PlaceValue10-11




 * Teacher’s Name ** ||


 * # students who took assessment ** ||


 * # students proficient and higher ** ||


 * % students proficient and higher ** ||

DN,MB, EP, ME, KS, TR, KL, SW, SS || 4 AK, LS, HB, SK || 5 HC, MK, TC, OD, EC || DB, OB, OB, TE, KK, AM, CP, AS || 4 CC, SI, ZS, MA || 2 ||
 * # 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 || 11 || 52% || 10 || 6- MH, AL, WF, KB, AA, TC || 2- LH, VR || 2- KS, GW ||
 * Culp || 19 || 9 || 47% || 10 || 2 CT MH || 8 || 4 LB CB SS TR ||
 * Putrino || 21 || 3 || 14% || 18 || 9
 * Hay || 22 || 6 || 27% || 16 || 8
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||

Multiples of 10, number line, Culp Even & Odd #s, 10 more & 10 Less, Number Grid (counting by 10s forward & back) Hay || Understanding what the <,> symbols represent. Struggled with numbers that are less than 10 and more than 10. Sprouse Number grid! Struggled with #'s less than 10 or more than 10 Culp Even & Odd #s, 10 more & 10 Less, Number Grid (counting by 10s forward & back) 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? ||
 * Understands multiplies of ten. Sprouse


 * **Possible Instructional Strategies** ||
 * Continuing to review the patterns found on a number grid. I will also use the readiness and enrichment activities during my teacher rotations. Any recommendations for Everyday Math Games? Sprouse ||
 * Use the number grid during most lessons to show the numbers that are 10 more, 10 less. Maybe do a Top it game with having kids say what is 10 less and 10 more (using cards that are 10 and higher)? Culp ||
 * Continue working on student number scrolls, work with number grid/chart patterns, practice counting by 10 forward & back, teach tricks for larger odd & even numbers. ||




 * 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 || 15 || 71% || 19% || 6 || VR || None ||
 * Culp || 20 || 11 || 55% || 8% || 6 || MH || AS ||
 * Putrino || 21 || 9 || 43% || 29% || 12 || KS, SW, EP, ME, TR || SK, AK ||
 * Hay || 22 || 16 || 73% || 46% || 5 || OB, AJ, EM || CC, LP ||
 * **Totals** ||  ||   ||   ||   ||   ||   ||   ||