Professional Documents
Culture Documents
Data Analysis and Action Plan
Data Analysis and Action Plan
EDUC 5904
Data Analysis and Action Plan
June 8th, 2017
Exit Ticket
Exit Ticket (Submit to
Grade Level Chair)
*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support
*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support
*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support
4. Recap Multi Digit Arithmetic
Day 1: Day 2: Day 3 and 4 (as needed):
Multiplication using Multiplication using Area Multiplication using
Arrays- Word Problems Models- Word Problems Equations- Word
Problems
o Quick Model o Quick Model
o We Do o We Do o Quick Model
o You Do o You Do o We Do
o You Do
Exit Ticket Exit Ticket
Exit Ticket
*Based on Exit Ticket results, teachers should pull a small group in the morning to provide
additional, targeted support
Classroom:
After analyzing Lesson 36 Exit Tickets, I observed that 12/13 students understand how to solve
multiplication problems using the area model. However, 10/13 students have not mastered solving
multiplication problems using the standard algorithm. While many of these students correctly set up
the problem, they simply transferred over their calculations from the area model, showing that they did
not understand how to solve using the standard algorithm. To address this misunderstanding, I would
recommend re-teaching how to solve multiplication using the standard algorithm.
Day 1: Reteach Standard Day 2: Reteach Standard Day 3: Reteach Standard
Algorithm Algorithm Algorithm
*If there are students still struggling with the standard algorithm after giving the Day 3 Exit Ticket, it is
recommended to pull that small group of scholars 3x15 until mastery.
Additionally, after looking at Lesson 27 Exit Tickets, I observed that the majority of students
have an excellent understanding of division! 11/13 scholars seemed to understand most of the division
process: divide, multiply, subtract, and bring down. However, there were 4 students who did not repeat
this process after completing their first divide, multiply, subtract, and bring down. They divided and
multiplied the second time, but did not complete the division process all the way to 0. However, they
still got the correct answer, which makes me infer these students may have rushed to finish when they
knew the correct answer. However, I would recommend that these four scholars (Guiliana, Racquel,
Ana, and Euna) be pulled in a small group for 20 minutes in the morning one day to address this error.
Morning Group: Guiliana, Racquel, Ana, and Euna
(1 Day, 20 Minute Division Process Recap)
After looking over the same exit tickets, I observed that there are two students who were
unable to solve using standard division. These two scholars drew the total number in dots and then
divided them up into groups. Based on their exit tickets, I can infer that these students significantly
struggle with division and need more targeted and intensive teacher support to learn how to solve
division problems more efficiently. Therefore, I recommend pulling these two students (Cody and
Isabella) in a small group, 3x20 minutes.
Morning Group: Cody and Isabella
Reteach Division (3x20 until mastery)
o Give Glow- students understand what division means
o State the Change- we need to use standard division to solve most efficiently
o I Do, clear and explicit modeling
o We Do, using white boards (teacher leads, asks students what to do next)
o I Do, with intensive teacher support
Finally, I looked at Lesson 19 Exit Tickets. Based on student work, I observed that 12/13
students did not mark up the question. These students did not circle important numbers or key words
in the question. Additionally, I noticed that 10/13 scholars were able to complete the division process
correctly, but were unable to provide the full, correct answer in writing. This made me infer that these
scholars did not fully understand what the word problem was asking them, especially as these students
did not mark up the question. Therefore, because 10/13 students are the majority of the class, I would
recommend a whole class reteach on solving division word problems, specifically focused on
understanding what a word problem is asking.
Day 1: Reteach Division Word Day 2: Reteach Division Word Day 3: Reteach Division Word
Problems Problems Problems