Landstuhl EMS

Math Data Analysis CSI Day, October 9, 2015

Grade Level Team: 1st

Which CEPA are you utilizing for this data analysis?

Unit 1 CEPA 1 Counting Buttons
Revisit Stage 1 Desired Results (in your model units). Describe the standards that you believe the CEPA
measures?
Extend the counting sequence, understand place value (1.NBT), and add and subtract within 20 (1.OA).
Revisit Stage 2 Evaluative (in our model units). What evaluative criteria was used for this CEPA?
Makes use of structure by grouping objects to effectively count, organizes objects using groups of tens and ones,
understands the value of a digit depends on its position within a number, and justifies mathematical thinking.
Heres What

So What?

Now What?

(Use factual statements ONLY)

(Discuss implications)

(Form a plan of action)

What strengths did your team

see?
Students understood that
grouping is a faster way to count
objects.
Was there any person on your
team that had a relative
strength, what was that
strength?
Ms. Stevens class was able to
group the buttons into different
ways (5s, 2s, 10s) and count oneto-one. Over half of her students
received a score of 4/4.
What are a few evaluative
criteria that students are
struggling with most?
Counting one-to-one. It was
difficult to organize the objects
because the CEPA was a static
tool. Children could not
manipulate the items and
therefore lost count during the
task.

Based on team data what are

your instructional strategies
(think whole group) that would
support student learning
related to this CEPA?
Teach students to count static
items without manipulatives by
coloring in objects, crossing out
objects
Counting games with
manipulatives

Brainstorm specific strategies

(e.g. anchor charts,
manipulatives, games, centers,
etc.) that your team will
implement.
Using different manipulatives
(frogs, cubes, bears, counters, etc)
with a graphic organizer
Color-coding static items on paper
Calendar activities

Next Steps
Pick one Now What that you, as a team will implement.

Using different manipulatives (frogs, cubes, bears, counters, etc) with a graphic organizer
What is your teams timeline for implementation and discussion?
Immediately

Landstuhl EMS

Math Data Analysis CSI Day, October 9, 2015

Grade Level Team: 1st

Which CEPA are you utilizing for this data analysis?

Unit 1 CEPA 2
Revisit Stage 1 Desired Results (in your model units). Describe the standards that you believe the CEPA
measures?
Extend the counting sequence, understand place value (1.NBT), and add and subtract within 20 (1.OA).
Revisit Stage 2 Evaluative (in our model units). What evaluative criteria was used for this CEPA?
Effectively counts by organizing objects into groups, understands that the value of a digit depends on its position
within a number, reasons abstractly when equating 10 ones as a ten, and justifies a solution using mathematical
symbols, pictures, and words.
Heres What

So What?

Now What?

(Use factual statements ONLY)

(Discuss implications)

(Form a plan of action)

What strengths did your team

see?

Was there any person on your

team that had a relative
strength, what was that
strength?

What are a few evaluative

criteria that students are
struggling with most?

Based on team data what are

your instructional strategies
(think whole group) that would
support student learning
related to this CEPA?

Next Steps
Pick one Now What that you, as a team will implement.

What is your teams timeline for implementation and discussion?

Brainstorm specific strategies

(e.g. anchor charts,
manipulatives, games, centers,
etc.) that your team will
implement.