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2014-2015

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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  1. Using Quickr Reports to Identify Most Appropriately Rigorous Course in Literacy and Mathematicsfor Rising 9th Grade Students 2014-2015

  2. 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

  3. 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.

  4. 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

  5. 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

  6. 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.

  7. You will end up with a spreadsheet like this.

  8. 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?

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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?

  18. 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)

  19. 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

  20. 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?

  21. 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

  22. Checking for Appropriately Rigorous Math Course Placement June19,2014

  23. 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

  24. 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

  25. 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

  26. 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! 

  27. 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

  28. 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

  29. 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.

  30. 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

  31. Use Decision Tree – 8th Grade Math

  32. 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

  33. 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).

  34. Use Decision Tree – Math I

  35. 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.

  36. 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

  37. 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

  38. 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

  39. 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

  40. 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

  41. 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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