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PRINCIPAL
Melissa Scott
Cycle Number:
Team Norms:
Facilitator(s):
Due Date:
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Recorders:
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December 9, 2015
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)
Grades: 1-5
I can recognize a tier three
science word, (content specific
vocabulary)
In what context?
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:
Date of Pre-Test:
Number of Students Tested:
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
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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
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
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
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
Strategies
(Discuss and choose 13 techniques we will
use to help students
become independent,
strategic learner(s)
Consider:
What is an effective way to teach the strategies?
Format 1:
Format 2:
Format 3:
Materials
(What do we need to
prepare, create, and or
modify for lesson
implementation?)
Post Assessment
Teacher Name:
Grade/Subject:
Results
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
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
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.
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?