1. 1 WASL Reading: 2006-2008 Grade 6

2. 2 WASL Reading: Where are we now? Questions to answer: How are we doing? How are we doing? Compared to district & state? Compared to district & state? Compared to previous years? Compared to previous years?

3. 3 Levels of Analyzing Our Data Broad findings Specific findings Percent Meeting the Standard Adequate Yearly Progress (AYP) Performance Levels Strand Scores

4. 4 Grade 6 WASL Reading Performance

5. 5

6. 6 Questions about Our Reading Performance What do these comparisons seem to tell us? What do these comparisons seem to tell us? – Celebrations: – Challenges: What do these comparisons not tell us? What do these comparisons not tell us? What else do we need to know? What else do we need to know?

7. 7 Levels of Analyzing our Data Broad findings Specific findings Percent Meeting the Standard Adequate Yearly Progress (AYP) Performance Levels Strand Scores

8. 8 Adequate Yearly Progress: Reading Annual Targets for Grades 6, 7 & 8

9. 9 AYP Subgroups In addition to the all continuously enrolled students category, the subgroups include: the five major racial/ethnic groups, special education, English Language Learners, and low income students. In addition to the all continuously enrolled students category, the subgroups include: the five major racial/ethnic groups, special education, English Language Learners, and low income students. The performance of a subgroup is considered if there is a minimum of 30 continuously enrolled students, a change from 2007. The performance of a subgroup is considered if there is a minimum of 30 continuously enrolled students, a change from 2007. The next slide reflects your AYP status based on continuously enrolled students. The next slide reflects your AYP status based on continuously enrolled students.

10. 10 Grade 6 WASL–Reading: Adequate Yearly Progress Goals

11. 11 Levels of Analyzing Our Data Broad findings Specific findings Percent Meeting the Standard Adequate Yearly Progress (AYP) Performance Levels Strand Scores

12. 12 Results by Performance Levels Four Levels in Reading Four Levels in Reading “Meets the Standard” “Meets the Standard” 4. Well above the standard 4. Well above the standard 3. Above the standard 3. Above the standard “Does Not Meet the Standard” “Does Not Meet the Standard” 2. Below the standard 2. Below the standard 1. Well below the standard 1. Well below the standard

13. 13 Picture of Ideal Trends for Levels

14. 14 Grade 6 WASL Reading Performance Levels Trends

15. 15 Levels of Analyzing Our Data Broad findings Specific findings Percent Meeting the Standard Adequate Yearly Progress (AYP) Performance Levels Strand Scores

16. 16 6th Grade WASL Reading Strands Literary Text Literary Text – Comprehension – Analysis – Critical Thinking Informational Text Informational Text – Comprehension – Analysis – Critical Thinking Defensible strand score analysis tracks the difference between school and state.

17. 17 Defining what we are measuring Comprehend important ideas and details (Targets LC 01-04) Demonstrate understanding of theme or message and supporting details Demonstrate understanding of theme or message and supporting details Summarize with evidence from the reading Summarize with evidence from the reading Make inferences or predictions based on the reading Make inferences or predictions based on the reading Interpret vocabulary critical to the meaning of the text Interpret vocabulary critical to the meaning of the text Grade 6: Literary Comprehension

18. 18 Grade 6 Comprehension of Literary Text: Comparison of School to State

19. 19 Defining what we are measuring Grade 6: Literary Analysis Analysis and Thinking Critically (Targets LA 05-07) Demonstrate understanding of literary elements and graphic elements/illustrations Demonstrate understanding of literary elements and graphic elements/illustrations Compare and contrast elements of text Compare and contrast elements of text Make connections (cause & effect) within Make connections (cause & effect) within a text a text

20. 20 Grade 6 Literary Analysis: Comparison of School to State

21. 21 Defining what we are measuring Grade 6: Literary Thinking Critically Think Critically (Targets LT 08-10) Analyze author’s purpose and evaluate effectiveness for different audiences Analyze author’s purpose and evaluate effectiveness for different audiences Evaluate reasoning and ideas/themes related to the text Evaluate reasoning and ideas/themes related to the text Extend information beyond text Extend information beyond text

22. 22 Grade 6: Literary Thinking Critically Comparison of School to State

23. 23 Defining what we are measuring Grade 6: Informational Comprehension Comprehend important ideas and details (Targets IC 11-14) Demonstrate understanding of major ideas and supporting detailDemonstrate understanding of major ideas and supporting detail Summarize with evidence from the readingSummarize with evidence from the reading Makes inferences or predictions based on the readingMakes inferences or predictions based on the reading Interpret vocabulary critical to the meaning of the textInterpret vocabulary critical to the meaning of the text

24. 24 Grade 6 Informational Comprehension: Comparison of School to State

25. 25 Defining what we are measuring Grade 6: Informational Analysis Analyze, interpret and synthesize (Targets IA 15-17) Demonstrate understanding of text features and graphic featuresDemonstrate understanding of text features and graphic features Compare or contrast elements within and between text(s)Compare or contrast elements within and between text(s) Make connections (cause & effect) between parts of textsMake connections (cause & effect) between parts of texts

26. 26 Grade 6 Informational Analysis: Comparison of School to State

27. 27 Defining what we are measuring Grade 6: Informational Thinking Critically Think Critically (Targets IT 18-20) Analyze author’s purpose and evaluate effectiveness for different audiences Analyze author’s purpose and evaluate effectiveness for different audiences Evaluates reasoning and ideas/themes related to the text Evaluates reasoning and ideas/themes related to the text Extends information beyond the text Extends information beyond the text

28. 28 Grade 6: Informational Thinking Critically Comparison of School to State

29. 29 Questions about Grade 6 Reading Strand Data and Trends What do these strand data seem to tell us? What do these strand data seem to tell us? – Celebrations: – Challenges: What do these data not tell us? What do these data not tell us? What else do we need to know? What else do we need to know?

30. 30 Grade 6: Our WASL Strengths List areas where students were proficient. List areas where students were proficient. How about the subgroups? How about the subgroups? What did we do to contribute to their successes? What did we do to contribute to their successes? What do we need to continue to do to ensure success with our students in the future? What do we need to continue to do to ensure success with our students in the future? Can we use these strategies to improve areas where our students are not proficient? Can we use these strategies to improve areas where our students are not proficient?

31. 31 Grade 6 WASL Targets: Where do we want to go? List challenges: List challenges: What do we need to do differently to improve student performance in these areas? What do we need to do differently to improve student performance in these areas? What other data do we need to consider? What other data do we need to consider? What can we learn from our successes? What can we learn from our successes?