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ENL students need more support with short responses in Math.

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Ms. Ramoo, Coach Z , Mr. Raza , Ms. Waters 

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Ms. Ramoo, Coach Z , Mr. Raza , Ms. Waters 

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Ms. Ramoo, Coach Z, Mr. Raza, Mr. Williams, Ms. Waters 

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Ms. Ramoo, Coach Z, Mr. Raza, Mr. Williams, Ms. Waters 

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On R. L 7. 3 , 7.6 the students did well and maintained a percentage over 60%. Both of these standards applied the skill of writing.

On R.L 7. 5 , L 7.5 the students did not do well as compared to the city.

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Ms. Ramoo, Coach Z, Mr. William, Mr. Raza, Ms. Waters 

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Ms. Ramoo, Coach Z, Mr. William, Mr. Raza, Ms. Waters 

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We can see inequities through scaffolding and a lack of knowledge for pre-requisite skills that are needed. It seems as if students are not receiving enough opportunities to explore and capture content.

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In 7th Grade math, students performed better in NS and EE as compared to RP.

SP is the lowest performing domain which is in the city which is also a pattern in our school.

NS is the highest performing domain in the city which is also true in our school.

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Ms.Ramoo,Coach Z, Mr.Raza, Mr.Williams, Ms.Waters 

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Ms.Ramoo,Coach Z, Mr.Raza, Mr.Williams, Ms.Waters 

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Some strategies we can utilize as we move forward is implementing thinking maps throughout the lesson. Moreover, we want to ensure we work each day to build the students vocabulary. Therefore making sure they have the tools/knowledge to understand suffixes and pre-fixes. Suffixes and pre-fixes will help them identify the meaning of unknown words.

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Ms.Ramoo, Coach Z, Mr.William, Ms.Waters, Ms.Raza

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Ms.Ramoo, Coach Z, Mr.William, Ms.Waters, Ms.Raza

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- pre-assessments
- thinking maps
- scaffolding for all students to fit their needs throughout the lesson not only during the independent work
-allow students time to think deeper about content where they are given opportunities to state their thinking and describe why they believe so.

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Our next steps to address the focus standards is to strengthen their short responses using mathematical reasoning and vocabulary. We can do this by emphasizing the Jot portion in the TJPS and utilizing the conclusion frame in thinking maps.

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Looking at the 6th grade data, we noticed that the 01 class performed higher in the domain Expressions and Equations. The lowest performing standard was EE.2a. We noticed a significant difference in EE.2a where 01 hit 33% (higher than the city), 02 hit 3% and 03 hit 4%. This standard requires students to translate phrases to expressions, this could be a language obstacle for ELLs.

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The data suggests that 6th grade needs more of a focus on geometry. This standard, although not the major work of the grade, was heavily tested. We were down 16% from the city (this is the lowest ranking of all the domains).

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The data suggests the protocols we have in place such as TJPS, small groups, and the workshop model have been effective.

Using data to drive instruction, the data on the state test matches the data in our classroom.

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Ms. Brittman & Ms. Roy - 6th grade ELA data

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Ms. Brittman & Ms. Roy - 6th grade ELA data

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Overall, 601 performed above the city average whereas 602 (ICT) and 603 (ELLs) performed below the city average.

(601 = +.04)
(602 = -.13)
(603 = -.19)