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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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What does the data suggest?

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What do you see?

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Some next steps that would be helpful are:
*Building self-awareness and intrinsic motivation for students by sharing their Lexile levels and areas in need of improvement.
*Explicitly referencing the three major skills assessed on the MAPS test while in class to make students more aware of the purpose behind the lesson (Metacognition).
*Include more scaffolded instruction
*Include more text-to-self connections
*Teachers should engage in more interdisciplinary collaboration to help students generalize information across contents.

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For citations start with MLA in the lower grades so it is the standard for the school and the students have a working knowledge of how to then when the go to law, turabian, AP research, APA, becomes easier

also the terms we use for writing structure
in the various disciplines could be streamlined or we need to be able to reference the similarities i the structures from discipline to discipline

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We give students the chance to resubmit their work. We want them to look at how they could edit to improve spelling, grammar, and add more details to their writing. They can also revisit a prompt after a unit to see if they made more connections to the topic.

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From Linda - model giving peer feedback with a sample paper with the whole class. Have students make suggestions after the teacher has modeled some examples of feedback.

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From Linda - model giving peer feedback with a sample paper with the whole class. Have students make suggestions after the teacher has modeled some examples of feedback.

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When having kids peer edit, use highlighters and have kids identify the parts using different colors. They can also do it in highlight mode on electronic documents

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When having kids peer edit, use highlighters and have kids identify the parts using different colors. They can also do it in highlight mode on electronic documents

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We should not rush through texts so students can really learn how to closely read and analyze texts.

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We should not rush through texts so students can really learn how to closely read and analyze texts.

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Allow students to resubmit work that is edited--> helps with proofing, editing their work, real world application of skills,

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Framework: Use social media formatted strategies to encourage reading stamina and comprehension.  

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Framework: Use social media formatted strategies to encourage reading stamina and comprehension.  

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Chunking of words and vocabulary through social media headlines style text/pictures.

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The technological literacy that the students gained over the past two years has been remarkable. Students now have better access to different forms of editing and collaborating through google docs/google classroom. Small scale editing has never been as accessible and easy for both students and teachers. Work within digital formats should be incorporated thoroughly within the curriculum.

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We discussed how some of the ideas in texts are confusing to the ELL students who are not familiar with specific vocabulary terms. For example, we had students who were confused with a regents argument essay about "graffiti" because the word was unfamiliar to them. When students are confused by the initial writing prompt, before they even read the articles, it could already create stress for the student. Therefore, we find ways to explain ideas in context to our students and give them a chance to ask questions - since we may not be aware of what terms they are not familiar with.

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We may need to break up sources into smaller sections to help students better understand longer sources and go deeper into vocabulary terms in each section

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Teachers should be able to see the MAP exam to be able to determine specific areas students are having difficulty with.

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How many students with lower scores do not use English as their primary language at home? Is English a second or third language for these students?

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Students who scored in the HiAvg-High range had significantly lower guess rates, than students in the Low-LoAvg range.

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It would be helpful to know where the vocabulary challenges were. Did they have more trouble understanding the passages or the questions themselves? If the passages were fairly easy, then the issue could have been in the wording of the questions.

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Teaching vocabulary in groups of related words, such as words that begin with hyper and hypo.

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Teaching vocabulary in groups of related words, such as words that begin with hyper and hypo.

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We could pair written documents with political cartoons, posters, or maps that focus on the same concepts which could help them build a deeper understanding of the material and give them more exposure to different vocabulary terms with a new type of source

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The skills needed to be successful in English and US History are very similar. We both focus on contextualizing information, making connections between texts, determining the credibility of the sources, and analyzing the biases, audience, and purpose of the writing. Improving inferential comprehension for our students is clearly needed in both contents.

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The ELA MAPS Growth shows that our ELL students regardless of levels are struggling with Vocabulary Acquisition & Use. 

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The ELA MAPS Growth shows that our ELL students regardless of levels are struggling with Vocabulary Acquisition & Use. 

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The protocol provides guidance on how to analyze a data set. Upon analyzing the data we can develop instructional interventions. We can also support students in identifying texts that are appropriate for their Lexile level.

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The protocol provides guidance on how to analyze a data set. Upon analyzing the data we can develop instructional interventions. We can also support students in identifying texts that are appropriate for their Lexile level.

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Include weekly vocabulary activities such as source retelling, providing choice assignments, having students create their own vocabulary lists and quizzes, etc. 

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Include weekly vocabulary activities such as source retelling, providing choice assignments, having students create their own vocabulary lists and quizzes, etc. 

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I notice that students scored higher on the Language Acquisition part than the Understanding Key Ideas part of the exa for AP juniors.

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Do not teach vocabulary in isolation. Have students actively practice the acquisition of new vocabulary through speech and writing. Make vocabulary lists based on readings both as anticipatory activities and after reading. Teacher should also model use of vocabulary through speech and instruction.

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I wonder what percentage of 11th grade ap students were ELL students.

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For AP Research in particular, we need to teach content vocabulary but students need to be responsible for identifying and defining unknown words within their field of discipline as they research. Students are all investigating different topics and the vocabulary is quite different.

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For AP Research in particular, we need to teach content vocabulary but students need to be responsible for identifying and defining unknown words within their field of discipline as they research. Students are all investigating different topics and the vocabulary is quite different.

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The ATLAS Protocol will help us to analyze student scores from the MAPS Growth Assessment and will help us to discuss next steps for what we can do in the classroom to help students with their lexile level.

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We used to use Vocabulary.com to generate vocabulary lists and assign quizzes. Maybe we need to go back to that or use another similar program.

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Heterogenous grouping for analyzing and annotating a shorter passage, so they can model for each other.

It was under Kitty's comment.

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For ELL students, I write a short lesson summary paragraph and take out key words into a word bank for students to fill in. I find this to be helpful for content and vocabulary.

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I noticed that the amount of time students took on the test did not dramatically impact scores.

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I noticed that the amount of time students took on the test did not dramatically impact scores.

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There has been a shift away from "teaching vocabulary". Could the test scores be a reflection of that? As a school, there should be a push for learning vocabulary. Maybe a return to the "words of the week" would help.

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Giving kids synonyms with certain words may help them better understand their meaning.

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I wonder what percentage of 11th grade ap students were ELL students.

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Have students generate their own vocabulary lists based on annotations that they do as they read texts. Having them take ownership of their own vocabulary acquisition may motivate them to learn their selected words. These can eventually become class lists shared amongst students and teachers can assess in various ways.

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We noticed that some of our students' scores were not reflective of their work/level in our classes.

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I noticed that the amount of time students took on the test did not dramatically impact scores.

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In order for students to better understand the literature we are teaching, we also provide background about the time period of the text and the historical context. This can help students better understand the conflicts found in the text. We also ask them to compare character choices to their own ideas. We use the Do Now for reflection questions that connect them to the issues the characters are facing.

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I wonder which students...
1.  Took this exam seriously and which ones just clicked randomly on stuff?
2.  Are former ELLs and how recently did they place out?

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Having students look at the same or similar documents in their ENL and Social Studies class could improve their vocabulary skills and help them have a better understanding on the content being presented.

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AP Research students will create word clouds for keywords that are significant to their study. Students will conduct a two-minute verbal presentation explaining why the keywords are important in the context of their research topic.

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It was interesting to see that the 10th grade honors have higher scores than 11th grade AP students. We wondered why that was. Were the tenth graders simply trying harder?

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There's a correlation between students with low lexile levels and vocabulary acquisition in 11th grade AP classes.

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There's a correlation between students with low lexile levels and vocabulary acquisition in 11th grade AP classes.

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We have students create short stories and/or skits using the vocabulary words to try to use them they way they would in conversation.

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I notice that there is a wide range of lexile scores within my AP classes and across all AP 11th grade students.  The scores range from 550 to 1750.

-James F.

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How many students in 11th grade AP classes are ELL's?

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How many students in 11th grade AP classes are ELL's?

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Why are honors and AP scores significantly higher than Gen Ed students?

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Why are honors and AP scores significantly higher than Gen Ed students?

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I noticed that students scored higher on the Language Acquisition part than the Understanding Key Ideas part of the exam for AP juniors.

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I noticed that students scored higher on the Language Acquisition part than the Understanding Key Ideas part of the exam for AP juniors.

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The data suggests that more attention on addressing inferential comprehension is needed within the classroom. Based on the data, 72 out of 192 students enrolled in ICT English classes this year scored in the low to low average range.

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Just by applying words to real life situations, helps in acquisition.

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Annotating  helps the students understand and allows the students to ask questions of the text
looking for depth of understanding and connecting the ideas to something they already know

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Using the cite, Rewordify, has been an online tool that can adjust for different reading levels. It allows for various forms of text to be simplified.

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Use Merriam Webster's English Learner dictionary. Annotating aka having a conversation with the text. Ask questions, comments, HOT Qs, look up unknown words..

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Use Merriam Webster's English Learner dictionary. Annotating aka having a conversation with the text. Ask questions, comments, HOT Qs, look up unknown words..

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Using a Frayer Model for 1 or 2 key vocabulary words in a unit have played a role in helping students understanding vocabulary.

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Using a Frayer Model for 1 or 2 key vocabulary words in a unit have played a role in helping students understanding vocabulary.

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In regard to ELL classrooms, it appears that the targeted vocabulary support is having a positive effect, but teachers should spend long enough with texts to do a deeper dive in "UNDERSTANDING KEY IDEAS, DETAILS AND CONNECTION". Teachers should not rush through texts, and read the same text together to model techniques for identifying key ideas and details.

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Acquiring language through diversifying language and giving students a visual prompt
John and Rob

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For our ELL students, adding synonyms next to the key vocabulary words would be beneficial.

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For our ELL students, adding synonyms next to the key vocabulary words would be beneficial.

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There's questions about the reliability of the data based on time testing, computer issues, and student engagement.

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There's questions about the reliability of the data based on time testing, computer issues, and student engagement.

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 Most of our students were in the average range. I noticed there is no significant discrepancy in the data across my  classes. 

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 Most of our students were in the average range. I noticed there is no significant discrepancy in the data across my  classes. 

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I noticed that ELLs seem to have scored the lowest in the area of "UNDERSTANDING KEY IDEAS, DETAILS AND CONNECTION"

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Application is key to gaining understanding terminology, to gain more accessibility.

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We noticed that a lot of the ISS students we all teach scored the lowest in Understanding Key Ideas, Details, and Connections. We also noticed that there's a wide range of Lexiles throughout our room.

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have the students self ID the content word they don't know and then doing a current event research to apply the word, this allows the student to articulate the definition

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Understanding Language, Craft, & Structure

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Understanding Language, Craft, & Structure

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We provide graphic organizers to help students complete close readings. Students pull out key words to analyze in order to better understand the characters or main ideas in a text.

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Some things that we do in our Read180 and our ELL classes is provide the Graphic Novel version of parts of the text to help students understand the main plot and settings within the text. We read the standard version of a story and provide the graphic novel pages as an additional support.

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How exactly are lexile levels determinned?

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I noticed a number of students scored in the "C" (lowest) column for vocabulary. Having vocabulary workshops and activities weekly can help students to improve. In class with our ELL students we review six words a week that the students will find in our weekly reading.

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It appears that around 80% of juniors scored at average or higher for vocabulary acquisition.

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I noticed that the majority of the 11th grade students are at the lexile level they need to be at while the others that aren't on grade level are approaching the grade level standard

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9th Grade GE to 11 Grade GE: Understanding, Language, Craft, and Structure.

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9th Grade GE to 11 Grade GE: Understanding, Language, Craft, and Structure.

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Lo-Avg went down from 9GE to 11GE in the area of Understanding, Language, Craft, and Structure.

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The duration of the tests, is wildly inconsistent. Some students took 20 minutes, while others took 80 minutes. I wonder if the student who wasn't able to do more than 20 minutes of a test has a valid score and how it would calculated comparitively.

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isn't 3.45 to high of a margin of error

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I noticed the difference in how long it took students to take the test. Some students took over 80 minutes, while others took around 20 minutes. This would have an impact on score.

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I wonder if the data is reflective of student skill or data.

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11 grade understanding language and craft structure

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11 grade understanding language and craft structure

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What is the margin of error measuring?
Isn't 3.45 a bit high

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There are a lot of numbers and stuff.

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11th Grade Honors/AP: Vocabulary - Acquisition and Use

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11th Grade Honors/AP: Vocabulary - Acquisition and Use

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Apale
Engel
Felder
Contino
O'Connell
Palladino
Ardis
Difava

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11th Grade ICT: Understanding Key Ideas, Details, & Connections

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11th Grade ICT: Understanding Key Ideas, Details, & Connections

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Chan, S
Basaly
Grskovic
Paloglou
Gattung
Allen
Marando
Wilcox

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11th Grade: Understanding Language, Craft, & Structure

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11th Grade: Understanding Language, Craft, & Structure

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Daniszewski
Silva
Freedman
Pagano
Bell
Reidel
Acquafredda
Xu

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I noticed that more than half of the students (584/840 students) scored at or above grade level.