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More dictionary use, need more rigor on understanding action words such explaining, analyzing and researching (DOK chart). More emphasis on spelling in all core subjects school wide. We believe the weight should not be only on ELA to implement such practices but all subjects.

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What caused the great difference between the number of distinguished/proficient  and developing/beginning learners? The vast difference implies that there were some challenges that not addressed, whether it be the pre-existing knowledge of the subject matter, the way the curriculum was taught or planned, and possibly any individual challenges of each student.

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The data shows the students did well on individual writing traits but did not do well overall in Writing and Language. What causes the lack of cohesion when putting it all together?

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The data shows that students struggled the most with reading and vocab along with writing and language.

I wonder if teachers corrected misspelled words while grading a writing sample. I wonder if teachers implemented word learning strategies such as dictionary use and contextual analysis. I wonder if the teachers implemented vocabulary test/quizzes in there lesson/lesson plans.

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83% of the current 6th grade scored as "Not Prepared" the Math section of the test. 17 % scored as "Prepared". Of the math domains, Numbers and Operations - Fractions had the highest number of Remediate Learners.

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Facts: 32% of students tested mastery. Out of that 32%, 30.2%  tested proficient and the other 1.9% tested distinguished.

Facts: 68% of students did not hit the mastery level. Out of that 68% 43.4% tested as developing. Which is one step below learners. Proficient learners The remainder of that 68%, 24.5% tested as beginning learners.

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Overall Performance: 17 Students tested as "Prepared" and 36 students tested as "Not Prepared". 62% of the students tested as "Remediate learners" in Reading and Vocabulary. 68% tested as "Remediate learners" in Writing and Langauage.

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Students need to be writing on a consistent basis. They need to produce roughly 12-16 writing pieces by the end of the year.

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2. Students at all levels need to be exposed to high rigor tasks. We as a staff need to come to a common understanding of what rigor means and DOESN’T mean, and then ensuring that our students are given high rigor tasks.

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Begin to use the language that the students will see on the test with in the classroom.

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Begin to use the language that the students will see on the test with in the classroom.

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Be able to accurately differentiate lesson to make sure that all of the students are covered in the process,

Allow time for remediation were the students have to ability to enhance vocabulary that the will see later.

Investigate smaller teacher -student ratios to allow for better instruction.

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We need to work with the department of exceptional ed to develop strategies especially in co-taught environments that will address those learners who are finding difficulty.

We need to start GMAS preparation earlier in the year, perhaps to even having a GMAS day once or twice a month where we take sample tests from the past and create assignments around them.

More consistent use of data to fuel instruction is needed as well. This data dig is a good start. I like seeing the results of the test broken down like this.

In unrelated news, teachers could all use a raise then we will be happier and thus will deliver more energetic, phenomenal instruction :-)

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1. Differentiation needs to be happening in every class, every day. Best practices in differentiation should be seen often. That is - station teaching, small group remediation, project based learning and performance tasks for high achievers

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What do my current lesson plans include for higher learners and developing learners.
How can I take current data and use it to close gaps from last year.
Implement a variety of teaching strategies to ensure I reach all scholars.
Allow more student led teaching and small group instruction.
Gradual release with co-teachers to build confidence with math and instructing others.
Incorporate more real world problems as it relates to stats and probability based on scores from last year.
More consistent input from Ex Ed dept.
Review class placement and data collection for scholars so they can receive help quicker so no child is left behind.

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Use consistent strategies for  building stamina and
build literacy proficiency in each class.
Use data to drive how content is taught.

Be intentional with completing lesson plans- plan lesson according to the rigor of the standard.

When students are not demonstrating mastery, we need to remediate and reassess to ensure mastery

Students need to read more

Students need to write more

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I wonder how the passages the students read in class prepared them for the GMAS

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I wonder the type of differentiation that had taken place in regards to reading and writing.

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Data suggest that standard was not taught at level of rigor

Also suggest that students did not receive consistent feedback , opportunity for practice and recovery

I wonder if the students at the cusp of proficiency are being supported this year.

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I wonder if I need to scaffold those struggling students with regards to their vocabulary even more.  Perhaps providing more reading and interpreting with context clues.

I wonder if maybe I need to slow down on the accelerated vocabulary in order to give more grade appropriate words in the beginning.

I wonder if I need to utilize different approaches to analyzing and responding to literature other than constructed response as not to promote burnout.

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8 students earned 4 points on the writing and language prompts; 41 students earned 1-2 points. No students earned 3 points. I wonder why there’s such a gap.

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Did the students come into the 6th grade with deficiencies that the teacher was unable to address before the test that caused some of the low scores?

Was there a problem with how the students grasped the information? Differentiation?

Was there enough help for the teacher to build the beginning learners to move to the next level? Developing? Proficient

What was the language that the teacher was using to help the student translate from classroom to test?

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I wonder how much rigor was included in the lessons

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The data suggest that student did not receive consistent feedback and practice  in writing.

The data suggest that students did not engage in analyzing texts at higher levels

The data suggest that standards were not taught at the level of rigor.

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Reading and Vocab is a priority for this current 6th grade.
I would like to know what types of small group instruction was completed.
I would like to see writing samples for scholars in low areas.
Were lexile scores being used for reading levels.
I wonder the size of class and if assistance was offered for differentiation.

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83% of students scored at the beginning and developing leaner level
9 students were proficient or distinguished n Math

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I notice that are scholars need more assistance and differentiation when it comes to reading and writing. With over half of the scholars scoring a 3 or above we are more than capable of rising to that challenge.

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ELA 6th: The domain percentages between Reading and Vocabulary and Writing and Language are similar.  A lot of work needs to go into development of these areas though.

Math 6th: We need to do a lot of remediation for the math domains.

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Creating more strategies that the students can use to solve mathematical problems.  Allowing time to reteach skills that will allow a student/students to learn those basic skills.

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The data suggest that we are moving in the right direction, however there is more work to be done. We have the ability to move more students to proficient and that they are capable of getting to that point.

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62% of students are developing learners in vocabulary
68% of students are developing leaners in Writing
59% of students scored a 2 in writing which indicates writing should be monitored
68% of students scored levels 1 and 2 indicating not prepared

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ELA 7th:  The breakdown in performance between Reading/Vocabulary and Writing/Language was nearly identical.

Math 7th: Statistics and probability are the biggest areas in need of growth.

Last year we were told that 2s were not seen as completely negative and that it would contribute to CCRPI growth. However, this shows that 2s are considered as unprepared.

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Vocab - 62% developing learners
Writing- 68% developing learners
ELA- 68% is not prepared
ELA- 32% prepared
Writing traits- less than 50%
ELA- 43% developing learners are not prepared
24% are considered beginners.

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A higher percentage of students are not prepared than are prepare in 7th grade ELA.

8 students are considered beginning learners

3 students are distinguished learners

The majority of our 7th graders are developing and proficient

Just under half of out students earner 1 point on the writing prompt

16% of our 7th grade students earned 4 points on their writing prompts

23% of our scholars earned 4 points on their narrative writing prompt

Only 1 seventh grader left the narrative section blank

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40% of students are prepared and 60%

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63% not prepared decreased to 55% in 2019
37% prepared increased to 45% in 2019

30.6 % were proficient increased to 39.6 % in 2019 and 6.1% were distinguished  increased to 15.1 %
46.9 % were developing decreased to 22.6 % and 16.3% were beginning increased to 22.6 %
28%  scored 4 on reading vocab witing and language increased to 62%
64%  scored 3 on reading vocab writing and language stayed at 64%

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Due November 11th to Jackson, Edwards, Weems-Allen and Muhammad- Please email responses
Think about our data discussion today...consider the trends and implications to complete the following tasks.
a. Provide  list of best practices you will use across the grade-level and in specific content areas to increase the number of proficient and distinguished learners.( 2 lists of strategies)
b. Meet with departments/Grade-band to review TKES goals (are goals aligned to data reviewed)

c.    How are we supporting students with an IEP? Are we adhering to accommodations with fidelity?

d.     Who are the students right at the “cusp” of proficiency?                    e.      What are we doing move these students strategically?

f.    Who are the students right at the “cusp” of distinguished?

g.  What are we doing to enhance these learners’ experiencer?  Have we conferred with Ms. Ross for strategies to accelerate?
h. What PD is needed to support you reaching your goal?