ASSESSMENT

INTERPRETATION
PROJECT
By: Jessica McGrath
SUMMARY OF THE DATA
Highest percentage of students scored proficient

Focus: Student who scored proficient

What are the greatest areas for improvement among the proficient students?

What are the areas of strength among the proficient students?

PERCENT OF STUDENTS
Advanced Proficient Basic Below COUNT OF STUDENTS

540
463
3%
15%

38%

180

37
44%
ADVANCED PROFICIENT BASIC BELOW
ANALYSIS OF THE RESULTS
ANALYSIS OF THE RESULTS,
CONT.
AREAS OF STRENGTH

Key Ideas and Details: 86% of

students scored proficient and
above

Vocabulary Acquisition and Use:

83% of students scored proficient
and above
AREAS OF NEED

Why does Reporting

Category 2 (Craft and
Structure) have the
highest percentage of
proficient students
scoring low?

RC2 has 27% of proficient

students scoring in the
low category
AREAS OF NEED, CONT.
RC2 Raw Score Count of Students %
1 4 0.74%
2 20 3.70%
3 71 13.15%
4 107 19.81%
5 155 28.70%
Reporting Category 2 6 106 19.63%
7 63 11.67%
Raw Score Anchor 2.1 Anchor 2.2 Anchor 2.3 Anchor 2.4 8 14 2.59%
Grand Total 540
Average 4.91 1.46 1.44 1.19 1.78
Anchor 2.1 Raw Score Count of Students
Median 5 1 1 1 2 0 87 16.11%
1 212 39.26%
Mode 5 1 1 1 2 2 144 26.67%
3 97 17.96%
Standard Grand Total 540
Deviation 1.44 0.97 1.10 0.71 0.78
Anchor 2.2 Raw Score Count of Students
0 73 22.05%
1 128 38.67%
2 43 12.99%
3 87 26.28%
Grand Total 331

Why is there a large percentage of Anchor 2.3 Raw Score

0
Count of Students
62 17.46%
proficient students unable to answer craft 1
2
165
128
46.48%
36.06%

and structure literature questions? Grand Total 355

Anchor 2.4 Raw Score Count of Students

0 20 3.70%
1 175 32.41%
2 248 45.93%
3 97 17.96%
Grand Total 540
PRIORITY QUESTION

How do students approach craft

and structure questions in
literature texts?
LEARNER CENTERED PROBLEM

Students struggle to identify and

analyze authors craft and text
structure in literature texts.
PROBLEMS OF PRACTICE

As teachers we do not:

provide enough explicit instruction on identifying and analyzing

authors craft and text structure

model think aloud strategies for reading literature texts

use close reading of texts to model analyzing authors craft and

text structure
GOALS FOR THE SCHOOL

Increase teacher knowledge of close

reading

Increase students understanding of

close reading

Increase students ability to answer

craft and structure questions in
literature texts
INSTRUCTIONAL STRATEGIES
Close reading strategies for
literature texts

Reading Workshop Mini

Lessons and guided reading
focusing on:

Point of View

Figurative Language

Text structure
PROFESSIONAL DEVELOPMENT
Close Reading

What is it?

What does it look like?

How will we apply it in

our classrooms?

How will it improve

student achievement?
PROFESSIONAL DEVELOPMENT
Literacy Coach
Principal/Administration
Model close reading lessons (I do, We do, You
do) Providing supports to
teachers for questions
Lead Close Reading PD

Work with grade level groups to identify what
close reading should look like
Providing supports to teacher for questions
Provide teachers with questions for close
reading
Finding time for teachers to
observe literacy coach
Providing budget for texts to
use (or finding the texts in
the building)

Provide teachers with Texts for small group Help build teacher teams
or whole group
WAYS TO IMPROVE
Principal/Admin

Frequent Walk Throughs

Focus, Observe, Debrief, Adjust, Follow up

Coach

Check-ins with teachers

Are the students learning?

What other supports do you need?

Teacher Teams for Support

Are we doing what we said we would do?

What is working in our classrooms?

What do we need help/support with?

DATA MEASUREMENT
Short Term

Collect classwork/homework related to craft and structure

Teachers observe students during whole group and small group

Confer with students during independent reading

Medium Term

Benchmark assessment

F&P assessments

Long Term

Collecting cohort data from PSSA Craft & Structure questions

PLAN FOR CELEBRATION
Everyday!

Bulletin Board in Faculty Room:

Teachers put a student or class
achievement on the board for
all to read

PD/Staff Meeting

Share in small groups: What

was your biggest success? Why
did it work?
SCHOOL BOARD OF DIRECTORS
In order to adjust for school board of directors, I would show:

Only the graph of reporting category 2 to show the percentage of

students not scoring proficient so they understand why we are
targeting that goal

Priority Question, Learner Centered problem, and the goals for the
school so they can understand what we will accomplish

The ways we will monitor for improvement and adjustment

SMART goal so they will understand how we expect our students to

improve