Team Meeting #3 Data Meeting #2

Describe your role in the team data meeting:

My role in our data meeting was to be the note taker. We agreed that the submitter would take and condense and notes from the meeting. Then from the meeting notes, the presenter can make the video. Meeting note taker should take notes on the ideas formed and discussed throughout the meeting.  From notes, create an outline for the meeting presentation using the created Google document. In addition to my role, it was important that I listened to each member presenting their ideas and providing additional comments. My group was wonderful in adding to my notes, to make our Triangulation on Data more comprehensive. This makes it easier for Amber to record and summarize all ideas in a group video.

Reflect on your areas of strength and areas for growth in this particular role and in engaging in the process of turning data into action

I was able to collect information and ask for help when needed with note taking. I found it really difficult to engage with the technology used and take notes. So, one of my team mates helped out by also taking notes on the live document, while in our virtual group meeting. I was taking notes the old school way, with pen and paper. I think our team did a nice job reading the Venables text prior to meeting. This made understanding the assignment a lot better. We muddled through picking a exploratory question and focusing on a goal area. We helped each other through the process of instructional and observed learning gaps.

Draft of our Triangulation Data

Group 4 Artifact Tracking Sheet

Exploratory Questions: Are the strategies being used to teach this standard effective? If not, what can be changed to ensure that more students are able to be successful?

Objective 3: After reading a story, students will respond to questions about who and what about texts read aloud.

Artifact Type (be specific) Examples: Data Table, Student work, Teacher lesson plan(s), Teacher instruction calendar, Test items, Unit plan	Observed Learning Gap (as evidenced by artifact)orObserved Instructional Gap (as evidenced by artifact)	Relative Significance(if learning gap observed) How important is this skill/concept?	Prominence(if learning gap observed)Speculate as to how widespread this gap is with all the students.
Lesson Plan for Let’s Play Ball by Mo Willems	LG       IG Lack of Activating Prior Knowledge	1   2 3   4 5	1   2 3   4 5
Unit PlanStandard: Reading: Story/Text Comprehension – Demonstrate comprehension by responding to interactive read-alouds of texts before, during, and after the texts are read.	LG       IGSome of the questioning related to personal experiences to the text are too abstract of a concept for this age students. This is evident in the students inability to conceive abstract notions in reading material	1   2 3   4 5	1   2 3   4 5
Pre-test	LG       IGLevel of student correctness based on story prediction	1   2 3   4 5	1   2 3   4 5
Data checklist- (Day 1)	LG       IGWas the student able to respond to who questions?	1   2 3   4 5	1   2 3   4 5
Student Work- (Day 2)Recall story elements drawing responses.	LG       IGStudents are unable to recall all story elements to create a complete response.	1   2 3   4 5	1   2 3   4 5
Data checklist- (Day 3)	LG       IGWas the student able to respond to what questions?	1   2 3   4 5	1   2 3   4 5
Student work- (Day 4)What can you do to help a friend? Dictate and draw activity response.	LG       IGStudents were unable to make real world connection (unit abstraction is evident)	1   2 3   4 5	1   2 3   4 5
Post test data (test Day 5)	LG       IGStudents were unable to retain information to recall/respond story elements.	1   2 3   4 5	1   2 3   4 5
Student’s with an  IEP	LG       IGStudents who had IEPs lack of above average scoring throughout the unit	1   2 3   4 5	1   2 3   4 5
Student reflections about their work/ level of understanding (data chats with students)	LG    IGStudents unable to respond/demonstrate understanding of book contents.	1   2 3   4 5	1   2 3   4 5

Notes: See below

We started with our Data Checklist focusing on a team-member’s data. She is working with Pre-K students in the overall ELA Standard: Reading: Story/Text Comprehension – Demonstrate comprehension by responding to interactive read-alouds of texts before, during, and after the texts are read. 

We further analyzed Objective 3 in this standard to address triangulation. Objective 3: After reading a story, students will respond to questions such as who and what about texts read aloud.

• Our target focus for Objective 3 in triangulation is: Exploratory Question: Are the strategies being used to teach this standard effective? If not, what can be changed to ensure that more students are able to be successful?

• Relevance Calculation: 

We calculated relevance in relation to our own teaching experiences, knowledge about age-expected skills, the Venables text, and teaching outcomes and strategies. 

• Students highlighted in yellow are students with IEPs.

Possible Solutions:

• Coloring activity to get to know the characters
• reread the story and asks specific questions about the characters at a few points in the story
• Simplifying stop and ask questions

• Participate in memory recall activities- *turn & talks*- 2 or 3 before, during and after story
• Lack of introductory activity
• Modeling how to reflect on your learning
• Using picture cues or sentence starters for student responses