1. DATA OVERVIEWLisa Conselatore Educational Leadership George
Washington University
2. 1ST QUARTER OVERALL RESULTS5TH GRADE COMMON ASSESSMENTMATH %
Correct 8281.5% Correct 8180.5School District N = 109, School N =
12,000+, District
3. 1ST QUARTER 5TH GRADE OVERALL RESULTS RESPONSE PER CLASS %
Correct848280 % Correct787674 AAP 1 AAP 2 GEN ED 1 GEN ED 2 N =
109
4. 1ST QUARTER 5TH GRADE REPORTINGCATEGORIES100 90 80 70
ADVANCED 60 50PROFICIENT 40 30 20 NEEDS 10 IMPROVEMENT0AAP 1 AAP 2
GEN ED GEN ED12N = 109
5. 1ST QUARTER REPORTING CATEGORIES PER CLASS FOR
DECIMALS90807060 ADVANCED5040 PROFICIENT3020 NEEDS10 IMPROVEMENT 0
AAP 1 AAP 2 GEN ED GEN ED 12N = 109
6. 2ND QUARTER OVERALL RESULTS 5THGRADE COMMON MATH ASSESSMENT
% CORRECT73 72.5 % CORRECT72 71.5SCHOOLDistrictN = 109, SCHOOLN =
12,000+, DISTRICT
7. 2ND QUARTER % CORRECTRESPONSES PER 5TH GRADE CLASS %
CORRECT787674727068 % CORRECT666462 AAP 1 AAP 2 GEN ED GEN ED 12 N
= 109
8. 2ND QUARTER REPORTINGCATEGORIES PER 5TH GRADE CLASS50454035
ADVANCED3025 PROFICIENT201510 NEEDS 5 IMPROVEMENT 0 AAP 1 AAP 2 GEN
ED GEN ED 12 N = 109
9. 2ND QUARTER OVERALL RESULTS PER 5TH GRADE FOR DECIMALS605040
ADVANCED30 PROFICIENT20 NEEDS10 IMPROVEMENT 0 AAP 1 AAP 2 GEN ED
GEN ED 12 N = 109
10. TO THINK ABOUT We need to move beyond looking at numbers.
What else couldpossibly account for such opposite data specifically
in the strandfor Finding sums/differences/products/quotients with
decimalswithin the AAP classes? What contributing factors would
give us such spread of data in ourtwo general education classes for
Findingsums/differences/products/quotients with decimals? How can
we best move forward in the next two quarters toaddress mastery of
this basic skill?