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So what are we going to do? What instructional decisions or adjustments will we make?

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What does this mean for our work?

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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Some instructional decisions or adjustments that we can make based on assessing this data are:
-Designing instruction that connects this specific skill set of understanding key ideas, details, & connections to both English and social studies classes. Perhaps in another PD session, our group could meet to collaboratively create materials (e.g. graphic organizers) we could use in both content areas.
-Meeting back with this specific group to analyze the data after the students take this assessment again in the winter. Meeting and discussing the implications of this data with teachers who teach ICT and know the strengths and struggles of teaching a class that is also Regent-based was very helpful.

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Introduce more Close Reading Strategies and Protocols

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Introduce more Close Reading Strategies and Protocols

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Students need to pushed to delve deeper into texts to enhance comprehension. Text-on-Text/Collaborative, double-entry notetaking and any strategy that pushes students to interact with texts--posing questions, agreeing, disagreeing, etc. can be helpful in students' reading and vocabulary acquisition.

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Gabriella mentioned that transparency of sharing data could be beneficial for students. We have an accurate measure, and so the students have an accurate measure of where their levels are. We all agreed with this process and thought it beneficial for students, teachers, and parents to have conversations about that data to meaningfully move students forward in their academics.

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What do you see?

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What does the data suggest?

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In AP World History I group students in small community groups after the first unit exam based on data I have gathered. In these community groups, students help each other inside and outside of school with accessing and understanding the readings and other course materials. This MAP data will help inform my decisions in creating these groups.

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By understanding the implication of all the data and how it relates to each student level can enhance every aspect of learning, comprehension, and implementation.

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By understanding the implication of all the data and how it relates to each student level can enhance every aspect of learning, comprehension, and implementation.

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Since the focus is on vocabulary acquisition, I wonder how much students are actually reading. The pandemic had an adverse impact. The data also raises questions about what constitutes an honor versus a gen. ed, student. Some Gened students had comparable scores to honors students.

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Should students who are reading at a 6th grade reading level be placed in AP and Honors classes because they are fantastic students? How can we better figure out the best placement for all student?

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To help those struggling with reading comprehension in AP World one of the next steps could be to come up with a protocol sheet that will break down complex readings. This might help them understand the material better.

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By observing low level vs. high level student Lexile scores, we can observe patterns and trends and make inferences about the content area over time.

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Based on the data most of the students are reading at or above grade level however some of the students who did poorly on the first test did have reading levels on a 4th - 6th grade level according to the data.

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As a librarian, when I investigate a research project, I do not deal with extensive lexile charts because the students are unknown to me. The lexiles I indicated when teaching research are very basic, but are helpful for those students who may need an easier text to read or for those who prefer a higher reading level text. Also, for those who are not proficient in English, the databases can be translated into various languages and can also be read to the students. So there are various ways for a librarian to show students different levels of interpreting and understanding information. Teachers may also indicate to the librarian if they need to work with specific students with certain lexile levels.

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As a librarian, when I investigate a research project, I do not deal with extensive lexile charts because the students are unknown to me. The lexiles I indicated when teaching research are very basic, but are helpful for those students who may need an easier text to read or for those who prefer a higher reading level text. Also, for those who are not proficient in English, the databases can be translated into various languages and can also be read to the students. So there are various ways for a librarian to show students different levels of interpreting and understanding information. Teachers may also indicate to the librarian if they need to work with specific students with certain lexile levels.

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Most of the AP World students seem to be on the correct reading grade level however a couple were in the 345-530 range which signified that they are currently on a 4-5 grade reading level

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Myself, Marc, and Phil are wondering if students are adequately prepared or able to access the reading material? Even students who are testing on grade level, how can they manage reading at the collegiate level, which is significantly higher.

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Small Number of Significantly Low Scores

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Small Number of Significantly Low Scores

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I am noticing a small segment of students, similar to the percentage data on page 2, who are scoring low on both RIT and Lexile. the gaps are significant. according to this data alone, some students are hovering around a 3rd grade reading level.

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looking at the Lexile data numerous AP students are at their grade level or above average in terms of reading and response questions. However, as much of the course social studies class is targeted to comprehending this information, I believe more assignments should be crafted to assess their comprehension of the material as well. This is something that can be utilized in both their Social Studies and English classes.

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I am noticing a correlation between lexile scores and RIT scores. Having a more detailed breakdown of RIT scores would be helpful.

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The overall data chart simplifies the information. However, the need for specific information of the raw data chart is extremely helpful when trying to identify certain problems.

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The overall data chart simplifies the information. However, the need for specific information of the raw data chart is extremely helpful when trying to identify certain problems.

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I am comfortable with using student Lexile scores but I am wondering how the RIT score compares. I need a scale of RIT score information.

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I am comfortable with using student Lexile scores but I am wondering how the RIT score compares. I need a scale of RIT score information.

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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-We would like to see this assessment taken more seriously by the students during the next testing session.  For our work, this means that steps should be taken to ensure that we are giving students their testing accommodations and creating a more formal testing environment.
-We would like to see more transparency with regard to the purpose of the test.  If the students understood why they are taking this test, they would probably take it more seriously.
-This conversation makes us think about how often the students are tested and the stress that they may feel knowing that they have to take these standardized tests along with multiple Regent exams at the end of the year.
-We, as teachers, would like to have more familiarity with the content of the test, so that we can give the students appropriate feedback.

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We can design assessment and instruction focusing on craft, language and structure. Such as - jigsaw analysis of various fiction & nonfiction sources, groups created from data (hi average with low), tone and diction exercises with varying texts.

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We can design assessment and instruction focusing on craft, language and structure. Such as - jigsaw analysis of various fiction & nonfiction sources, groups created from data (hi average with low), tone and diction exercises with varying texts.

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We noticed that their is a rather large jump between the lows, averages, and  highs within the data which gives a lot of room to maneuver within future lessons/ activities.

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We noticed a combined total of 26% of students scoring overall low-average or low. We also had questions about what these numbers actually mean. What is the significance of these scores? How do we determine grade level?

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I see instructional area performance information with student names, dates, and test duration. I see RIT scores vs. Lexile Scores.

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Students should have the same exam, with the same questions for a better analysis of skills.

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Students should have the same exam, with the same questions for a better analysis of skills.

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Timing can be regulated and monitored to ensure students take allotted time and don't rush.

We discussed strategies such as determining author's purpose, interacting with various sources and documents, and providing scaffolding and organizers to help identify structure.

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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10th Grade ICT: Understanding Key Ideas, Details, & Connections (Andriotis, Figliozzi, Rubio, Silver, Nola, Agard, Storck)

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-The data suggests that a majority of the students who rushed through the exam (under 20 minutes) scored a very low Lexile level.
-An assumption we can make about students and their learning is that students who completed the assessment in under 20 minutes did not have the stamina to sit through the length of this assessment.
-An assumption that we can make based on the data for 10th grade ICT classes in the category of understanding key ideas, details, & connections is that having a general education teacher and a special education teacher in the classroom benefits the students' understanding in this category.

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We noticed that the length of exam taken correlates with score. i.e. generally the longer the student spent on the exam, the higher likelihood they would place average to above average.

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We noticed that the length of exam taken correlates with score. i.e. generally the longer the student spent on the exam, the higher likelihood they would place average to above average.

# data[].attributes.headline
10th Grade ICT: Understanding Key Ideas, Details, & Connections 

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10th Grade ICT: Understanding Key Ideas, Details, & Connections 

# data[].attributes.body
-When comparing 10th grade ICT classes to 10th grade general education classes, we noticed that the general education classes scored lower overall in the category of understanding key ideas, details, and connections.
-We noticed that 72% of 10th grade students scored average or higher in the category of understanding key ideas, details, and connections.

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We're wondering why the gap between low and high is not greater. We would think there would be larger differences.

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We're wondering why the gap between low and high is not greater. We would think there would be larger differences.

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We notice 75% are average or above 25 % are below average in "Understanding language, craft and structure"

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We notice 75% are average or above 25 % are below average in "Understanding language, craft and structure"

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Less 9th grade ICT students and ENL students completed the "understanding, language, craft and structure" questions.

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Less 9th grade ICT students and ENL students completed the "understanding, language, craft and structure" questions.

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We notice that the honors level students scored higher in the "understanding, language, craft and structure category"

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We notice that the honors level students scored higher in the "understanding, language, craft and structure category"

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10th Grade Honors/AP: Vocabulary - Acquisition and Use

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10th Grade Honors/AP: Vocabulary - Acquisition and Use

# data[].attributes.body
Milos
Prout
Vilmar
DiGregorio
Bucholtz
Lynch
Sutherland

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10th Grade ICT: Understanding Key Ideas, Details, & Connections

# data[].attributes.subject
10th Grade ICT: Understanding Key Ideas, Details, & Connections

# data[].attributes.body
Andriotis
Figliozzi
Rubio
Silver
Nola
Agard
Storck

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10th Grade: Understanding Language, Craft, & Structure

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10th Grade: Understanding Language, Craft, & Structure

# data[].attributes.body
Duffy
Whitney
Fernandez
Lieberman
Schwartz, A
Fleming

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What does this mean for our work?

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So what are we going to do? What instructional decisions or adjustments will we make?

# data[].attributes.headline
10th Grade: Understanding Language, Craft, & Structure

# data[].attributes.subject
10th Grade: Understanding Language, Craft, & Structure

# data[].attributes.body
Coloneri
Rothenburg
McGuirk
McCarthy
Waltzer
Michelman