New Semester, New Students Real Goals Winter Data Day 2.11.2015.

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Presentation transcript:

New Semester, New Students Real Goals Winter Data Day

SIP Literacy Goal “The overall ACT reading comprehension score will show a growth from 17.7 to 18.0 by June 2015.” A score of 22 indicates college/career readiness. Of last year’s juniors, 24% scored a 22 or better. Current juniors take the ACT March 4.

MAZE Fall-Winter Comparison

More about our Winter MAZE results Did not screen MCC, CATS, flex, LI Approximately 78 absent Of the 944 we did screen: 92% are at benchmark Approximately 51 9th-graders scored perfect Approximately 57 10th-12th scored perfect

More about our Winter MAZE results About 23 students’ scores indicated significant negative growth Did they take it seriously? Bad day? Incorrectly scored first/second time? Have regressed?

More about our Winter MAZE results About 64 students’ scores indicated significant positive growth Several moved from red to green, about 15 points on the MAZE Indicates a 30-word-per-minute speed improvement

First semester failures

Looking at classroom data Baselines Current class averages Reading progress and rates (MAZE) First semester failures

More Research Open and download ed Winter MAZE spreadsheet On “For Teachers” worksheet Turn filters on Select your last name from the filter for a block you teach this semester

More Research Record kids whose data indicates they are at-risk red or yellow from winter MAZE class failures in fall term any other red flags What can you do in class to support them? Should they have an enhancement spot?

More Research Insert three new worksheets (one for each block) Highlight all cells with info on your filtered page Paste onto new worksheet Sort data for Winter MAZE score Record the bottom, mid, and top readers Do same thing for each block you teach

New Kids, Same Goal Most at-risk in each class—you know them! What will you change about your parent communication, instruction, and classroom activities to support those kids? Groups for reading, writing—you know them! When can you differentiate within your curriculum and instruction to meet those students at their level?