Subject: Grade 3 KLM Agenda

Tuesday, March 28, 2023

M204
2:15pm-3:45pm

Agenda

Opening
present, discuss, agree GLC 2:15pm-2:20pm
Agenda, D.O., Team Agreements

Students of concern present, discuss, agree All 2:20pm-2:40pm

Group 1: L102, M101, M204

Group 2: M201, M202, P4, M203

Unit 4 Mid Assessment analysis (to be

scored prior to KLM)
PLEASE MAKE A COPY present, discuss, agree All 2:40pm-3:40pm
Reflection- Mid Unit 4 Assessment…

Next steps for instruction

● Unit 4 end of unit assessment to
present, discuss, agree All 3:40pm-3:45pm
be given after lesson 26. Input
data into template

Materials Needed: Laptop and assessments

Notes:
Students of concerns:
- Fill out the student progress template list the students strengths and needs as well as
any behaviors. List all the different intervention strategies that you have been trying with
the students. Students that have PFR you can input as an intervention strategy.
- Please have student progress templates done by the end of the year checklist due date.

Unit 4 Mid Assessment Analysis:

- Complete the Mid unit 4 reflection template
- student grouping
- Strengths and misconceptions
- What lessons to be taught or focused on

Desired Outcomes
1. An opportunity to discuss and update students of concern
2. An opportunity to analyze the Unit 4 Mid Assessment
3. An opportunity to reflect our data and determine next steps for instruction
4. An agreement of the next steps;
5. An opportunity to evaluate the day’s activities;

My Learning & Questions

 1. What did you learn today?
2. Questions-for consideration by your group or others

Team Agreements
1. Our focus is on all students;
2. Maintain a school-wide perspective;
3. Use data to drive decisions
4. Professional disagreements are acceptable;
5. Everyone participates, facilitates in the outcome;
6. Honor time limits;
7. Turn cell phone to silent or vibrate;

Grade Level PD Sample Agenda Notes

1. An agenda should be submitted (electronically) to Admin and distributed to grade level
members at least one week prior to your scheduled meeting date.
2. My sample above is similar to agendas that I’ve distributed to you prior to our meetings.
3. Agenda should include all parts of the sample above.
4. Breaks can be scheduled in or taken when necessary and don’t need to be listed.
5. The AGENDA informs the group what will be covered, how it will be covered, who is
involved and the approximate time frame.
6. The DESIRED OUTCOMES informs the group and Admin what you hope to accomplish
through this meeting.

KLM Sample Agenda Options

1. Share data to review/analyze student work
2. Data Dive/ Reflection
3. Calibration - ensure grade level is consistent with scoring student work based on criteria
4. Instructional Strategies - discussions based on student work and next steps to address
misconceptions (may want to include actionable next steps)
5. SST Time - 10-15 minutes to pair teachers to discuss students of concern in terms of
academics/behavior
6. Framing Questions - to focus discussions on student work, building on current
assignments based on standards

Reflection: How will you use what you learned today to impact student learning?

I will use my data from the mid-unit 4 assessment on fractions to provide

differentiated support to my students. I have a good understanding of the
areas my students need more support in and the specific lessons I need to
focus on for each group. Even though we will be moving on to the next
unit soon, I will continue to work on fractions with my students in small
groups knowing it is a major standard.

Using the results from the mid unit and SBA interim was helpful for me to
create more impactful small groups for targeted students based on their
strengths and weaknesses. using the chart I created for each small
group's strengths and weaknesses gives me a clear path of lessons and
foundations they need to work on.

It was helpful today to look at the data from the mid-unit 4 assessment to
guide instruction both in whole group and small groups. Using what I
noticed, I will work with “yellow” students to solidify their understanding of
what fractions are, what makes up a fraction, and how to compare
fractions, in order to catch them up.

Based on past performances in fractions Unit, we grouped students based

on misconceptions. Then looked at the RCM instructional strategies to
then plan intervention to hopefully support students’ misconceptions.
Then, will use the completed Mid-Unit 4 assessments results to confirm
identification of students. Next steps to reorg small groups for another
round of intervention.

After looking at the data and grouping students based on the data will
help us to look at what lessons both previous and what's ahead to support
our students at all levels.

Looking at the results from the mid unit assessment on fractions, I will
follow the groups I made to address any misconceptions that came up. I
will reteach lessons that I know students struggled with and incorporate
more hands-on activities to help them build a deeper understanding of
fractions during small group time. In addition, I want all of my students
to become more comfortable with vocabulary regarding fractions so they
are able to explain their thinking more efficiently.

Based on what I looked at today, I will change the focus for my small
groups. I will group students based on their skills for fractions and look at
the misconceptions to help plan ahead. I will look back at the lessons we
already covered and use the tools to help scaffold the instruction.

Based on my student performance data, I can differentiate my small

group instruction to address my students needs. I was able to plan ahead
and look at certain lessons to reteach or reinforce to students to
strengthen their understanding of fractions. I was also able to look at
specific lessons to extend student learning in my “blue” group. Next steps
are to implement instructional strategies into the math focus groups.
Student names Strengths:
Group 1: Above grade Understanding fractions using
level different models-area model &
number line, Equivalent Fractions
different models (Area model and
number line), comparing fractions,
using vocabulary when comparing
fractions (wholes, fourths, etc.),
writing fractions for models
Group 2: On grade level Denominator is parts in one whole,
equivalent fractions, writing
fractions for models,
Understanding fractions using
different models-area model &
number line
Group 3: Developing Denominator is parts in one whole,
writing fractions for models
Group 4: Below grade Writing fractions for models
level
Misconceptions:
Wholes have to be the same size
when comparing fractions and finding
equivalent fractions, using vocabulary
when comparing fractions (wholes,
fourths, etc.), writing fractions for
models
Comparing fractions and using models
(whole aren’t the same size, using
circles, parts aren’t the same shape),
equivalent fractions
Denominator is parts in one whole
when on a number line (when labeling
fractions, they counted to 2 wholes
for the denominator), comparing
fractions and using models (whole
aren’t the same size, using circles and
trying to make equal parts, parts
aren’t the same size so they can’t
compare efficiently)
What specific lessons from the instructional tool kit might you use to support
your students’ needs? Briefly describe the lesson.

Student names Lessons to be taught/Focus

Group 1:

Group 2: Understand what a fraction is (Lesson 20)

● Reviewing vocabulary so students can efficiently
explain their thinking when comparing fractions
Equivalent fractions (Lesson 22 - 23)
● Wholes have to be the same size

Group 3: Understand what a fraction is (Lesson 20)

● Reviewing vocabulary so students can efficiently
explain their thinking when comparing fractions
Understand fractions on a number line (Lesson 21),
● Denominator is how many parts to one whole
Equivalent fractions (Lesson 22 - 23)
● Wholes have to be the same size

Group 4: Understand what a fraction is (Lesson 20)

● Reviewing vocabulary so students can efficiently
explain their thinking when comparing fractions
Understand fractions on a number line (Lesson 21)
● Denominator is how many parts to one whole
Understand equivalent fractions and Find equivalent
fractions (Lesson 22 and 23)
● Wholes have to be the same size
● Equivalent takes up the same amount