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natalie-allen
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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?