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What are the differences for 6th grade math domain 7 and 9?

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The Connections teachers notice writing is a weakness.

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Majority of students are reading at or above grade level.

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We notice that 6th grade algebra inequalities and equations are very low but expressions are higher.

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Domain #6 has the highest percentage of below target students in math

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Domain #6 has the highest percentage of below target students in math

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That the number of students below the target is almost always the biggest of the three portions

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In domain 2 math they either get it or the don’t.

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We wonder where to focus our efforts on bridging between expressions to equations and inequalities

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Math has a higher percentage of proficient and distinguished learners but the sample is only for 7th grade and not the whole school

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Both ELA and Math are in a good range for percentage in the proficient and distinguished categories.

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We are wondering why there is a greater number of below target students reading literary text rather than informational text.

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If the new textbooks will increase our scores.   

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If the new textbooks will increase our scores.   

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6th grade math

Where can we get more clarification on the domains?

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How social studies can help with these math goals when I don’t math. 

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How social studies can help with these math goals when I don’t math. 

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How to increase functional and graphic reasoning performance 

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How to increase functional and graphic reasoning performance 

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There is a huge number of students below target for reading informational text and literary text.

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Domain 5 and 6 seem to show the most success in Math.

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Our average Lexile is 1108, but we still have only48% proficient and distinguished. How low are our low readers and how high are our higher ones?

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How to help motivate students to want to achieve more

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How to help motivate students to want to achieve more

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What effect calculators have on the math domains

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How can we best support reading across all subjects?

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I notice that ELA key ideas is weaker than the rest. Need to work on this in SS by having students understand overall concepts.

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How I, as a math teacher, can help ELA with their scores

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How we can bring up the scores in the other 4 domains to match Domains 5 and 6?

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We noticed that half of the student ELA students are beginning or developing.

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We notice math 7 patterning and algebraic reasoning is the lowest domain. Lots of word problems and multi step problems

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I wonder how can increase critical thinking in my classroom. Answer in SS more freedom in project completion. As long as standards are being met

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A majority of the students can read but struggle with retention understanding of the material.

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I noticed that students are preforming better in writing and language than reading and vocabulary. Key ideas and details domain has a low percentage of meeting the target than any other ELA domain.

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I wonder what data will look like next year without any writing in our milestones

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They are the strongest in linear problem solving, but weaker in supporting domains which is interesting

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To meet SIP domain 2,3 and 4 could use support across other subjects.

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Math domain 7 is the weakest area for students (patterning and algebraic reasoning).

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Reading and Vocabulary - almost a 38% target met.

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If 6th  math has done best in domain 3 and 5 because they are both concrete numerical reasoning?

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If 6th  math has done best in domain 3 and 5 because they are both concrete numerical reasoning?

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I wonder how much reading proficiency affects math processing.

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Math domain 6 for 6th grade has one of the least percentages of students who are below target.

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They can read, but they can’t pass the test…

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how much of an impact our RTI interventions are impacting our progress, and I bet RTI is making a significant impact.

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how much of an impact our RTI interventions are impacting our progress, and I bet RTI is making a significant impact.

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We noticed that three quarters of our population are above grade level!!!

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Students struggle with Domains 6 and 8, which are both pertaining to algebraic reasoning.

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Will the new curriculum help the scores?

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Will the new curriculum help the scores?

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I notice similar dispersement in the graphs, especially for reading skills.

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I notice a lot of students can read on grade level, but aren’t performing well on the Milestone assessment.

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If science can pull more scientific method into each lesson if it will help raise particular domains in math.

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We noticed that deficiency in literacy can be supported in the science classroom utilizing reading passages with questions similar to milestone testing.

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Why is there a large difference between the developing and met categories when comparing Domain 2 and 6?

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I notice the reading level for the entire school is about 72%, which is higher than the percentage of students in proficient and distinguished on the milestones test. 

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I notice the reading level for the entire school is about 72%, which is higher than the percentage of students in proficient and distinguished on the milestones test. 

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If Science teaching volume and area with measurement helped domain 6 to not have so many students below target.

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Students struggle with applying vocabulary in context, but do well with vocabulary acquisition.

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I wonder how to make the Milestone Assessment relevant, meaningful, and a priority for students AND families again.

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If students across the grades are struggling in similar math domains and how to support them

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Why do they struggle more with literary texts than informational? If we compared by grade level, would that stay consistent or would 6th struggle more than 8th since younger children struggle more with abstract thoughts?

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I wonder what instructional practices are contributing to the areas of growth and decline in math.

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Are the same students who are weak in one area generally weak in multiple areas? (If students are only weak in one aspect of reading, for example, can that be targeted in every class—per individual?)

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I wonder what is going on with the milestones test questions, skills, vocabulary, concepts, etc. that is causing an issue? Especially since students are demonstrating that they mostly can read on grade level. 

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I wonder what is going on with the milestones test questions, skills, vocabulary, concepts, etc. that is causing an issue? Especially since students are demonstrating that they mostly can read on grade level. 

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We wonder if we can have quick access to screener data to support our students and meet them where they are at currently.

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How we can better support the bubble students and motivate them to increase their milestone level

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Students need help with informational text and reading/vocabulary. 

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Students need help with informational text and reading/vocabulary. 

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Below target is the largest on writing and language

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I noticed that the math data directly correlates to the difficulty of the units and this prompts a possible change in the way we are teaching these units.

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Majority of students are reading on or above grade level

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I wonder how we increase reading fluency/lexile level in an 8th grader.

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I noticed that the writing skills have a larger amount of students in the “below target” and the “met target” categories but a smaller amount in the “approaching target.”

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I noticed that in this category the percentage of developing is higher than other categories.

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I notice there's a consistent dip in reading and vocabulary performance levels. If we integrate our ESOL and ML plans for academic vocabulary development, we could easily attain our target goals.

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I wonder if the higher amount of ML students correlates with the percentage of “below target” numbers.

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The students struggle with literary text as much or more than informational.  We need to incorporate more fictional/literary reading along with our foucus on info texts.

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The students struggle with literary text as much or more than informational.  We need to incorporate more fictional/literary reading along with our foucus on info texts.

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Reading level vs. ELA performance levels

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Reading level vs. ELA performance levels

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Why such a discrepancy?

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I wonder if the developing group for reading and vocabulary is due to the increase of ml students

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I notice that more ELA students fell under the “proficient” range than did Math students.

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I notice that our lexile level average is within the grade level bands. :)

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I noticed vocabulary acquisition is where we have room for improvement and where I want to focus this year.

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I wonder how MTSS and EL students are impacting some of these scores (generally/across the board).

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I notice that both math and ELA have a similar percentage of students that are meeting their goals. I wonder what correlations exist between two seemingly opposite subject areas. I wonder if the changes to the ELA curriculum will include more reading and writing as these seemed the areas where students have the most troubles when working in my social studies class.

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What do the numbers show when looking at the same data pool as they progress throughout their education journey?

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I wonder if the reason that domain 7 has the largest percentage of below target students is because of word problems.

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I noticed that there more students that were proficient in ELA than in Math

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We noticed a dip in certain areas of math that students didn't have to use consistently throughout the year. I wonder if we incorporate more spiral review to address this if we will see an increase in scores.

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Regardless of the type of texts students are performing below target.

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I notice that more students struggle in the reading literary category than the reading informational, which could coincide with their difficulties in inferences and citing evidence. They struggle with thinking outside of the box and in the gray area. 

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I notice that more students struggle in the reading literary category than the reading informational, which could coincide with their difficulties in inferences and citing evidence. They struggle with thinking outside of the box and in the gray area. 

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For math, the below target seemed consistent in all domains.

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The percentage of below target math among all domains is mostly consistent.

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I noticed that students struggled with critical thinking skills in both math and ELA.

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I noticed that students struggled with critical thinking skills in both math and ELA.

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I noticed that the majority of students are on or above grade level, however reading literary and informational text has a much lower percentage.

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If 3/4 of our students are reading at or above grade level, where does the discrepancy come from? Are they really on grade level or are they not truly putting what they know during testing because they don’t want to do the work.

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I wonder why the students struggled with math reasoning is so low

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I wonder what trends would be seen if we looked at data from one group of students as they progressed through grade levels. Would this show growth in that group of students?

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If students are held more accountable, will scores improve?

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I wonder if we focus on vocabulary building will they be able to understand what they are being asked and be able to dive deeper.

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I wonder how much phasing out reading contributed to this steady decrease in ELA proficiency. 

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I wonder how much phasing out reading contributed to this steady decrease in ELA proficiency. 

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I notice that 7th Grade has more students reading on or above grade level!!!! 😊😊😊😊😊

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I wonder how attendance data will impact reading proficiency.

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How do the numbers reflect any particular grade level for all eight years? Where is the data for that as opposed to comparing just a grade levels?

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How do the numbers reflect any particular grade level for all eight years? Where is the data for that as opposed to comparing just a grade levels?

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I wonder when the county will realize we need a reading class.

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Reading and vocabulary is the lowest domain but vocabulary acquisition and use is the highest.

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The proficiency in reading is the same for literary and informational texts.

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Will data improve with better student attendance?

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I wonder how a word wall with new standard vocabulary would improve vocabulary domains…

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I wonder what would be most beneficial for SS to do during ELT to support ELA standards