2012

Cologne Academy Lori Magstadt

[DATA ANAYLIS: FALL 2012 PRETEST AND MATH INTERIM 1]

Math and Reading Pretest Results and Instructional Response

Contents
Why Pretest .................................................................................................................................................. 1 Kindergarten ................................................................................................................................................. 2 First Grade..................................................................................................................................................... 3 Second Grade ............................................................................................................................................ 4 Third Grade ................................................................................................................................................... 4 Fourth through Eighth Grade ........................................................................................................................ 5 Math Interim 1 Results ................................................................................................................................. 7

Why Pretest
In order to better assess what students learn, Cologne Academy chose to have all students take the End of the Year Assessment in math for their grade level at the beginning of the year. These assessments are standards based and the rigor for each standard is defined as on the website created in partnership with the Minnesota Department of Education, scimathmn.org. The scores from these pre-assessments are used to create individual growth goals for each student, instructional goals for teachers, and to measure learning throughout the year. Each student receives a Student Learning Plan where their current reading and math level is identified and a tangible yet rigorous goal is created based on how they will score on the same test at the end of the year. Students who currently have reading and/or math goals on an IEP maintain those same goals on their Student Learning Plan rather than having additional goals based on a grade level assessment. Students who scored above 50% on the pretest will receive enriched or accelerated instruction and have a goal based on classwork, an enriched assessment, or accelerated assessment, depending on their score and observed rate of learning. Teachers use the SLP goals to create math and reading goals used on the Professional Development Plan for QComp. These scores also broken down into how well students score on each standard. This information is used as each standard is explicitly taught and tested throughout the year to reveal growth in each skill as it occurs. Students in grades Kindergarten through Third Grade are assessed in reading based on the STEP assessment and have a growth goal based on three-step growth, unless the score two steps above or below their grade level proficiency. If below, they have a goal of at least 4 steps and if above have a goal of 2 and enrichment within a specific standard as based on the students individual strengths. Students grade Fourth through Eighth take a grade level assessment based on the Minnesota Department of Educations draft of how the ELA MCAIII is designed. The percent of genre, standards, question levels, and Lexile of text follow the released information for each grade level. Passages and questions are pulled from public domain materials, particularly test samples from the Departments of Education in Massachusetts and New York. These scores are also used to make goals for SLPs, instructional goals for teachers and throughout the year to see what student have learned.

Kindergarten
Math Students in Kindergarten met individually with their teacher within the second two weeks of school to take the Kindergarten Math Pretest. Teachers used a script and collaborated during testing to ensure consistency in the testing procedure. The vast majority of students reflected readiness to begin learning Kindergarten Math Standards. Students in general showed strength in naming shapes and counting to ten. The results were close to what was predicted and very little overall curriculum change is needed to meet the students academic needs. A small percent of students scored as already proficient in Kindergarten Math Standards. These students have been further assessed and a report based on what they have already achieved and what they are ready to learn has been created and given to parents. Teachers will use this report to create differentiated activities for these students during math stations, which occur 2-3 times a week. Five students reflected further enrichment than can be offered solely during math station time and will be pulled once a week for further math enrichment. One student reflected an even a greater need for rigorous learning and will be attending the First Grade Gifted Math class daily. Reading All students were assess using the STEP Assessment at the beginning of October. Each teacher was trained by the Literary Accountability Specialist at the beginning of the school year and reviewed how to assess with the Academic Specialist immediately before assessing. The Academic Specialist then observed each teacher assess at least one student to ensure consistency among teachers. Students preformed between Pre-Reading and Step 2, with the majority scoring at a Step 1 and one student scoring at a Step 4. Students are grouped with students at the same step level and with a reflection of need to practice the same skills. In these groups they will meet daily with a teacher and learn strategies to identify letter names and sounds, decode words, and comprehend text. The student who scored at a Step 4 will meet individually with the student and work independently on answering inferential and critical thinking questions on First Grade level text.

First Grade
Math The first grade math assessment was administered whole group, with each question read aloud to the entire class. Most students reflected to be at the beginning or near the beginning of first grade, with eight students showing need for further instructional support during class and seven needing enriched and advanced instruction to reflect one years growth this year. Students who scored 60% or higher will attend a Gifted Math class with rigorous assessments and a deeper look into First Grade Standards. One student reflected proficient in all First Grade standards and will meet with the other six students who scored significantly above average, but will move at a faster pace and be offered further advanced opportunities within Second Grade Standards. Reading Step scores from last Spring were used to create goals and all newly enrolled students were Step assessed within the first two weeks of school. This made it possible for students to be grouped according to Step Level and skill need at the very beginning of the school year. Students meet with a teacher and small group daily to work on concepts and skills their assessment reflected they need to gain. Students range from Step 2 to Step 7, with most students at Step 3 or 4. Students at Step 2 have been identified for interventions and meet at minimum twice a week to focus on decoding strategies such as phonemic awareness and letter sound recognition and with their teacher during Guided Reading to gain decoding strategies. Students achieving above grade level (Steps 6 and 7) read enriched literature and practice responding verbally and in written form to critical thinking questions about what they have read silently.

Second Grade
Math The majority of students in second grade showed readiness for Second Grade Math Standards with seven students reflecting need for additional support with foundational First Grade skills and two reflecting a readiness for enrichment within the classroom setting. Student scored closely together and no students in Second Grade reflected the need for a Gifted pull out program. Reading Step results from the previous Spring or at the beginning of the year are used to identify skill practice for each student. Students scored from Step 4 to Step 9, with most scoring at Step 6, 7, or 8. Students who scored at a Step 4 or 5 have at minimum a 4 step growth goal to help them achieve grade level proficiency. All students are working on the decoding and comprehension strategies as reflected by their assessment.

Third Grade
Math All students in Third Grade scored 60% or less on the Pre-assessment. Three students have since reflected a fast pace of learning new information and have been grouped with Fourth Grade students to learn Third, Fourth, and some of the Fifth Grade standards. Four other students reflect the knowledge of at least 40% of what will be taught in Third Grade and are grouped with Fourth Grade students with curriculum where they will learn Fourth Grade Standards in addition to the Third Grade Standards. Two students reflect need for further instruction on Second Grade Standards and will receive this through differentiation within the classroom as well as small group instruction. Reading Students ended the year at Steps 6 through 12. All students receive instruction as their Step level on a daily basis during Guided Reading. Eight students showed significant need for further support and in addition to Guided Reading meet for an hour each day to practice phonics, fluency, comprehension of text at their reading level, and comprehension of grade level text. The eight also meet every other day with the Literacy Accountability Specialist gain continued practice in decoding and fluency. As a school

we believe that Third Grade is a very important year in reading and the expectation to read independently for complex meaning increases drastically from Third to Fourth. Therefore, we are putting extra measures together to move these students into proficiency. Six students have successfully passed out of the Step program, reflecting the ability to read at minimum one year above grade level. These students receive instruction on enriched themes and literature and are grouped during Language Arts with Fourth Grade students in need of the same challenge. Ten are predicted to pass the Step program before the end of Third Grade, but have not yet. These students will receive instruction on strategies to complete the Step Program and will take enriched assessments as reflected by the MCAIII format.

Fourth through Eighth Grade

Math

Student Results for 4th Grade Math Pretest

15 10 5 0 10% 30% 50% 70% 90% 5 4 3 2 1 0

Student Results for 5th Grade Math Pretest

Student Results for 6th Grade Math Pretest

9 8 7 6 5 4 3 2 1 0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 6 5 4 Student Results for 6th Grade Math Pretest 3 2 1 0

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Student Results for 7th Grade Math Pretest

Student Results for 7th Grade Math Pretest

10% 30% 50% 70% 90%

Student Results for 8th Grade Math Pretest

4 3 2 1 0

90%

10%

20%

30%

40%

50%

60%

70%

80%

Students in Fourth through Eighth Grade reflected a wide variety in understanding of Grade Level Standards. Students who performed at 70% or more are grouped in with other students performing above grade level. Students who performed between the 30% and 70% will learn the Grade-level Standards at an enriched level. Students who reflected need in further instruction in foundational Standards gain this support during Math within a small group setting and pull out at different times of the day. Reading In general, students scored higher than expected on the End of the Year Interim. These pre-assessment closely reflect the Grade-level State Standards and the States definition of rigor for each standard. Although students performed well, a larger percent of Level Three Questions, as defined by the state, were missed than other questions. Teachers will focus on critical thinking strategies through rich literature and high level discussions surrounding character traits, character motivation, resolution, authors purpose, and how to support answers through text. Students who performed between the 30% and 70% will learn the Grade-level Standards at an enriched level. Students who reflected need in further instruction in foundational Standards gain this support by being pulled out at different times of the day.

100%

Math Interim 1 Results

Below are graphs that compare how students performed on each standard they have received explicit instruction on so far this year with how they did on each standard on the pretest. Overall, students have shown significant growth in each standard. Teachers selected standards they felt students should have performed better and reviewed these standards and will continue to review these standards. Students who performed significantly lower than other students have been identified for interventions and parents have been notified what specific skills students are struggling with and how to help at home. Kindergarten
120% 100% 80% 60% 40% 20% 0% K.3.2.2 K.3.1.2 K.1.1.1 Order Sort Count Pretest Interim 1 100% 80% 60% 40% 20% 0%

First Grade

Pretest Interim 1

Second Grade
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 100% 80% 60% 40% 20% 0%

Third Grade

Pretest Interim 1

Pretest Interim 1

Fourth Grade
100% 80% 60% 40% 20% 0% Pretest Interim 1 120% 100% 80% 60% 40% 20% 0%

Fifth Grade

Pretest Interim 1

Sixth Grade Track

90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Sixth Grade Intensive Track

120% 100% 80% 60% Pretest Interim 1 40% 20% 0% Pretest Interim 1

Seventh Grade
70% 60% 50% 40% 30% 20% 10% 0% 100% 80% 60% 40% Pretest 7.2.2.4 Real World 7.2.3.1 Properties & 7.2.1.1 Proportional 7.1.2.1 Arithmetic 7.1.1.5 Equivalent 7.1.2.6 Absolute Value 7.1.1.4 Compare Interim 1 20% 8.2.3.2 8.1.1.4 8.1.1.1

Eighth Grade

Pretest Interim 1 8.2.1.1 8.2.4.9 8.2.2.2 8.2.3.1 8.2.4.6

0%

Advanced Math Classes Advanced 3-4 4.1.1.4 Estimate Products & Quotients 3.1.1.1 Number Representation 6.1.1.5 Factors & Prime Factors 3.1.1.2 Place Value Interim 1 100% Advanced 5-6 Interim 1 Advanced 8 Interim 1

7.1.1.5 55% Equivalent Representations 9.3.3.2 83% 7.1.2.1 Arithmetic Procedures 7.1.2.6 Absolute Value 7.2.2.4 Real World w/Variables 7.1.1.4 Compare 76% 9.3.2.2 75% 9.3.2.3 83% 89%

95%

75%

91%

93% 9.3.3.6 60% 89%

3.1.2.1 Addition & 86% Subtraction: Procedures 3.1.1.4 Rounding Numbers 3.1.2.5 Multi-digit Multiplication Strategies 100%

9.3.4.4 7.2.3.1 Properties & Equivalent Expressions 7.2.1.1 Proportional Relationships 50%

78%

9.3.1.2 75%

100%

88%

9.3.2.4

100%