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What accounts for the increases in meets from 2022 to 2023?

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I would ask what are the needs of the students that moved from masters to meets. Why are they underperforming?

Maybe do DDI to address the data

Meets students need to be targeted to move to masters. Meets grew but masters has fewer students.

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Were there any changes in Instruction, or a different population?

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Were there any changes in Instruction, or a different population?

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What background information should we consider before diving into the data?

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What do they  did different in 3rd grade for 2023 from 2022?

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What do they  did different in 3rd grade for 2023 from 2022?

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Was there a change in instructional support or curriculum?

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Was there a change in instructional support or curriculum?

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Are there any unexpected trends or patterns that stand out?

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If the trend continues, what can we expect for 2024?

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If the trend continues, what can we expect for 2024?

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Target bringing up the number of masters while celebrating the increases in meets each year.

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Plan for instructional materials, scaffolds, reteaches, grouping, etc.

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Targeted interventions based on the data collected

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Plans could include additional material needed, increase intervention time, offer tutoring, plan for additional professional development to grow teachers. 

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Plans could include additional material needed, increase intervention time, offer tutoring, plan for additional professional development to grow teachers. 

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Plans for additional training to build teacher capacity

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Decide where support is needed and provide that support to students and teachers, eg. tutorials, Tier 1 interventions,etc.

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Once the variables that account for the increase in the scores are identified, then you continue doing what works for that population, using iterative processes of improvement.

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Moving towars higher numbers of Mastering scores

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Moving towars higher numbers of Mastering scores

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Targeted: Continuous conversations after formative assessments. 

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Targeted: Continuous conversations after formative assessments. 