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IR APRIL 2018

OCT Misaligned Task 5% JAN Misaligned Task 4 %
2* 3: 17%
Bloom’s Goal Target Task Task Task Task Misaligned
DOK 1 DOK 2 DOK 3 DOK 4

Remember 3 2 3* Direct
alignment
Understand 11 9 3 3*

Apply 2 1 4 Increasing
complexity
Analyze 1

Evaluate 2 *indicates
tasks
Create OCT #s 1 67% 42% 17% 38% 11% 12% 4% 0% related to
misaligned
JAN #s 33% 39% 11% 0% targets

Notes:
● Some numbers do not add up due to there being multiple tasks related to a single target.
● All tasks observed that are aligned to the standard are graphed, including two where the posted
targets were not aligned to the standard.
● Misaligned tasks are included in the percent calculations.
Student Articulating the Learning Target
OCT 7%

0) Student could not articulate a learning JAN 10%
target
1) Student points to or reads target from 5.4%
the board
2) Student articulates the learning target
in his/her own words and explains why it 23.2% 35.7%
is important OCT 20%
OCT 15%
3) Student does #2 AND connects how JAN 27%
the task helps him/her accomplish the JAN 20%
learning target
4) Student does #2, 3# AND connects
the target back to the overarching
learning goal
5.4%
30.4%
JAN 39% OCT 22% OCT 36% JAN 3%
Student Discourse
OCT 4% JAN 0%
1) Primary teacher talk or choral
1%
OCT 38% responses
2) Student talk was minimal or
JAN 42%
5.8% less than 5 minutes
JAN 5% OCT 5% 3) Bloom’s Foundation Levels:
31%
Students restate, recall or
remember ideas or learning
29.8%
4) Met 3+ Bloom’s Application:
OCT 20% Student talk connected to the
learning target
JAN 22% OCT 33% 5) Met 4+ Higher Cognitive
JAN 31% Levels: Student talk reflected
analysis, evaluation and/or
32.6%
creating
GRR Observed 54% 61%

88% 81%
# of classes Focused Instruction: 12 75% 75%
32%
OCT Total: 15 JAN Total: 14 39%
44%
56% 75%
# of classes Guided Instruction: 12 50%

OCT Total: 17 JAN Total: 13

# of classes Collaborative Learning: 9
OCT Total: 9 JAN Total: 7

# of classes Independent Learning: 8
OCT Total: 11 JAN Total: 12

# of total classes seen:16
OCT Total: 28 JAN Total: 16
Focused Instruction Observed
1) # of classes where evidence that 36%
the lesson purpose is relevant 75%
69% 50%
and clearly established, 50%
activating and building on prior 56%

knowledge: 11
OCT Total: 10 JAN Total: 12

2) # of classes where direct
instruction includes
modeling/demonstrating: 9
OCT Total: 14 JAN Total: 8
Guided Instruction Observed
36%
1) # of classes where the lesson
44% includes small group instruction,
69% facilitated or directed by the
teacher: 6
29%
56% OCT Total: 8 JAN Total: 9
38%

2) # of classes where students ask
questions, work with others and
have think time and talk time: 11

OCT Total: 8 JAN Total: 7
Collaborative Learning Observed
39%
1) # of classes where students work 56%
in small collaborative groups 56%

(basic or productive) on
authentic tasks that are at DOK 29%

level 2 or higher and facilitated 31%
31%
by the teacher: 5

OCT Total: 10 JAN Total: 5

2) # of classes where students
articulate purpose and
relevance: 9
OCT Total: 10 JAN Total: 9
Independent Learning Observed
46%
50% 1) # of classes where students work
56% alone, relying on notes, activities
and classroom learning to
complete tasks: 9
32%
63% OCT Total: 13 JAN Total: 8
25%
2) # of classes where students
receive meaningful feedback and
evaluation from the teacher: 4
OCT Total: 9 JAN Total: 10
Our I Wonders . . .
1) Where does the language used in my learning targets come from?
2) How do I distinguish the difference between a target and a task?
3) How am I ensuring my tasks are directly aligned or increasing in complexity?
4) Do I still have questions about the TRS, IFD and/or TEKS/Guidelines?
Final Thoughts

1) How will you use this information to keep students
instructionally focused and motivated for the remainder of
the school year?
GRR Observed

Focused Instruction

Guided Instruction

Collaborative Learning

Independent Learning

Columns
1) Total Observed
2) GRR Look for 1
3) GRR Look for 2