Data Profile #1

K-1 Math: Addition Within 10

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (1.OA.C.6)

Students will solve addition problems within 10 using the "counting on" strategy.

Teacher Model: Showed 5 + 3. Touched "5" and said: "I don't need to start at 1. I can put 5 in my head and count on: 6, 7, 8."

Target CFU Prompt administered on individual whiteboards:

"Solve 4 + 2 using drawings or fingers. Show how you got your answer on your board."

Classroom Performance Breakdown (27 Students)

Observed Student Strategy Profile	No. of Students	Percentage
Counted on correctly (Starts at 4, draws/adds 2 more to get 6)	11	40.7%
Counted all (Draws 4 circles, then draws 2 circles, counts all from 1 to 6)	9	33.3%
Incorrect answer (Writes 5 or other number; visual counting mistakes)	5	18.5%
No clear strategy (Only writes a number or random marks; cannot explain)	2	7.4%

Whiteboard Profile A

"Student writes '4... 5, 6' and draws exactly two tiny dots next to the 6."

Count: 11 Students

Whiteboard Profile B

"Student draws four sticks, then draws two more sticks, then writes 1,2,3,4,5,6 under every single stick."

Count: 9 Students

Whiteboard Profile C

"Student writes '4 + 2 = 5'. Draws four circles, crosses out two of them, leaving two."

Count: 5 Students

Data Profile #2

3rd Grade Math: Multiplication

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (3.NBT.A.3)

Students will solve 2-digit by 1-digit multiplication using place value strategies.

Teacher Model: Showed 23 × 4 can be broken down using place value: (20 × 4) + (3 × 4) = 80 + 12 = 92.

Target CFU Prompt administered at desks:

"Solve 12 × 3 using any strategy. Show your thinking completely."

Classroom Performance Breakdown (29 Students)

Observed Student Strategy Profile	No. of Students	Percentage
Correct, used place value (Splits into 10 × 3 and 2 × 3)	10	34.5%
Correct, but used repeated addition (Writes 12 + 12 + 12 = 36)	6	20.7%
Incorrect regrouping / value error (Writes 10 × 3 = 30, and then adds 2 + 3 instead of multiplying)	8	27.6%
Random calculation / incorrect answer (Writes 15, or unrelated arithmetic)	5	17.2%

Work Sample A

"Student draws an area grid showing (10 × 3) and (2 × 3). Writes 30 + 6 = 36."

Count: 10 Students

Work Sample B

"Student lists: 12 + 12 = 24. Then writes 24 + 12 = 36. They get the correct answer but didn't use place value."

Count: 6 Students

Work Sample C

"Student writes: 10 × 3 = 30. Then writes 2 × 3 = 6. Finally writes 30 × 6 = 180."

Count: 8 Students

Data Profile #3

2nd Grade Reading: Main Idea

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (2.RI.2)

Students will identify the main idea and key supporting details of a non-fiction text.

Teacher Model: Modeled identifying a paragraph's main idea by finding who/what it is mostly about, then picking supporting facts.

Target CFU Prompt administered at desks:

"Read the short paragraph about honeybees. What is the main idea? How do you know?"

Classroom Performance Breakdown (25 Students)

Observed Student Response Profile	No. of Students	Percentage
Clear main idea + supporting detail correctly identified	9	36.0%
Topic only (Writes simple general subject like "Bees" or "Honeybees" with no detail)	7	28.0%
Detail instead of main idea (Focuses on a single interesting fact from text instead of the big picture)	6	24.0%
Off-topic / incorrect answer (Unrelated responses or complete misunderstanding)	3	12.0%

Work Sample A

"Student writes: 'The main idea is honeybees work together to make hives. I know because the text says they have different jobs.'"

Count: 9 Students

Work Sample B

"Student writes: 'Honeybees.' When asked 'How do you know?' they write: 'Because bees are in the book.'"

Count: 7 Students

Work Sample C

"Student writes: 'Bees carry pollen on their sticky back legs.' They choose a cool detail but missed the main message."

Count: 6 Students

Data Profile #4

6-8 Reading: Theme

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (RL.7.2)

Students will determine the theme of a fictional text and support it with textual evidence.

Teacher Model: Modeled extracting a life lesson (theme) from a short fable and linking it to a quote showing character change.

Target CFU Prompt administered on exit slips:

"What is the theme of this story? Write the theme and provide one sentence of evidence."

Classroom Performance Breakdown (31 Students)

Observed Student Response Profile	No. of Students	Percentage
Clear theme + text evidence (Writes a universal lesson and correlates a quote)	12	38.7%
Theme but no evidence (Expresses a lesson but fails to cite text details)	8	25.8%
Topic instead of theme (Writes single words like "Friendship" or "Jealousy")	7	22.6%
Incorrect / No understanding (Writes story summary or random answers)	4	12.9%

Work Sample A

"Student writes: 'The theme is honesty is best. I know because on pg 3 the boy said \"I lied and I feel bad.\"'

Count: 12 Students

Work Sample B

"Student writes: 'Don't judge a book by its cover.' Left the evidence section completely blank."

Count: 8 Students

Work Sample C

"Student writes: 'The theme is running. Evidence: They ran a race in the park.'"

Count: 7 Students

Data Profile #5

MS Math: One-Step Equations

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (7.EE.B.4)

Students will solve one-step equations using inverse operations.

Teacher Model: Demonstrated x + 5 = 12. Modeled subtracting 5 from both sides of the balance equation to isolate x: x = 7.

Target CFU Prompt administered at desks:

"Solve x + 6 = 15. Explain your steps mathematically."

Classroom Performance Breakdown (28 Students)

Observed Student Strategy Profile	No. of Students	Percentage
Correct with explanation (Subtracts 6 from both sides, writes "x = 9")	11	39.3%
Correct, no explanation (Only writes "x = 9" or "9" with zero mathematical justification)	7	25.0%
Subtraction/Arithmetic error (e.g. performs x = 15 + 6 and writes x = 21)	6	21.4%
Incorrect / Random guess (Writes x = 15, or no work shown)	4	14.3%

Work Sample A

"Student writes: x + 6 - 6 = 15 - 6. Therefore x = 9. Explanation: I subtracted 6 to undo the addition on both sides."

Count: 11 Students

Work Sample B

"Student scribbles 'x = 9' in a box with no other lines. When asked how they got it, they shrugged: 'I just knew.'"

Count: 7 Students

Work Sample C

"Student writes: x + 6 = 15. Then adds 6 under both sides: +6 +6. Writes x = 21."

Count: 6 Students

Data Profile #6

MS Science: States of Matter

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (MS-PS1-4)

Students will explain and model particle movement in different states of matter.

Teacher Model: Lecture and notes showing that particles in a solid are tightly packed and vibrate, while particles in a liquid slide past one another.

Target CFU Prompt administered at desks:

"Draw and explain the particle movement in a solid versus a liquid."

Classroom Performance Breakdown (30 Students)

Observed Student Strategy Profile	No. of Students	Percentage
Accurate model + explanation (Tightly packed solids, fluid liquids, movement noted)	13	43.3%
Correct drawing, weak/no explanation (Accurate visual representations but fails to describe energy/bonds)	8	26.7%
Misconception: "Particles Expand" (Draws solid particles as small circles, and liquid particles as physically larger circles)	6	20.0%
Incorrect / Off-topic (Draws ice cubes melting, or incorrect phase representations)	3	10.0%

Work Sample A

"Student draws tightly clustered dots for solid with tiny vibration marks. Draws loose dots for liquid. Explains bonds correctly."

Count: 13 Students

Work Sample B

"Student draws a perfect matrix of solid dots and loose liquid dots. For explanation, writes only: 'Solids are hard, liquids are wet.'"

Count: 8 Students

Work Sample C

"Student writes: 'When ice melts, the particles expand and grow larger to turn into water.' Draws water particles as huge bubbles."

Count: 6 Students

Data Profile #7

Special Education Resource: CVC Blending

Student Work Analytics

Evidence Gathering Phase

Objective & Standard (RF.K.3.B)

Students will blend sounds to read Consonant-Vowel-Consonant (CVC) words.

Teacher Model: Modeled individual phoneme tapping for the word "cat": /c/ - /a/ - /t/ → blend: "cat."

Target CFU Administered 1-on-1:

"Please read these 5 CVC words aloud for me: map, net, pin, rot, tub."

Classroom Performance Breakdown (8 Students Group)

Observed Student Response Profile	No. of Students	Percentage
Accurate blending (Reads all 5 words quickly with smooth phoneme assembly)	3	37.5%
Slow / Segmented (Taps out /m/ - /a/ - /p/, but pauses 3+ seconds before blending)	2	25.0%
Guessing based on first letter (Looks at 'net', says 'nut' or 'nest'; misses vowel sounds)	2	25.0%
Incorrect / Non-decoder (Fails to sound out graphemes; does not know single sounds)	1	12.5%

Work Sample A

"Student looks at 'map' and instantly says 'map.' Quickly decodes all 5 words without stopping to tap."

Count: 3 Students

Work Sample B

"Student taps fingers: /n/... /e/... /t/... long pause... then says 'net.' Does this for every card."

Count: 2 Students

Work Sample C

"Student looks at 'pin' and says 'pen.' Looks at 'rot' and says 'rat.' Guesses vowels blindly."

Count: 2 Students

Student Data Case Cards

Student Data Case Cards

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