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Gmas data wasn’t what I expected and scores were lower than I anticipated.

Proportional to a degree.

Classroom management, continuity amongst teachers.

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The iReady performance is better because the condition of testing maybe less stressful.

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What did you notice about the GMAS data? Over 80% performing at levels 1 and 2, some content areas did not have any student in the distinguished category, the percentage of students performing at a proficient level is low

How does it correlate with the Iready data? Data across the board shows student deficits in all subject areas. These findings leans towards an instructional problem. Once we have the data, what are we required to do differently (instruction)?

What do you believe is the root cause of the student’s performance? In addition to the students coming in with deficits, I think there is a lack of clarity in terms of instruction.

Dr C

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There is a great deal of work to be done. Science uses Math and English skills within our content do we remediate in those areas too.

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1. That our students are way behind on GMAS.
2. I think that the data shows higher levels of preforming students on IReady as oppose  to GMAS because they are using IReady more.
3. I believe it is a combination of teacher and student performance.

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The performance is way below expectations and this could be atributed to the pandemic.

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very low

iReady predicted ELA: 34.17. MATH: 35.34
GMAS: ELA: 19.27 MATH: 15.90

instruction at Beginning level

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1. The numbers were consistent across grade levels.

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1. The numbers were consistent across grade levels.

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2. Both assessments showed the same deficits.

3. Environment (home)

E. Acker

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The data told me that the kids were already behind, so they would not have scored high at all. The root cause would be elementary school and not teaching on grade level. Teaching on grade level can help bring those up behind

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1.) not great
2.) both look the same
3.) just passing students on