Sample Authorizer Report

7/30/2019 Sample Authorizer Report

1/10

2012

Cologne Academy

Lori Magstadt

[DATA ANAYLIS: FALL 2012 PRETESTAND MATH INTERIM 1 ] Math and Reading Pretest Results and Instructional Response


2/10

ContentsWhy Pretest .................................................................................................................................................. 1

Kindergarten ................................................................................................................................................. 2

First Grade ..................................................................................................................................................... 3

Second Grade ............................................................................................................................................ 4

Third Grade ................................................................................................................................................... 4

Fourth through Eighth Grade ........................................................................................................................ 5

Math Interim 1 Results ................................................................................................................................. 7

Why Pretest In order to better assess what students learn, Cologne Academy chose to have all students take the Endof the Year Assessment in math for their grade level at the beginning of the year. These assessments arestandards based and the rigor for each standard is defined as on the website created in partnership withthe Minnesota Department of Education, scimathmn.org. The scores from these pre-assessments areused to create individual growth goals for each student, instructional goals for teachers, and to measurelearning throughout the year. Each student receives a Student Learning Plan where their currentreading and math level is identified and a tangible yet rigorous goal is created based on how they willscore on the same test at the end of the year. Students who currently have reading and/or math goalson an IEP maintain those same goals on their Student Learning Plan rather than having additional goalsbased on a grade level assessment. Students who scored above 50% on the pretest will receive enriched

or accelerated instruction and have a goal based on classwork, an enriched assessment, or acceleratedassessment, depending on their score and observed rate of learning. Teachers use the SLP goals tocreate math and reading goals used on the Professional Development Plan for QComp. These scoresalso broken down into how well students score on each standard. This information is used as eachstandard is explicitly taught and tested throughout the year to reveal growth in each skill as it occurs.

Students in grades Kindergarten through Third Grade are assessed in reading based on the STEPassessment and have a growth goal based on three-step growth, unless the score two steps above orbelow their grade level proficiency. If below, they have a goal of at least 4 steps and if above have a goalof 2 and enrichment within a specific standard as based on the students individual strengths. Studentsgrade Fourth through Eighth take a grade level assessment based on the Minnesota Department of Education s draft of how the ELA MCAIII is designed. The percent of genre, standards, question levels,and Lexile of text follow the released information for each grade level. Passages and questions arepulled from public domain materials, particularly test samples from the Departments of Education inMassachusetts and New York. These scores are also used to make goals for SLPs, instructional goals forteachers and throughout the year to see what student have learned.


3/10

KindergartenMath

Students in Kindergarten metindividually with their teacher within the

second two weeks of school to take theKindergarten Math Pretest. Teachersused a script and collaborated duringtesting to ensure consistency in thetesting procedure.

The vast majority of students reflectedreadiness to begin learning KindergartenMath Standards. Students in generalshowed strength in naming shapes and

counting to ten. The results were closeto what was predicted and very littleoverall curriculum change is needed tomeet the students ac ademic needs. Asmall percent of students scored as already proficient in Kindergarten Math Standards. These studentshave been further assessed and a report based on what they have already achieved and what they areready to learn has been created and given to parents. Teachers will use this report to createdifferentiated activities for these students during math stations, which occur 2-3 times a week.

Five students reflected further enrichment than can be offered solely during math station time and willbe pulled once a week for further math enrichment. One student reflected an even a greater need forrigorous learning and will be attending the First Grade Gifted Math class daily.

Reading

All students were assess using the STEP Assessment at the beginning of October. Each teacher wastrained by the Literary Accountability Specialist at the beginning of the school year and reviewed how toassess with the Academic Specialist immediately before assessing. The Academic Specialist thenobserved each teacher assess at least one student to ensure consistency among teachers. Studentspreformed between Pre-Reading and Step 2, with the majority scoring at a Step 1 and one studentscoring at a Step 4. Students are grouped with students at the same step level and with a reflection of

need to practice the same skills. In these groups they will meet daily with a teacher and learn strategiesto identify letter names and sounds, decode words, and comprehend text. The student who scored at aStep 4 will meet individually with the student and work independently on answering inferential andcritical thinking questions on First Grade level text.


4/10

First GradeMath

The first grade math assessment wasadministered whole group, with each

question read aloud to the entireclass.

Most students reflected to be at thebeginning or near the beginning of first grade, with eight studentsshowing need for further instructionalsupport during class and sevenneeding enriched and advancedinstruction to reflect one years

growth this year. Students whoscored 60% or higher will attend aGifted Math class with rigorousassessments and a deeper look intoFirst Grade Standards. One studentreflected proficient in all First Grade standards and will meet with the other six students who scoredsignificantly above average, but will move at a faster pace and be offered further advancedopportunities within Second Grade Standards.

Reading

Step scores from last Spring were used to create goals and all newly enrolled students were Stepassessed within the first two weeks of school. This made it possible for students to be groupedaccording to Step Level and skill need at the very beginning of the school year. Students meet with ateacher and small group daily to work on concepts and skills their assessment reflected they need togain. Students range from Step 2 to Step 7, with most students at Step 3 or 4. Students at Step 2 have

been identified for interventions and meetat minimum twice a week to focus ondecoding strategies such as phonemicawareness and letter sound recognitionand with their teacher during GuidedReading to gain decoding strategies.Students achieving above grade level(Steps 6 and 7) read enriched literatureand practice responding verbally and inwritten form to critical thinking questionsabout what they have read silently.


5/10

Second GradeMath

The majority of students in second grade showed readiness for Second Grade Math Standards withseven students reflecting need for additional support with foundational First Grade skills and two

reflecting a readiness for enrichment within the classroom setting. Student scored closely together andno students in Second Grade reflected the need for a Gifted pull out program.

Reading

Step results from the previous Spring or at the beginning of the year are used to identify skill practice foreach student. Students scored from Step 4 to Step 9, with most scoring at Step 6, 7, or 8. Students whoscored at a Step 4 or 5 have at minimum a 4 step growth goal to help them achieve grade levelproficiency. All students are working on the decoding and comprehension strategies as reflected bytheir assessment.

Third GradeMath

All students in Third Grade scored 60% orless on the Pre-assessment. Three studentshave since reflected a fast pace of learningnew information and have been groupedwith Fourth Grade students to learn Third,Fourth, and some of the Fifth Grade

standards. Four other students reflect theknowledge of at least 40% of what will betaught in Third Grade and are grouped withFourth Grade students with curriculumwhere they will learn Fourth GradeStandards in addition to the Third GradeStandards. Two students reflect need forfurther instruction on Second GradeStandards and will receive this throughdifferentiation within the classroom as well as small group instruction.

Reading

Students ended the year at Steps 6 through 12. All students receive instruction as their Step level on adaily basis during Guided Reading. Eight students showed significant need for further support and inaddition to Guided Reading meet for an hour each day to practice phonics, fluency, comprehension of text at their reading level, and comprehension of grade level text. The eight also meet every other daywith the Literacy Accountability Specialist gain continued practice in decoding and fluency. As a school


6/10

we believe that Third Grade is a very important year in reading and the expectation to readindependently for complex meaning increases drastically from Third to Fourth. Therefore, we areputting extra measures together to move these students into proficiency. Six students have successfullypassed out of the Step program, reflecting the ability to read at minimum one year above grade level.These students receive instruction on enriched themes and literature and are grouped during Language

Arts with Fourth Grade students in need of the same challenge. Ten are predicted to pass the Stepprogram before the end of Third Grade, but have not yet. These students will receive instruction onstrategies to complete the Step Program and will take enriched assessments as reflected by the MCAIIIformat.

Fourth through Eighth GradeMath

0

5

10

15

10% 30% 50% 70% 90%

Student Results for 4thGrade Math Pretest

0

1

2

3

4

5

1 0 %

2 0 %

3 0 %

4 0 %

5 0 %

6 0 %

7 0 %

8 0 %

9 0 %

1 0 0 %

Student Results for 5th GradeMath Pretest

0123456789

1 0 %

2 0 %

3 0 %

4 0 %

5 0 %

6 0 %

7 0 %

8 0 %

9 0 %

1 0 0 %

Student Results for 6th Grade MathPretest

StudentResults for 6thGrade MathPretest

0

1

2

3

4

5

6

10% 30% 50% 70% 90%

Student Results for 7th Grade MathPretest

StudentResults for7th GradeMathPretest


7/10

Students in Fourth through Eighth Grade reflected a wide variety in understanding of Grade LevelStandards. Students who performed at 70% or more are grouped in with other students performing

above grade level. Students who performed between the 30% and 70% will learn the Grade-levelStandards at an enriched level. Students who reflected need in further instruction in foundationalStandards gain this support during Math within a small group setting and pull out at different times of the day.

Reading

In general, students scored higher than expected on the End of the Year Interim. These pre-assessmentclosely reflect the Grade-level State Standards and the States definition of rigor for each standard.Although students performed well, a larger percent of Level Three Questions, as defined by the state,were missed than other questions. Teachers will focus on critical thinking strategies through rich

literature and high level discussions surrounding character traits, character motivation, resolution,authors purpose, and how to support answers through text. Students who performed between the30% and 70% will learn the Grade-level Standards at an enriched level. Students who reflected need infurther instruction in foundational Standards gain this support by being pulled out at different times of the day.

012

34

1 0 %

2 0 %

3 0 %

4 0 %

5 0 %

6 0 %

7 0 %

8 0 %

9 0 %

1 0 0 %

Student Results for 8thGrade Math Pretest


8/10

Math Interim 1 ResultsBelow are graphs that compare how students performed on each standard they have received explicit

instruction on so far this year with how they did on each standard on the pretest. Overall, students haveshown significant growth in each standard. Teachers selected standards they felt students should haveperformed better and reviewed these standards and will continue to review these standards. Studentswho performed significantly lower than other students have been identified for interventions andparents have been notified what specific skills students are struggling with and how to help at home.

Kindergarten First Grade

Second Grade Third Grade

0%

20%

40%

60%

80%

100%

120%

K.3.2.2Order

K.3.1.2Sort

K.1.1.1Count

Pretest

Interim 1 0%

20%40%

60%

80%

100%

Pretest

Interim 1

0%10%20%30%40%50%60%70%80%90%

100%

Pretest

Interim 1

0%20%40%60%80%

100%

Pretest

Interim 1


9/10

Fourth Grade Fifth Grade

Sixth Grade Track Sixth Grade Intensive Track

Seventh Grade Eighth Grade

0%

20%

40%

60%

80%

100%

Pretest

Interim 1

0%20%

40%60%80%

100%120%

PretestInterim 1

0%10%20%30%40%50%60%70%80%90%

Pretest

Interim 10%

20%

40%

60%

80%

100%

120%

Pretest

Interim 1

0%10%20%30%40%50%60%70%

7 . 1 . 1 . 5 E q u i v a

l e n t

7 . 1 . 2 . 1 A r i t h m e t i c

7 . 1 . 2 . 6

A b s o

l u t e V a l u e

7 . 2 . 2 . 4 R e a l W o r l

d

7 . 1 . 1 . 4

C o m p a r e

7 . 2 . 3 . 1 P r o p e r t i e s &

7 . 2 . 1 . 1 P r o p o r t i o n a l

Pretest

Interim 10%

20%

40%

60%

80%

100%

8 . 2 . 3 . 2

8 . 1 . 1 . 4

8 . 1 . 1 . 1

8 . 2 . 1 . 1

8 . 2 . 4 . 9

8 . 2 . 2 . 2

8 . 2 . 3 . 1

8 . 2 . 4 . 6

Pretest

Interim 1


10/10

Advanced Math Classes

Advanced 3-4 Interim 1 Advanced 5-6 Interim 1 Advanced8 Interim 1

4.1.1.4 Estimate

Products &Quotients

100% 7.1.1.5EquivalentRepresentations

55%

9.3.3.2 83% 3.1.1.1 NumberRepresentation

95% 7.1.2.1ArithmeticProcedures

76%

9.3.2.2 89% 6.1.1.5 Factors &Prime Factors

75% 7.1.2.6 AbsoluteValue

75%

9.3.2.3 83% 3.1.1.2 PlaceValue

91% 7.2.2.4 RealWorldw/Variables

93%

9.3.3.6 89% 3.1.2.1 Addition &Subtraction:Procedures

86% 7.1.1.4Compare

60%

9.3.4.4 78% 3.1.1.4 RoundingNumbers

100% 7.2.3.1Properties &EquivalentExpressions

50%

9.3.1.2 100% 3.1.2.5 Multi-digitMultiplicationStrategies

88% 7.2.1.1ProportionalRelationships

75%

9.3.2.4 100%

Documents

Sample Authorizer Report