New Semester, New Students

Real Goals

Winter Data Day2.11.2015

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

Not tested20%

Benchmarked

73%

5%3%

Winter

Not tested15%

Benchmarked

75%

5%6%

Fall

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

6%5%6%

14%

69%

Failed 4 Failed 3 Failed 2Failed 1 Passed all

Looking at classroom data

• Baselines

• Current class averages

• Reading progress and rates (MAZE)

• First semester failures

More Research

• Open and download emailed 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?