2DigitAddition10-11


 * ** Teacher’s Name ** || ** # students who took assessment ** || ** # students proficient and higher ** || ** % students proficient and higher ** || ** # 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 || 5 || 24% || 16 || JS,KB,DK,HB,EF,RH,MH,MH,RL || AL,WF,LH,TC || GW,KS ||
 * Culp || 22 || 0 (20 took it) || 0% || 100% || CB, CC, SB, CG, MH, CT, JC, IS || HZ, LC, AS, YY, YA, AS || LB, CB, TR ||
 * Putrino ||  ||   ||   ||   ||   ||   ||   ||
 * Hay || 21 || 2 || 9% || 19 || JS,KW,NJ,KK,AM,ML,LB || TE,MA,OB1,OB2,ZS,CP || LP,CC,EM,AJ,SI ||
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||


 * **__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? ||
 * Students controlled the numbers. Students decomposed numbers.- Sprouse

none || Several students still struggle with basic math facts, so they do not add up the ones column correctly.-Sprouse Students had no strategies for solving 2 digit math problems. Basic fact knowledge caused an issue with time. Many students still count on their fingers or ask for a number grid to help. Students were unfamilair with diagrams (start change end & part part total). all of the above ||


 * **Possible Instructional Strategies** ||
 * Number Talks for morning work.- Sprouse ||
 * Teach various strategies for 2 digit addition. Work on automatic recognition of basic math facts. Work with diagrams & charts from number stories. ||
 * extra days for remediation; fact practice through games on Fridays; timed tests; more modeling on overhead ||

** 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__ ** ||
 * ** Teacher’s Name ** || ** # students who took assessment ** || ** # students proficient and higher ** || ** % students proficient and higher ** || ** GROWTH **
 * Sprouse || 20 || 16 || 80% || 56% || 4 || JS,DK,HB,EF,RH,MH,MH,RL || WF ||
 * Culp || 20 || 15 || 75% || 75% || 5 || CB,, AS, HZ, JC, CG, MH || YY, YA,CT, ||
 * Putrino ||  ||   ||   ||   ||   ||   ||   ||
 * Hay || 21 || 20 || 95% || 86% || 1 || JS,KW,NJ,KK,AM,ML,LB || LP,EM,AJ,SI ||
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||