Time10-11




 * Teacher’s Name ** ||


 * # students who took assessment ** ||


 * # students proficient and higher ** ||


 * % students proficient and higher ** ||

HB, SK, KS, ME, DN, LS, KL, TC, EP || 2 MB, MK || 4 SS, HC, OD, EC || KW, AS, AM, VG, OB, TE, LB, CP, OB || 3 NJ, CC, AJ || 5 KK, SI, LP, MA, EM ||
 * # students not proficient ** || ** # and names of students likely to be proficient at the end of instructional time- //students already close// ** || ** # and names of students likely to be proficient at end of instructional time- //students who have far to go// ** || ** # and names of students not likely to be proficient-//intervention group in need of extensive support// ** ||
 * Sprouse || 21 || 7 || 33% || 14 || 8-VR, KB, DK, MH, EF, RL, MH || 2-AL, LH || 4-TC, WF, KS, GW ||
 * Culp || 20 || 2 || 10% || 16 || 10 || 5 || 3 IS LB CB ||
 * Putrino || 21 || 6 || 28% || 15 || 9
 * Hay || 22 || 5 || 23% || 17 || 9
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||

Not understanding the hour hand moves as the minute hand moves. Sprouse ELAPSED TIME-my kids greatly struggled, and continued to struggle post assessment with this Confusion between the hour and minute hand and understanding that the hour hand moves slowly toward the next hour as the minute hand moves. Putr ino and Culp too. || Remembering to count by 5s with the minute hand & understanding the concept of the hour hand altogether. Not understanding the hour hand moves as the minute hand moves. Hay
 * **__Strengths__** After examining student work, list strengths of students who were proficient and higher. || **__Obstacles__** List obstacles or reasons who students did not achieve proficiency. Where were there errors? Is there a trend? Common errors? Are there misconceptions about concepts or skills? ||
 * Knowing which hand is the hour and which hand is the minute. Sprouse || Mixing up the hour and minute hand. Not understanding that the large number represents 5 minutes. For example, students wrote 6:12 instead of 6:00. Sprouse


 * **Possible Instructional Strategies** ||
 * Using Judy clocks to watch the hour hand move as the minute hand moves. Sprouse ||
 * Counting by 5s as myself/students move the minute hand around the Judy clock. Sprouse ||
 * Any suggestions that have worked in the past? Sprouse Play Clock games, Clock Concentration, Clock Bingo Culp ||
 * Students have individual clocks with them & I question about time throughout the day. Practice with large Judy clock, watching the hour hand move between numbers as I move the minute hand to understand where the hour hand needs to be (& that it moves as the minute hand moves). Hay ||
 * watching the classroom clock to see that the hour hand moves as the minute hand moves. Using Judy clock in daily activities to show starting and ending time. Putrino ||




 * Teacher’s Name ** ||


 * # students who took assessment ** ||


 * # students proficient and higher ** ||


 * % students proficient and higher ** ||
 * GROWTH **
 * gain in % of proficiency (see Before Instruction % of students proficient and higher and add to this % students proficient and higher) ** ||


 * # of students still not proficient ** ||


 * Names of students who were “already close” __who are now proficient__ ** ||


 * Names of students who had “far to go”__who are now proficient__ ** ||
 * Sprouse || 21 || 13 || 62% || 29% || 8 || DK, MH, MH, EF, RL || LH ||
 * Culp || 20 || 7 || 35% || 25% || 13 || CT, CB,, AS, JC, CC || YA ||
 * Putrino || 21 || 8 || 38% || 10% || 13 || SK, HB, KS ||  ||
 * Hay || 22 || 15 || 68% || 45% || 7 || KW,AS,VG,OB,AM,TE,LB,CP ||  ||
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||