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Using Quickr Reports to Identify Most Appropriately Rigorous Course in Literacy and Mathematics for Rising 9 th Grade Students. 2014-2015. Desired Outcomes:. Participants will: Be able to access and manipulate the Rising 9 th Grade Roster in Quickr

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2014-2015

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2014 2015

Using Quickr Reports to Identify Most Appropriately Rigorous Course in Literacy and Mathematicsfor Rising 9th Grade Students

2014-2015


Desired outcomes

Desired Outcomes:

Participants will:

Be able to access and manipulate the Rising 9th Grade Roster in Quickr

Use guiding questions to help make decisions about appropriately rigorous coursework for rising 9th graders


2014 2015

get these tiers

of support

in order to meet benchmarks.

These students

+

=

RtI/MTSS

Strategic & Intensive Support

The goal of the tiers is student success, not labeling.


Accessing rising 9 th grade roster

Accessing Rising 9th Grade Roster

Log into Quickr Testing Center

Look on the left side of the screen. Select

STUDENT LISTS.

3. Locate and select the folder STUDENT INFORMATION 14-15

4. Locate and select the most recent Excel spreadsheet titled HS RISING 9th GRADE 14-15 ROSTER


Recommended literacy data

Recommended Literacy Data

Grade 6 EOG/Reading

Grade 7 EOG/Reading (new test)

Grade 8 EOG/Reading

Explore/Reading

EVAAS Predictions for English 2

  • Also Possible: Spring Benchmark data from Pathdriver at selected Middle Schools


Making it easier

Making It Easier

Data is reported in an Excel Spreadsheet. It is over 80 columns of data.

HIDE all columns except the Literacy Data columns

Also keep open the SpEd and LEP columns (will help later)

For each column, format score ranges by color, using typical 4 to 1 (or 5 to 1) ranges. You will do this under Conditional Formatting/Highlight Cell Rules.


You will end up with a spreadsheet like this

You will end up with a spreadsheet like this.


Next sort and filter

Next… Sort and Filter

Sort first by Explore and Grade 7 EOG/Reading

Sort next by Grade 6 EOG/Reading

  • Add a column for school use. Call it English 1 Course.

  • Determine students to take English I Honors, English I, and Reading-Support English I groups, based on data

  • Unhide columns Recommended English I and Selected English I Course and compare. Are students in the right placement already?


Look at this first explore reading

Look at this first: Explore/Reading

Score 16+ = College and Career Ready Benchmark

16 or above: students can do most reading skills independently with generally uncomplicated text

Students are ready for

increasingly complex text

Placement: Honors English 1

  • Taken in Grade 8

  • ACT-related Assessment

  • Nationally normed


Explore reading

Explore/Reading

Below Benchmark ~11-14

Not fully able to do most reading skills independently with uncomplicated text

Placement: Academic English 1

Well Below Benchmark ~ 10-

Not able to do most reading skills independently with uncomplicated text

Placement :

Academic English 1 PLUS Reading course support


Look at this next 7 th grade reading eog

Look at this next: 7th Grade Reading EOG

Reminder:

This was the year of the new test.

Score 3.0+ Honors English 1

Score 2.0-2.9 Academic English 1

Score 1.9 and below

Academic English 1 PLUS

Reading course support


6 th grade reading eog

6th Grade Reading EOG

Reminder:

This was the last year of the old test.

Score 3.5+ Honors English 1

Score 2.0-2.5 Academic English 1

Score 1.9 and below

Academic English 1 PLUS

Reading course support


Evaas prediction for english 10 eoc

EVAAS Prediction for English 10 EOC

Remember:

A function of historical data, so…

Use to verify your placement choice

Don’t use to determine the placement


Who goes where

Who Goes Where?

Honors English 1: All students with one or more

  • Explore Reading Benchmark 16

  • 7th Grade EOG/Reading Level 3.0+

  • Also consider:6th Grade EOG/Reading Level 3.5+

    Academic English 1: Students with one or more

  • Explore Reading Benchmark around 10-15

  • 7th Grade EOG/Reading Level around 2-3

  • 6thGrade EOG/Reading Level around 2-3.5

    Academic English 1 with Reading Support

    All others, unless student receives already extra language “scoops” elsewhere


Finally consider these conditions

Finally… Consider these conditions

Is Tier 1 core instruction robust enough to serve the needs of 80% of your school population?

  • Will look different at each school, based on overall needs of the students

English 1/ICR

English 1

Honors English I


Robust tier 1 instruction

Robust Tier 1 Instruction

Natural and regular use of Marzano’s High Yield Strategies

Close reading of authentic, discipline-specific text

Grade appropriate, increasingly complex text

Text dependent questions requiring text evidence

Argument discipline-specific models

Organic inter-relationship of writing to read, reading to learn, writing to learn

Appropriate student-driven technology use to enhance learning


Finally consider these conditions1

Finally… Consider these conditions

  • Is there a purposeful difference in the

    language and reading instruction built into

    Honors courses v. Academic courses?

  • How do teachers decide appropriate instruction

    for each course?


Suggestions

Suggestions

Foundational Skills

Integrated Reading, SpecEdReading

(Academy of Reading)

Is there a purposeful difference in the language and reading instruction in differing Reading Support courses?

Word Skills and Comprehension

Competency Reading

(Read 180, Successmaker)

Comprehension Skills

Competency Reading or

Revised Study Skills Course

(Successmaker, Achieve 3000)


Finally consider these conditions2

Finally… Consider these conditions

Are any students already receiving extra reading or language support in another course?

  • Avoid duplication of services

  • Consider ESL 1 and 2

  • Consider SpecEd Reading Courses or Reading CA

  • Consider role of ICR support


Finally con sid er these conditions

Finally… Consider these conditions

Does the student have other data that show additional sources of academic problems?

  • Pull up attendance data, behavior data, other data

  • Consider which course structure is best for the student, given other challenges for the student

  • Consider whether a course using a digital adaptive program is the right fit: can the student ensure fidelity of usage in order to demonstrate growth?


2014 2015

Meeting theAcademic Needs ofAll Students

Example School 1

  • Why is Honors English I placement critical?

  • Pre-AP vertical alignment for almost all AP courses

  • Gateway to other rigorous coursework

  • Opportunity for engagement in increasingly rigorous reading for on-level students

Recommended for Honors English I

70

150

Likely to benefit from Honors English I

Example School 2

Recommended for Honors English I

230

Likely to benefit from Honors English I

480


Checking for appropriately rigorous math course placement

Checking for Appropriately Rigorous Math Course Placement

June19,2014


Uses for spreadsheet

Uses for Spreadsheet

  • Check for correct course placement (course follows logically in math sequence)

  • Check for appropriately rigorous course placement

  • Use data to identify students who may need additional supports or challenges (enrichment) and plan to implement them from the beginning of the semester


Documents to refer to

Documents to Refer to:

Open the following documents for reference:

  • Math Registration Information 2014-15

  • Math Placement Guidelines 2014-15

  • Checking for Appropriately Rigorous Math Placement for Rising 9th Graders 2014-15

  • 9th Grade Data Spreadsheet for your school


Recommended math data

Recommended Math Data

  • Grade 6 EOG/Math

  • Grade 7 EOG/Math (new test)

  • Grade 8 EOG/Math (available mid-July)

  • Math I EOC (predicted/actual level)

  • Explore/Math

  • First Semester/Final Math Grade


Preparing 9 th grade spreadsheet for analysis

Preparing 9th Grade Spreadsheet for Analysis

  • Hide all columns except the suggested math data, current, recommended & selected math courses, and Ethnicity, Special Education, & AG data

  • Apply conditional formatting as described in “Checking for Appropriately Rigorous Math Course” document

  • Filter by current math course – 8th grade math vs. Math I – consider one group at a time

Anna has done this for you! 


Field definitions

Field Definitions

  • Rel Ach Lvl – “Relative Achievement Level” indicates not only what level a student achieved, but where that level falls relative to the scale score – e.g. 3.75 tells us that the student scored on the high end of Level III, close to Level IV

  • R1 – indicates Retest 1 and is only reported for 6th grade (the last year retests were given)

  • Explore Math Scale – 17 or higher meets the college readiness benchmark


Correct course placement

Correct Course Placement

  • Compare Teacher Recommendation to what the student enrolled in to identify any issues (e.g. a student signed up for Math II when recommended for Math I)

  • Involve Math Department Chair(s) due to complexity of sequences

  • See Math Registration Information 2014-15 document for typical sequences


Appropriately rigorous math course placement

Appropriately Rigorous Math Course Placement

  • Once you have determined that students have been placed into a correct course, the next thing to check is whether the student has been placed in the most rigorous option.

  • For example, a student who took Math I is correctly placed in Math II; however, he/she may benefit from placement in the more rigorous Honors Math II.


Filter and sort

Filter and Sort

  • Filter by current math course for Common Core Math 8

  • Sort spreadsheet by Math Relative Achievement Level Grade 8 (or Grade 7 prior to mid-July data refresh).

  • NOTE: If sorting by the 7th grade Math Rel Ach, the levels go from 1 to 4, instead of 1 to 5 like the 8th grade Math Rel Ach level. Use the following intervals: Math 7 Rel Ach Lvl 3.50, between 3.00 and 3.49, between 2.00 and 2.99, between 1.50 and 1.99


Use decision tree 8 th grade math

Use Decision Tree – 8th Grade Math


Appropriately rigorous math course placement1

Appropriately Rigorous Math Course Placement

Currently in 8th Grade Math who meet criteria for one-semester Math I but enrolled in year-long Math IA/IB:

  • 302students across the district

  • Some at every school (except ECs, LAs, and 2 EW schools)

  • Ranges from 1 to 42 students per school


Filter and sort1

Filter and Sort

  • Filter by current math course for Math I

  • Sort spreadsheet by Math 1 Rel Ach Lvl (or Predicted Relative Achievement Level Math I prior to mid-July data refresh).


Use decision tree math i

Use Decision Tree – Math I


Appropriately rigorous math course placement2

Appropriately Rigorous Math Course Placement

Things to consider as you analyze data:

  • Unless placement seems to be way off, only consider moving students up to a higher level course, not down.

  • 6thgrade Math EOG scores based on the old 2003 SCoS; 7thgrade EOG scores based on Common Core – for the majority of students, there is a significant drop in level from 6th to 7th grade.


Appropriately rigorous math course placement3

Appropriately Rigorous Math Course Placement

  • When in doubt, look at EOG history prior to 6th grade (accessible in EVAAS) & other data (e.g. Case 21, Pathdriver, etc.)

  • When reviewing what students selected, be aware of the following paired courses:

    • Fundamental Math I & Introductory Math

    • Foundations of Math I (Math IA) & Math IB

    • Special Topics & Honors Math II


Appropriately rigorous math course placement4

Appropriately Rigorous Math Course Placement

Choose Honors!!

  • Math I in middle school  Honors Math II (or Special Topics & Honors Math II)

  • Math II in middle school  Honors Math III


Appropriately rigorous math course placement5

Appropriately Rigorous Math Course Placement

Consider Courtney, an African-American female. Here is her data:

Recommend for: Math II

Enrolled in: Math II

Our recommendation: Honors Math II


Appropriately rigorous math course placement6

Appropriately Rigorous Math Course Placement

Consider Amanda, a Hispanic female. Here is her data:

Recommend for: Math II

Enrolled in: Math II

Our recommendation: Special Topics & Honors Math II


Identifying students who need additional supports challenges

Identifying Students Who Need Additional Supports/Challenges

  • Share spreadsheet with math department members

  • Give guidelines on identifying students

  • Make a plan for additional supports/challenges based on MTSS

  • Monitor implementation of plan and adjust as needed

  • Revisit as more data becomes available


Things to figure out

Things to Figure Out

What is our process for checking for appropriately rigorous placement, looking at teacher recommendations, student choices, and QuickR data sources?

How will we determine appropriately rigorous placements for students who come with no data?

How will we leverage our resources to provide for the Tier 2 and Tier 3 needs of our students?


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