Observe, Plan and Analyze Student

Work
Teacher: Desmond Jackson CP TL: _Anjanette Abbs____ Campus: _Hartman Middle School

Grade Level: _________7th PreAP_________ Subject Area for this assignment: Math

STEP 1: PREPARE (IDENTIFY OBJECTIVE, SELECT THE ASSESSMENT)

Student Learning Objective
What TEK are you addressing? Is it grade level appropriate? 8.7C

Identify Assessment, performance task or work product. What observable activity will you assess
(describe the activity)? Describe the assignment you will use to assess mastery of this objective and
sort students into performance levels?
The weekly common assessment the spirals previously taught content, as well as new content.

STEP 2: DEFINE AND NORM EXCELLENCE - DESCRIBE EXPECTATIONS FOR STUDENT WORK,
IDENTIFY (OR CREATE) RUBRIC ALIGNED TO STANDARD
Identify a Specific Focus
The expectations for the student work is to achieve a 70% or higher on the weekly common assessment.

Exemplar of Ideal Achievement: Based on the focus and TEK, what 1-3 observable actions would
define absolute mastery of this objective?
The observable actions would be that would define absolute mastery of this objective would be that the students
achieve a 70% or higher on the common assessment.

Develop the rubric (Performance-Level Parameters). Identify 2-4 Performance-Levels for this objective
and hypothesize the evidence you might see from a representative sample in each level. The column to
the right should be closest to your Exemplar of Ideal Achievement. A four level sample is provided.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
No work is shown Only about half of Student uses the Student showed
NO strategies are the problems have strategies ALL work
used for problem work shown. consistently Student used
solving Strategies are used Student show the problem solving
50% or lower only on some of the majority of the strategies on every
passing problems work for the problem
60% to 65% problems 90% to 100%
passing 70% to 80% passing
passing

Observe, Plan, Analyze: Looking at Student Work Page 1

STEP 3: ANALYZE AND SORT (BY STUDENT NAMES)
Using the rubric, sort students by writing their name into the box aligned to your pre-identified
Performance-Levels. Divide the number of students in each Performance-Level by the total number of
students assessed to calculate the percentage of class and list it below. Circle the name of a
representative student for further analysis.
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Alejandra Alba Jonathan Alonso Bryan Castro Annete Ornelas
Joidy Guerrero Diana Alvarez Tyler Shields Estrella Tavera
Catlin Lockhart Brandon Anotoine
Cynthia Lopez Dalet Casso
Jaimee Luna Annette Diaz
Jazmin Manzano Alondra Estrada
Briana Marquez Jasmine Loa
Cayla Owens Diego Nieto
Alicia Watkins German Portillo
Madison Webb Alyssa Rodriguez
Yillme Rodriguez
Cristi Romero

_____38% of class ___46____% of class ____8___% of class ____8___% of class

STEP 4: DESCRIBE THE STRENGTHS OF REPRESENTATIVE STUDENT

Provide specific examples any strength(s) shown in students effort/attempt to meet standard
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Students need to show Students show some Students show work on Students show work on all
strategies. strategies, they are not most of their problems. of their problems.
consistent.

STEP 5: IDENTIFY GAPS AND LEARNING NEEDS OF REPRESENTATIVE STUDENT

Exact examples of GAPS, mistakes, misunderstanding or areas of growth represented in students
work. NEEDS, what the student instructional needs are to make up for the identified gaps. What are
the one or two things that are most holding students back?
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Gaps: Mistakes on the Gaps: Mistakes on how to Gaps: Gaps:
interpretation of the words in apply mathematical symbols
the word problems. and operation to the word
problems.

Needs: Needs: Needs: Needs:

Observe, Plan, Analyze: Looking at Student Work Page 2

STEP 6: DIFFERENTIATE BASED ON TRENDS
Identify specific instructional strategies to help students fill the gaps or enrich their knowledge and
skills
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared
Whole class instructional adjustments:

STEP 7: LOGISTICS
Plan the logistics for how you will provide support for each Performance-Level. How will you manage
time, space, and people to ensure each Performance-Level gets the support they need? What materials
will each Performance-Level require to get the support youve identified in the previous table?
Least Prepared Somewhat Prepared Mostly Prepared Well Prepared

REASSESS
When will you reassess to ensure student mastery?

Observe, Plan, Analyze: Looking at Student Work Page 3