1. TRIGG COUNTY MIDDLE SCHOOL

2. 6 th Grade Reading Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher RL6.4 - Determine the meaning of words and phrases as they are used in a text including figurative and connotative meanings, analyze the impact of a specific word choice on meaning or tone. 3621 % RL6.6 - Explain how an author develops the point of view of the narrator or speaker in a text. 10963 % RL6.7 – Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. 7242 % RL6.1 – Cite specific textual evidence when writing or speaking to support conclusions drawn from text. 6236 %

3. Action Plan for Non-Mastery Remediation/Enrichment Activities  The students are required to cite specific textual evidence during all in class discussions as well as all work.  This standard Peer-tutoring will be utilized.  “Wordly Wise” activities to extend student understanding of figurative language.  Graphic organizers  Continued use of strong and weak models.

4. 7 th Grade Reading Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher RL 7.2 – Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. 6338 % RL 7.3 – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). 5936 %

5. Action Plan for Non-Mastery Remediation/Enrichment Activities  Daily Vocabulary drills  Smart board activities focusing on vocabulary.  With elements of fiction, I’ve re- emphasized as we go along, because elements such as theme will be ongoing throughout the school year.

6. 8 th Grade Reading Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 8.2 – Determine the theme or central idea of a passage. 10560 % 8.3 – Analyze how lines of dialogue in a story or drama propel the action. 4928%

7. Action Plan for Non-Mastery Remediation/Enrichment Activities  Reteach standards using various techniques.  Practice finding the main idea and theme of all types of reading in short passages.  Analyzing is a strategy new to my students. It takes practice and that is what we will continue to do in class.

8. 6 th Grade English Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher L.6.1 – Demonstrate command of the conventions of the standard English grammar and usage when writing and speaking. 8258 % L.6.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening. 6445 %

9. Action Plan for Non-Mastery Remediation/Enrichment Activities  Continued review of parts of speech throughout the year with Daily Oral Language bell ringer assignments.  Standard reviews/quizzes

10. 8 th Grade English Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher L.8.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2414 % L.8.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1810 % L.8.4 – Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies. 9253 %

11. Action Plan for Non-Mastery Remediation/Enrichment Activities  Reteaching the standard  Additional practice: in-class and homework  PowerPoint Presentations covering the topic

12. 6 th Grade Math Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 6.NS.2 4129% 6.NS.38258% 6.NS.42215%

13. 6 th Grade: Standard 6.NS.2 – Fluently divide multi-digit decimals using the standard algorithm for each operation

14. 6 th grade: Standard 6.NS.3 – Fluently add, subtract, multiple and divide multi-digit decimals using standard algorithm for each operation.

15. 6 th grade: Standard 6.NS.4 – Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

16. Action Plan for Non-Mastery Remediation/Enrichment Activities  Flashbacks to revisit previously learned skills  One Minute Multiplication facts  Revisit skills in other units  Students given Unit 1 assessment back to correct problems missed along with conference with teacher

17. 7 th Grade Math Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 7.NS.1 4629% 7.NS.2 128% 7.NS.3 77% 6.RP.3 1212% 6.G.3 1212% 6.EE.2 1111% 7.EE.1 64% 7.NS.3 3939%

18. 7 th Grade: Standard 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers. Mastery 6%

19. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property leading to products such as (- 1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real- world contexts. b. Understand that integers can be divided provided that the divisor is not zero and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = -p/q = p/-q. Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in zeroes or eventually repeats.

20. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions. Mastery 7%

21. 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole- number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Mastery 12%

22. 6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. Mastery 12%

23. 6.EE.2 Write, read and evaluate expressions in which letters stand for numbers. a.Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y. b. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. c. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. Mastery 11%

24. 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Mastery 4%

25. 7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. Computations with rational numbers extend the rules for manipulating fractions to complex fractions. Mastery 39%

26. Action Plan for Non-Mastery Remediation/Enrichment Activities  Individual assessments for each of the Number Standards.  Students were assigned practice on specific standards in Study Island and IXL to review and practice on the website  Weekly assessments over each of the standards

27. 7 th Grade Pre Algebra Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 7.NS1 61 7.NS2 39 7.EE1 3

28. 7 th Grade: Standard 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. a. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. b. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts. c. Understand subtraction of rational numbers as adding the additive inverse, p – q = p + (–q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. d. Apply properties of operations as strategies to add and subtract rational numbers.

29. 7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. a. Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property leading to products such as (- 1)(-1) = 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real- world contexts. b. Understand that integers can be divided provided that the divisor is not zero and every quotient of integers (with nonzero divisor) is a rational number. If p and q are integers, then –(p/q) = -p/q = p/-q. Interpret quotients of rational numbers by describing real-world contexts. c. Apply properties of operations as strategies to multiply and divide rational numbers. d. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in zeroes or eventually repeats.

30. 7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients. Mastery 3%

31. Action Plan for Non-Mastery Remediation/Enrichment Activities  Students were given their test back… they had to correct the problems they got wrong and explain why they missed it (multiplication/division error, etc). Students quickly realized that they were making minor mistakes such as multiplication errors or forgetting to put the negative sign in their answer, etc….  Students were assigned practice on specific standards in Study Island to review and practice on the website  Discussion of the most common mistakes took place  Students took a re-take test  Review

32. 8 th Grade Math (Unit 1) Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 8.NS.13525% 8.NS.21712% 6.NS.14935%

33. 8.NS.1 Understand informally that every number has a decimal expansion; the rational numbers are those with decimal expansions that terminate in 0’s or eventually repeat. Know that other numbers are called irrational.

34. 8.NS.2 Use rational approximations of irrational numbers to compare the size of irrational numbers, locate them approximately on a number line diagram, and estimate the value of expressions (e.g., ).

35. 6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

36. 8 th Grade Math (Unit 2) Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher 8.EE.16735% 8.EE.37137% 8.EE.43217% * 8.EE.22345% * N.NR.13060% * N.NR.22753% * Denotes Algebra class only

37. 8.EE.1 Know and apply the properties of integer exponents, to generate equivalent numerical expressions.

38. 8.EE.3 Use numbers expressed in the form in a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other.

39. 8.EE.4 Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities.

40. 8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that the square root of 2 is irrational.

41. N.RN.1 Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5

42. N.RN.2 Rewrite expressions involving radicals and rational exponents using the properties of exponents.

43. Action Plan for Non-Mastery Remediation/Enrichment Activities  Review on Bellringers daily  Quiz past topics  4 th period review and remediation  Study Island  IXL math

44. 6 th Grade Social Studies Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher Standard 1114 76% SS-06-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases, satellite images) to interpret patterns and locations on Earth’s surface in the present day. DOK 3

45. 7 th Grade Social Studies Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher STANDARD 1 SS-07-5.3.1 Students will explain and give examples of how early hunters and gatherers (Paleolithic and Neolithic) developed new technologies as they settled into organized civilizations. STANDARD 2 10263 Standard 2 SS-07-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in early civilizations prior to 1500 A.D. STANDARD 3 8150 Standard 3 SS-07-3.4.2 Students will describe how new knowledge, technology/tools and specialization increased productivity in early civilizations prior to 1500 A.D. 10062 Standard 4 SS-07-5.1.1 Students will use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early civilizations prior to 1500 A.D. 9659 STANDARD 5 SS-07-4.3.2 Students will explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic opportunity and technology in early civilizations prior to 1500 A.D. 7747

46. 8 th Grade Social Studies Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher STANDARD 1 SS-08-4.2.1 Students will describe how regions in the U.S. prior to Reconstruction were made distinctive by human characteristics (e.g., dams, roads, urban centers) and physical characteristics (e.g., mountains, bodies of water) that created advantages and disadvantages for human activities (e.g., exploration, migration, trade, settlement). 6638 STANDARD 2 SS-08-5.2.2 Students will explain and give examples of how the ideals of equality and personal liberty (rise of individual rights, economic freedom, religious diversity) that developed during the colonial period, were motivations for the American Revolution and proved instrumental in the development of a new nation. 6738 STANDARD 3 SS-08-2.1.1 Students will explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the United States prior to Reconstruction and resulted in unique perspectives. 6638 STANDARD 4 SS-08-4.1.1 Students will use a variety of geographic tools (maps, photographs, charts, graphs, databases) to interpret patterns and locations on Earth’s surface in United States history prior to Reconstruction 11465 STANDARD 5 SS-08-3.4.1 Students will explain ways in which the basic economic questions about the production, distribution and consumption of goods and services were addressed in the United States prior to Reconstruction. 10962 STANDARD 6 SS-08-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in U.S. history prior to Reconstruction. 12471

47. Action Plan for Non-Mastery (all 3 grade levels-social studies) Remediation/Enrichment Activities  Students were allowed to correct those missed on the multiple choice section of the assessment and wrote why this new answers was the correct answer over what they marked before.  Teacher showed data chart to students  Students self-evaluated their Extended response answers  Then completed a peer-evaluation before the teacher graded extended response section.  Topics are being retaught through the use of bellringers and weekly skill builders

48. 7 th Grade Science Standard# of Students Scoring 80% of Higher % of Students scoring 80% or higher SC-07-1.1.1 Students will: Classify substances according to their chemical/reactive properties; Infer real life applications for substances based on chemical/reactive properties 1610% SC-07-1.1.2 Students will: Classify elements and compounds according to their properties; compare properties of different combinations of elements. 11369%

49. Action Plan for Non-Mastery Remediation/Enrichment Activities  Students were shown the percentages of mastery using the standards tool. Students were then given their test back where they had to write the questions they missed, answer them correctly, and explain why they missed it.  Misconceptions were identified and more in- depth teaching occurred around misconceptions.  Students then took a re-take test with different questions but the same standard.

50. EXPLORES