Semester+1+Benchmark+Analysis

Semester 1 Benchmark Analyses

Chemistry:


 * Teacher/PLC Team: _ Date:_ Assessment: __**


 * **// Professional Learning Communities Data Analysis //** ||
 * || **//Data Analysis//**  ||  **//Planning//**  ||
 * ** The Data ** || - Provide an overall summary of the data. What does the data show?

-What is the distribution of scores on the assessment?

-What is the distribution of scores by item?


 * -How did your students perform overall in comparison to the last benchmark? **


 * -How did your students perform overall in comparison to last year? **


 * -Does the student performance data on the BM2 standards align with your SMART goals? **

-How does this data compare with pre-assessment/diagnostic data you collected?

__ Data/Information Sources: __ Clearly there are a large number of students who are achieving high scores on standardized assessments, but there are large gaps in knowledge/skills for about 10% of students.
 * Benchmark 2 Classroom/School Performance Summaries
 * Content Area SMART Goals
 * CST Content Area Data Analysis || [[image:Screen Shot 2014-01-13 at 9.20.48 AM.png]]



Students scored an average of 60% (proficient) on the exam and have shown clear growth in all areas **__except__** solutions. Solutions will need to be reassessed and retaught.

This benchmark involved significantly more math and students who have a firmer grasp of basic math concepts scored substantially higher than their struggling counterparts.

Even so, this year’s students drastically outperformed last year’s students in almost all categories – stoichiometry standard 3e exluded.

Most importantly, the number of students falling into the below basic and far below basic band are much lower than previously expected. We met the <20% mark easily with only 9.8% of students falling into this band.

I expected almost exactly this distribution, the only thing that surprises me is that gyra Castillo scored a 0% - indicating some form of clerical error. || - Why, in your analysis?
 * ** The Content ** || - Which items/topics were most frequently missed?


 * -What does the pattern suggest about how to improve instruction (for individuals and for subgroups)? **


 * -Which differentiated instructional strategies will you use to ensure students master the content? **

- What are the major student misconceptions and your plans for adjusting instruction to meet these learning objectives? __ Data/Information Sources: __
 * Benchmark 2 Classroom/School Performance Summaries
 * Content Area SMART Goals
 * CST Content Area Data Analysis
 * Turning Data Into Actionable Information (Actions/Strategies)
 * Differentiated Instructional Toolkit
 * Content Area Blueprint || By far, solutions and high level stoichiometry were missed the most on the benchmark – all three falling below 33% correct in terms of accuracy.

These all involve the concept of molarity, something students struggle with globally, and all of these incorporate higher-level math including fraction multiplication. These areas need to be re-emphasized for sure.

Students will be given a playlist of instructional tools to help with relearning some of the difficult content and will be reassessed continually throughout the year. All lessons will be standardized and digitized so that all students have access to the content at all times.

I will be spiraling in all of these concepts into the upcoming Unit to ensure that all students have a chance to revisit the content and master it over a longer period of time. ||
 * ** School-Wide ** || - What opportunity for improvement was common school-wide? Are these high priority standards?


 * - What will you re-teach? How will you do it differently? **

- What could you do to help all students do better on this content before starting the next unit?

-What do you expect that you will need to do with all the classes from now until the next benchmark to assure their success?

-**Did the school-wide performance data align with your SMART goals?**


 * -Which steps or strategies from your action plan have you executed to reach your SMART goals? **

__ Data/Information Sources: __
 * Benchmark 2 Classroom/School Performance Summaries
 * Content Area SMART Goals
 * CST Content Area Data Analysis
 * Turning Data Into Actionable Information (Actions/Strategies)
 * Differentiated Instructional Toolkit
 * Content Area Blueprint || Math! Solving for variables is still an extremely difficult task for a majority of the population, and multiplying fractions/assigning values to variables is something that needs a LOT of work.

Both of those previous things I will reteach including solving for different concentrations of solutions and the expected yield from certain chemical reactions based on mass and volume.

Ensure that all students have multiple chances to see this content repeatedly and in different modalities.

I will follow personalized action plans for all of my students in accordance with the SMART goals we set at the beginning of the year.

Students will have to capture and validate their learning experiences by saving their content digitally so that I can assess their master of content BEFORE high stakes testing instead of afterwards.

This helps me use data as a vaccine instead of as a band-aid. ||
 * ** Subgroups of Students ** || -Examine a sampling of your subgroup data ( ELL, SPED, Underperforming, High-performing, etc.). **How did your subgroups perform on the benchmark?**


 * -How did your subgroups perform on this benchmark in comparison to the last one? **

- What subgroups seem to form as you look at the data? These may be by content, by level of knowledge, by learning preference, or some other variable.


 * - ** ** How will you move the Below Basic and Far Below Basic to the next proficiency band? **

- What will you re-teach? How will you differentiate your instruction to meet your subgroups’ needs?

-How will you differentiate content, activities, or products in the next unit to reflect the subgroups you have found?


 * -Did your student subgroups’ performances on BM 2 align with your SMART goals? **

-What do you expect that you will need to do to help these groups from now until the next benchmark?

__ Data/Information Sources: __
 * Benchmark 2 Classroom/School Performance Summaries
 * Content Area SMART Goals
 * CST Content Area Data Analysis
 * Turning Data Into Actionable Information (Actions/Strategies)
 * Differentiated Instructional Toolkit
 * Content Area Blueprint
 * Special Education Passport
 * ELL Student Matrix || My SPED and ELL students on the whole outperformed many of the expectations set for them – though the only students in the far below basic band were low-level ELL students.

They did exceptionally well all things considered.

Students are differentiated almost entirely by lexile level. This is evident when analyzing their scores.

I will focus on the below basic and far below basic student over the next month to get them on a personalized program to support their specific needs and interests in relation to the chemistry content they are learning. Parents will be used consistently throughout the semester to motivate high achievement.

I will reteach by spiraling content throughout they year with subject cross-cutting in mind.

Students will be addressed by lexile level and given activities most specific to their individual needs and wants.

Student subgroups’ performances did not meet end of year SMART goals but represent significant growth on the pathway to that long-term goal.

I will be supporting these students in all of their academic endeavors in terms of content-delivery, scholastic process, product, and academic environment. || ** Individual Students **  || ** -Which students are at risk of immediate failure? Are any of these students the same ones you identified during the last benchmark? **

- What will you re-teach? How will you differentiate your instruction to meet the needs of individual students?

-What will you do in the next unit to mediate these students’ challenges?


 * --Which differentiated instructional strategies will you use to ensure individual students master the content? **

-What will you do between now and the next benchmark to assure that these students do not fail?

__ Data/Information Sources: __
 * Benchmark 2 Classroom/School Performance Summaries
 * Content Area SMART Goals
 * CST Content Area Data Analysis
 * Turning Data Into Actionable Information (Actions/Strategies)
 * Differentiated Instructional Toolkit
 * Content Area Blueprint
 * Special Education Passport
 * ELL Student Matrix || About 11 students total are at serious risk. I have identified these students specifically as sofie, crystal, gyra, genesis, Miguel, Sergio, Omar, Darling, Abraham, Vivi, and Ruth.

These students will have individual plans to support their learning and development and ensure that they have ample opportunity to improve throughout they year and gain an understanding of content that allows them to apply knowledge to other disciplines.

There will be spiraled re-teaching content embedded in lessons throughout the year and students will have specific goals and criteria for each of those concepts.

Trackers around the room and digital trackers will be updated constantly to keep students aware of their progress.

Digital content will be used to give all students access to content and assessments will be retaken in the attempt to demonstrate mastery of content.

I will be tracking all of these students individually and making constant contact with parents to help keep them on pace and communicate growth during the semester. ||
 * ** Comparative Data ** || -Is comparative data available? How do the data compare to the rest of the school or District?


 * -How do your results on this assessment compare to other grade/content/course alike data? **


 * -What can be learned from others? What best-practices or strategies appear to be working in other comparable classrooms? **

__ Data/Information Sources: __
 * Benchmark 2 Classroom/School Performance Summaries
 * CST Content Area Data Analysis
 * Turning Data Into Actionable Information (Actions/Strategies)
 * Differentiated Instructional Toolkit
 * Content Area Blueprint
 * Special Education Passport
 * ELL Student Matrix || Simon Tech chemistry students outperformed every school except gertz-retzler and ESAT, so clearly these students kick serious butt.

Chemistry students did very well, all things considered.

There are a lot of best practices going around the science department that need to be highlighted, emphasized, underscored, shared, and celebrated. This will be accomplished during PLC meetings throughout the year. ||

Part II. Short-term SMART Goals for BM III. Directions: Based on the BM II data, your SMART goals, and action plan to meet your goals set short-term goals for BM III. These short-term goals should support your yearlong SMART goals you set in August.

- //Overall proficiency level//

//On BM III, I'm looking for 50% of students in the proficient/advanced range, and 100% of students basic and above. This is a lofty goal but will help on the way to long term goals.//

- //Cluster goal (if cumulative assessment)//

//I hope to score as high on difficult math-based topics as we do on the more conceptual concepts.//

- //Target group goal//

//Female students will average 70% on the exam.//

- //Individual student goals//

All 11 students in the BB and FBB band including crystal and gyra will score basic or above.

Biology:

Physics: