1. Mrs. Pouchot analyzed benchmark data for her 4th grade class and identified several students needing intervention in key standards across reading comprehension, word analysis, writing strategies, and language conventions. 2. Most students struggled with writing strategies standards like W1.2a and W1.2b. The areas with the most student success were reading comprehension standard R2.7 and writing standards W1.10 and W1.5. 3. Mrs. Pouchot's action plan includes interventions like Read 180, small group instruction, and a reading intervention program to support struggling students. The reading teacher and special education teacher will provide additional support. Progress will be monitored on

1. Team Data Collection for Analyzing Student Learning Mrs. Pouchot
SMART Goal Setting
Facilitator:_____________________________Grade Level:__4____ Date: ___________Benchmark: Pink
Members Absent: *Please use Standard Summary Report on EADMS for this section.
Highlight all students who scored 0-50% on each standard on your Standard Summary Report from EADMS.
1. Literary Response and 2. Reading Comp
Analysis 3. Word Analysis, Fluency, & Systematic Vocab. Devel.
CST Weight: 12% CST Weight: 20% CST Weight: 24%
# of students needing # of students needing
# of students needing intervention Intervention Intervention
Essential Standards Essential Standards Essential Standards
Student
% scoring R 3.3 R3.5 R 2.1 R 2.3 R 2.4 R 2.5 R 2.7 R 1.2 R 1.4 R 1.6
Teacher Between 44%-64% (2) (2) (2) (2) (2) (2) (3) (2) (2) (2)
Mrs. Pouchot 44% 11 10 8 9 7 8 0 4 8 3
Total of students needing intervention per
standard:
4. Writing Strategies 5. Written and Oral English Language Conventions
CST Weight:20% CST Weight: 24%
# of students needing # of students needing
Intervention Intervention
Essential Standards Essential Standards
W W W W W W W W LC LC LC LC LC LC LC
1.1 1.10 1.2b 1.2c 1.2d 1.5 1.7 1.8 1.1 1.2 1.3 1.4 1.5 1.6 1.7
Teacher (2) (2) (1) (2 (2) (2) (1) (2) (2) (2) (2) (2) (2) (2) (4)
9 2 7 9 6 2 5 6 9 6
Total of students

2. Teacher Data Analysis Protocol/Action Plan
Grade:4 Teacher: Mrs. Pouchot Date: 4/13/11 Color BM: Pink ELA or
Math
Which of my students need additional time and support to achieve proficiency or above on Essential Standards? Please follow in number order to complete.
ELA 1. List name of student(s) 4. *Strategies and Action Steps 5. How do I provide 6.
Strands needing intervention in each (Strategies used by teachers who time and support? Target
students performed well and additional
strand. Who is responsible? Date
strategies)
Struggled
Successful
Literary Response *R 3.3 **R 3.2 Read 180 Reading Teacher On
& Analysis Demaronia Brooks * ** going
1
Ivanna Escuitia * ** Small group instruction Special Ed teacher
CST Weight: 12%
Jared Garcia *
Michael Gonzales * ** Ticket To Read Intervention Read 180 teacher
Talani Harris * ** Program
Italia Saldana * **
Terri Lough * **
Kai Smith * **
Tabitha Solis * **
Jesus Valdivia * **
Reading R 2.1 + R2.3 ## R2.4 ** Read 180 Reading Teacher On
Comprehension R2.5 $$ RSP support for students who going
2
qualify Special Ed teacher
Demaronia Brooks +##**$$ Small group instruction
Ivanna Escuitia ##** Ticket To Read intervention Read 180 teacher
CST Weight: 20% Jared Garcia program
Michael Gonzales +##**$$
Talani Harris +##**$$
Italia Saldana +##**$$
Terri Lough +##$$
Kai Smith +##**$$
Tabitha Solis +##**$$
Jesus Valdivia +##

3. Word Analysis R1.2 + R1.4 ## R1.6 ** Read 180 Reading Teacher On
(Fluency & Vocab RSP support for students who going
Development) Demaronia Brooks +##** qualify Special Ed teacher
3
Ivanna Escuitia ## Small group instruction
Jared Garcia ** Ticket To Read intervention Read 180 teacher
CST Weight: 24% Michael Gonzales ##** program
Talani Harris##
Italia Saldana ##
Terri Lough +##
Kai Smith ##
Tabitha Solis+
Jesus Valdivia##
 Demaronia Brooks * Read 180 Reading Teacher On
Writing W1.1 + W1.10 %% W1.2a ## RSP support for students who going
Strategies W1.2b *W1.2c ++ W1.2d ^^ qualify Special Ed teacher
4
W 1.5 $$ Small group instruction
Demaronia Brooks +%%##*+ Ticket To Read intervention Read 180 teacher
CST Weight: 14% +^^ program
Ivanna Escuitia +%%##*+
+^^$$
Jared Garcia +%%##*++^^
Michael Gonzales +%%##*+
+^^
Talani Harris +##*++^^$$
Italia Saldana +%%##*++^^$
$
Terri Lough +%%##++^^
Kai Smith +##*++
Tabitha Solis +%%##*++^^
Jesus Valdivia %%##*++^^$$

Written & Oral LC 1.1 + LC 1.3 %% LC 1.4 * Read 180 Reading Teacher On
Language LC1.5 ^^ RSP support for students who going
Conventions qualify Special Ed teacher
5
CST Weight: 24%
Demaronia Brooks +%%* Small group instruction
Ivanna Escuitia +%%*^^ Ticket To Read intervention Read 180 teacher
Jared Garcia +%%*^^ program
Michael Gonzales +%%*^^
Talani Harris +%%*

4. Italia Saldana +%%*
Terri Lough ^^
Kai Smith +%%*^^
Tabitha Solis + %%*
Jesus Valdivia +%%*^^

2. What is the area(s) my students struggled most? ELA Strand Struggled Writing Strategies , W 1.2a, W 1.2b W. 1.2C, 1.2d
3. What is the area(s) my students achieved most (65%+)? ELA Strand 1 2 3 4 5 box(s) in Column 2 Successful
strands 2, R 2.7, and strands W 1.10 and 1.5
*4. Be prepared to share successful
strategies in Column 3.
7. What is my plan to enrich/extend my highly proficient and advanced students (85% or above)? Who is responsible?
None of my students score 85% or above.
Created by Shari Shelton-Geeson, Edgemont Elementary, 03/2011