Transcript Winter Data Day Presentation

New Semester, New
Students
Real Goals
Winter Data Day
2.11.2015
SIP Literacy Goal
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“The overall ACT reading comprehension score will
show a growth from 17.7 to 18.0 by June 2015.”
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A score of 22 indicates college/career readiness.
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Of last year’s juniors, 24% scored a 22 or better.
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Current juniors take the ACT March 4.
MAZE Fall-Winter Comparison
Fall
Not
5%6% tested
15%
Bench
marke
d
75%
Winter
5%3%
Bench
marked
73%
Not
tested
20%
More about our Winter MAZE results
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Did not screen MCC, CATS, flex, LI
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Approximately 78 absent
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Of the 944 we did screen:
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92% are at benchmark
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Approximately 51 9th-graders scored perfect
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Approximately 57 10th-12th scored perfect
More about our Winter MAZE results
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About 23 students’ scores indicated significant negative
growth
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Did they take it seriously?
•
Bad day?
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Incorrectly scored first/second time?
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Have regressed?
More about our Winter MAZE results
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About 64 students’ scores indicated significant positive
growth
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Several moved from red to green, about 15 points on
the MAZE
•
Indicates a 30-word-per-minute speed improvement
First semester failures
Failed 4
Failed 1
Failed 3
Passed all
Failed 2
6%5%
6%
14%
69%
Looking at classroom data
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Baselines
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Current class averages
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Reading progress and rates (MAZE)
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First semester failures
More Research
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Open and download emailed Winter MAZE spreadsheet
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On “For Teachers” worksheet
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Turn filters on
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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
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red or yellow from winter MAZE
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class failures in fall term
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any other red flags
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What can you do in class to support them?
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Should they have an enhancement spot?
More Research
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Insert three new worksheets (one for each block)
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Highlight all cells with info on your filtered page
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Paste onto new worksheet
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Sort data for Winter MAZE score
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Record the bottom, mid, and top readers
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Do same thing for each block you teach
New Kids, Same Goal
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Most at-risk in each class—you know them!
•
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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?