
Reassess the
previous
material on
your weekly
assessments
(include
modified “old”
test questions)
Assess by
collecting the
Do Now prior to
reviewing it
Name
Planning to Reteach, Review, & Reassess
Mini-lesson
Daily Practice
(Reteach)
(Review)
Spiraled w/ New
Material
(Reteach)
Do Now
(Review or
Reteach)
In tutorials
outside (or
inside) of
class
Assessment
Description
(Reteach or
Review)
Time in class
re-teaching
using the I do,
we do, you do
format
NOTE: You
cannot teach
the same lesson
again. Try it a
different way!
Class work
and/or homework
to review
previous
materials so
that students
would retain it
better
Your content
builds on
itself,
presenting
opportunities
(and
challenges) for
review. Include
re-teaching old
material with
similar skills
together
Have similar Do
Nows for a week
to review (and
if needed reteach as your
review the
answers)
NOTE: Often
works well w/
mini-lessons
Imbed in your
weekly
assessment
Collect these
problems or a
Do Now/Exit
Slip (after
cycle is over)
Reassess the
previous
material on
your weekly
assessments
(include
Pulling small
groups of
students
(either outside
or in class
time) to target
specific groups
to review or
even reteach,
often during
independent
practice
NOTE: utilizing
co-teachers is
great for this
Assess by
collecting the
Do Now prior to
reviewing it
You can reassess by
giving
assessments to
your selected
groups
Handout B – Analyze!
• Handout B work time
• Look at your Kickboard data, Teacherease (if
applicable), Unit Tests and Quizzes during this
process
• Look at the example for clarity
• Talk it through with a partner if you hit a block
10:35-11:20
Handout C – Action Plan!
• The grand finale!
• Take your work from handout A & handout B to come
up with a 6 week Action Plan for objective/SPI
domination!
• Why 6 Weeks?
–
–
–
–
–
–
–
–
Back from Fall Break: Oct 17-21
Week 1 of Plan: Oct 24-28
Week 2: Oct 31-Nov 4
Week 3: Nov 7-11
Week 4: Nov 14-18
Week 5: Nov 28-2 (Nov 21 & 22 week of Thanksgiving)
Week 6: Dec 5-9
Midterm Exams: Dec 12-15
11:20-11:50
Closing
• Thank you for your time and for being
reflective practitioners!
• Please Submit Your Action Plan by 10/22 to
your DCI and School Director.
• Example Student Reflection Sheets – Make the
Data Meaningful for Your Students!
Investment!
11:55-12:00
Closing: What do We Make?
• Video Clip!
Taylor Mali – “What Teachers Make”
http://www.youtube.com/watch?v=RxsOVK4syxU
• The more strategic we are in our teaching the
more dramatic the impact on the lives of our
students.
11:55-12