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Scott Data Protocol-4th Grade-J. Williams 8.20.18

This document outlines Jessica Williams' classroom-focused improvement process for her 4th grade reading/ELA class. It identifies that 60% of students did not fully master the standard of referring to text details when explaining what a text says explicitly or making inferences. It lists the names of students who need the most help with this standard. The document details that students will practice this skill in small groups with the teacher before retaking the assessment, and during morning work time, to help strengthen their understanding of using text evidence before being reassessed.

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Jessica Williams
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100 views2 pages

Scott Data Protocol-4th Grade-J. Williams 8.20.18

This document outlines Jessica Williams' classroom-focused improvement process for her 4th grade reading/ELA class. It identifies that 60% of students did not fully master the standard of referring to text details when explaining what a text says explicitly or making inferences. It lists the names of students who need the most help with this standard. The document details that students will practice this skill in small groups with the teacher before retaking the assessment, and during morning work time, to help strengthen their understanding of using text evidence before being reassessed.

Uploaded by

Jessica Williams
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CLASSROOM-FOCUSED IMPROVEMENT PROCESS

(Abbreviated CFIP)

Teacher: Jessica Williams Grade Level: 4th Grade Subject: Reading/ELA Date: August 20, 2018

Step 1. Standards and Objectives Assessed: (Standards and Elements)


4RL1: Refer to details and examples and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.

Step 2. Question(s) To Be Answered: (What trends did you see?)


Why did this homeroom include stronger background knowledge in addition to their text evidence than the other class?

Step 3. Identify The Students’ Strengths & Needs:


STANDARDS & OBJECTIVES IN WHICH STUDENTS STUDENTS WHO SPECIFIC STEPS WE WILL TAKE TO
MASTERED PERFORMED MASTERED ENRICH THE LEARNING OF THESE
STANDARDS/OBJECTIVES STUDENTS
(Performance Objectives the students mastered) (List the names of the students) These students will complete a GA Milestone mini

Darius White assessment. They will be given a writing prompt in which


4RL1: Refer to details and examples and examples in
Zuri Morris they will provide a constructed response using evidence
a text when explaining what the text says explicitly Za’Rhyia Holliman
and when drawing inferences from the text. Dyson Coney from the passage and background knowledge.
Antronese Weaver
Percent of Students Who Mastered Standard: 40%

Step 3. Continued Percent of students who did not master standard/objective: 60%
Developed by Dr. Bobby Allen, 2015
STANDARDS & OBJECTIVES IN WHICH MOST STUDENTS STUDENTS WHO HAVE THE
SHOW NEEDS MOST NEED

(Identify the performance objectives the students failed to mastered) (List the names of the students)

4RL1: Refer to details and examples and examples in a text when explaining what the text says
Jabari Wyatt
explicitly and when drawing inferences from the text. Alycia Pitts
Te-Aisha McCluster
Carlisia McGregor
A’naiah Chappel
Zaniyah Stephens
Aniyah Smith
Alvin Sanders
Jayden Johnson
Makiya Thomas

Step 4. Different Instructional Strategies We Will Use To Reteach These Skills & Knowledge
SPECIFIC STEPS WE WILL TAKE TO ADDRESS THE PATTERNS OF CLASS NEEDS
Assessment Re-take date: August 24, 2018
Form/Type of Assessment: Students will complete the same assessment. (Constructed Response & Multiple Choice)
New Corrective Instructional Approach: (This MUST be different from the original instruction; more of the same is not acceptable When will this take place?.)
Students will practice this skill in a teacher led group on Tuesday and Thursday prior to retaking the assessment. Students will also practice the skill
in the morning during the word study practice block while the remaining students focus on completing their tasks.
______________________________________________________________________________________________________________________
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Developed by Dr. Bobby Allen, 2015

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