Work for grad school

1. Running head: AMS 5th
Grade ELA Plan 1
Alexander Middle School 5th Grade ELA Assessment Plan
Rachel Gould-Amescua
East Tennessee State University

2. AMS 5th
Grade ELA Plan 2
Alexander Middle School 5th
Grade ELA Assessment Plan
Part A: Benchmark Data Analysis
To create a six-week assessment plan for fifth-grade students at Alexander Middle
School, benchmark assessment data from three assessments administered in September,
December and in early March were analyzed. Each assessment was aligned to specific content in
the pacing guide and item rigor increased with each benchmark. The goal was to determine next
steps to help prepare students for standardized testing in April. Graphs of data were created to
find trends in data to inform next steps.
Figure 1 shows a comparison of the average student score per teacher for all three
benchmarks to the average score of all participating fifth graders. This data seems to indicate that
students struggled with benchmarks 1 and 3 but did well on benchmark 2. The average school
score increased considerably from benchmark 1 to benchmark 2 and then decreased from
benchmark 2 to benchmark 3. To determine what standards suffered in each benchmark, student
average performance on each standard needs to be investigated. Also, an analysis of individual
student performance is needed to determine students that need extra support.

3. AMS 5th
Grade ELA Plan 3
Figure 1
A Comparison of Teacher Student Average Score to School Average Score
Figure 2 compares the average score in each class grouped by teacher to the average
score of all fifth graders. These graphs indicate that all class average scores increased from
benchmark 1 to benchmark 2. However, numerous class average scores dropped from benchmark
2 to benchmark 3. This could be due to poor standard mastery, increased item rigor or a
combination of both. A deeper dive into subgroup performance, item performance and individual
standards mastery would shed light on this drop in score.

4. AMS 5th
Grade ELA Plan 4
Figure 2
A Comparison of Teacher Student Percentage Passing to School Student Percentage Passing

5. AMS 5th
Grade ELA Plan 5
Finally, Figure 3 shows the percent passing of each class for each assessment grouped by
class and teacher and reveals trends in student performance relative to each teacher. Four
teachers taught a total of eleven classes that did not demonstrate consistent increases in scores
between benchmarks 1, 2 and 3: Misner, Kern, Tate, and France. Four teachers taught classes
that demonstrated significant increases in scores: Johnson, Hopkins, Napier, and Tate. Again,
knowing the makeup of each class might help determine why these differences exist. If all
classes have an equal distribution of subgroups, then this comparison could indicate differences
in teaching quality.
Figure 3
A Comparison of Student Percentage Passing Per Class to School Student Percentage Passing

6. AMS 5th
Grade ELA Plan 6
Part B: Fifth Grade ELA Assessment Plan
Administration Tasks:
Strategies: Rationale:
Test-In-Hand Analysis
 Identify weak standards
 Identify at risk students
 Identify teacher standard strengths
 Identification of specific students
needing additional supports
The principal should complete this to guide
teacher discussion about student improving
student performance
ELA Instructional Coach PLT Test
Preparation Planning Meetings and Check-
Ins
Since there are elements of the pacing guide that
need to be retaught during classroom
instructional time, PLT (also called RTI) seems
to be a good spot for a remediation program.
The ELA Instructional Coach would be a good
choice to support teachers and student
performance by implementing an
administratively directed PLT Test Preparation
Plan for selected students that need extra
support.
Teacher Observation Cycles Four identified teachers seem to need support
with instructional delivery. To gather more
information, a teacher observation cycle with
each teacher would be helpful.
5th
Grade ELA Department Meetings The ELA teachers will need to evaluate the
weak standards from benchmark 3 to reteach,
collaboratively plan lessons and also re-evaluate
the pacing guide to prioritize power standards.
These meetings will offer these teachers
administrative facilitation and collaboration
time.
Principal Visits to each class and a class
meeting
This would be done to celebrate student
achievement, to motivate students and to inform
students about testing and scheduling.
Week: Action Steps:
1 Test-In-Hand Analysis: (Benchmarks 1-3; 1 and 2 should already be completed from
earlier in the year.)
 Identify standards from each assessment that were appropriately assessed (at
least 3 items in benchmark for that standard).
 Send out provided collaborative MS Excel spreadsheet to teachers containing
these standards on Sheet 1.
o Give teachers instructions to complete the spreadsheet:
 Enter the percentage of students that answered aligned questions
correctly.

7. AMS 5th
Grade ELA Plan 7
 List names of students that scored below 50% of each
assessment.
ELA Instructional Coach Meeting: (Some of this is subject to change during
collaboration with coach)
 Review spreadsheet results and ask the coach to check-in with teacher that have
not completed the spreadsheet to offer support.
 Explain the vision for the instructional coach for the PLT Test Preparation
Program. (SEE Coach Task “PLT Plan Execution” for preliminary action steps)
ELA Grade 5 Department Meeting: (During shared collaborative planning time)
 With the ELA instructional coach, state goals for goals, objectives, and roles
teachers in the PLT Test Preparation Plan.
 Review the collaborative spreadsheet celebrating successes and pointing out
possibilities for growth.
 Collaboratively determine which standards should be reviewed each week
during PLT Test Preparation Program using data in spreadsheet.
 Direct teachers to:
o Complete a Benchmark 3 data dive.
o Collaborate to plan and implement lessons to reteach unmastered
content from Benchmark 3.
o Include a weekly formative assessment for this content.
o Revise the pacing guide to make room for a daily reteaching session by
identifying power standards and removing content not part of the power
standards.
2 Teacher Observation Cycles:
 Identify teachers that teach classes with benchmark proficiency averages
consistently below the school average.
o Misner (2 classes)
o Kern (3 classes)
o Tate (3 classes)
o France (3 classes)
 Meet with each teacher to discuss Benchmark data and classroom dynamics.
 Complete walk-throughs.
 Debrief with each teacher after the walk-through to offer data celebrations,
observations, and support.
 Help each teacher develop a goal and strategy to support student growth in
listed classes.
4 ELA Instructional Coach Check-In:
 Discuss progress with the PLT Test Preparation Program.
ELA 5th
Grade Department Meeting: (During shared collaborative planning time)
 Discuss progress and needs with the PLT Test Preparation Program.
 Discuss progress and needs with the first round of reteaching and formative
data.
 Allow time for teachers to plan next two weeks of reteaching lessons.

8. AMS 5th
Grade ELA Plan 8
Teacher Observation Cycles Check-Ins:
 Check-in with each of the following teachers.
o Misner (2 classes)
o Kern (3 classes)
o Tate (3 classes)
o France (3 classes)
 Discuss progress with each teacher’s goal and strategy.
 Ask each teacher to bring student work and data to discuss.
 Revise goal and strategy to support student growth in listed classes.
5 Classroom Visits:
 Visit each ELA 5th
grade class to talk about testing set up, importance of testing
and to motivate students for the practice test the following week.
 Hand out candy with a card that says “Be your best! Do your best! Conquer that
test!”
 Do the cheer with each class.
 Ask the students what teachers and administration can do to help them be
successful.
6 Grade Level Meeting with Students:
 Collect celebrations of classroom student growth from reteaching sessions from
teachers.
 Share the growth with the grade.
 Talk about preparing for testing (e.g., rest, breakfast).
 Talk about testing schedule.
ELA Instructional Coach Tasks:
Strategies: Rationale:
Implement PLT TNReady Preparation Plan ELA Instructional Coach would be a good
choice to support teachers and student
performance by implementing an
administratively directed PLT Test Preparation
Plan for selected students that need extra
support.
Analyze PLT Formative Data Data from the PLT Program needs to be
evaluated regularly to plan lessons for the
following weeks.
Week: Action Steps:
1 Administration Meeting:
 Discuss PLT Test Preparation Plan

9. AMS 5th
Grade ELA Plan 9
PLT Test Preparation Plan Execution:
 Place students in PLT groups according to content and support needs (students
consistently scoring below 50% on benchmarks).
 Determine if student placement will interfere with math interventions during
PLT and work with math intervention teachers to minimize disruption.
 Assign created groups to teachers using benchmark testing data trends (e.g.,
matching teachers to student groups based on teacher strengths)
 PLT Pullout Teachers:
o Johnson
o Hopkins
o Napier
o Tate
 Place students in need of extra support (EE and EL) in smaller groups during
PLT sessions with a classroom teacher and a co-teacher (EE or EL).
 Reassign PLT students for these teachers to other sections where there are gaps.
 Design a review lesson for each day (Monday-Thursday) of the PLT program
and an assessment for each Friday. Use the assessment to plan for the next
week.
 Distribute the lessons to the PLT teachers.
2 PLT Test Preparation Plan Execution:
 Make sure all PLT Program teachers have needed lesson materials for the week
and understand responsibilities.
 Be available for troubleshooting during PLT session times.
 Be available for teacher questions and support during the week.
 Evaluate formative assessment results and plan lessons and assessment for next
week.
3 PLT Test Preparation Plan Execution:
 Make sure all PLT Program teachers have needed lesson materials for the week
and understand responsibilities.
 Complete walk-throughs in each PLT session.
 Communication celebrations and areas of growth to each PLT Testing Plan
teacher.
 Be available for teacher questions and support during the week.
 Evaluate formative assessment results and plan lessons and assessment for next
week.
4 Administration Check-In Meeting:
 Discuss progress with the PLT Test Preparation Program.
ELA 5th
Grade Department Meeting: (During shared collaborative planning time)
 Discuss progress and needs with the PLT Test Preparation Program.
PLT Test Preparation Plan Execution:
 Make sure all PLT Program teachers have needed lesson materials for the week
and understand responsibilities.
 Be available for teacher questions and support during the week.
Evaluate formative assessment results and plan lessons and assessment for next week.

10. AMS 5th
Grade ELA Plan 10
5 PLT Test Preparation Plan Execution:
 Make sure all PLT Program teachers have needed lesson materials for the week
and understand responsibilities.
 Be available for teacher questions and support during the week.
 Collect celebrations about student growth from teachers and prepare certificates
for students.
6 Grade Level Meeting with Students:
 Support administrator in supplying important testing information for ELA
TNReady.
ELA Classroom Teacher Tasks:
Strategies: Rationale:
Benchmark 3 Data Dive To identify weak standards and priority students,
teachers will need to analyze the results from
benchmark 3.
Teacher Collaborative Lesson Planning and
Implementation
After analyzing benchmark 3, teachers would be
more effective if they collaborated together to
determine how to reteach.
TNReady Practice Test and Review The Practice test offers teachers and students one
more opportunity to collect data and improve
performance on the TNReady.
Week: Action Steps:
1 Determine which standards on Benchmark 3 need to be retaught.
Identify Teacher Power Standards (standards in which their students showed strong
average performance).
Review the pacing guide for next six weeks and determine what power standards must
be taught and what can be taken out to make room for reteaching of standards from
Benchmark 3.
Share successful lesson elements tied to Benchmark 3 standards.
Collaboratively plan a 15-minute lesson for each class day to reteach identified
standards from Benchmark 3 including short formative assessment for week 2-3.
Implement revised pacing guide
2 Implement Benchmark 3 Reteaching Lessons.
Implement revised pacing guide.
3 Implement Benchmark 3 Reteaching Lessons.
Implement revised pacing guide.
Collaboratively plan a 15-minute lesson for each class day to reteach identified
standards from Benchmark 3 including short formative assessment staring in week 4-5.
4 Implement Benchmark 3 Reteaching Lessons.
Implement revised pacing guide.
5 Implement Benchmark 3 Reteaching Lessons.
Implement revised pacing guide.
6 Implement practice TNReady Assessment in classes.

11. AMS 5th
Grade ELA Plan 11
Evaluate assessment results and determine specific items to review with individual
classes.
Complete test item reviews with classes.