MDCPS-English Language Arts AdministratorDebriefing Protocol for i-Ready Data-Secondary

2016-2017 Grades 6-8 ELAData Chat Protocol

School ______Completing Administrator ______Date ______

Part I: Predicted Proficiency District Report-Use this report to view the district percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level based on an analysis of the end-of-year performance of students who tested during the same period.

Part II: Predicted Proficiency School Report- Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level at your schoolbased on an analysis of the end-of-year performance of students who tested during the same period.

School Predicted Proficiency Report
Grade / % of Students Likely to be Proficient on FSA by the End of School Year / Level 1 / Level 2 / Level 3 / Level 4 / Level 5 / Students Assessed / Total Students
Overall
6
7
8

Part III: Predicted Proficiency by Class Report- Use this report to view the percentage of students who are likely to be proficient (students at Level 3 and above) by the end of the year and the percentage of students predicted to reach each achievement level by classbased on an analysis of the end-of-year performance of students who tested during the same period.

Part IV: Analyze the Intervention Screener Report

School Summary Intervention Screener Report
Pyramid Tiers / AP1 (Diagnostic 1) Percentage / AP2 (Diagnostic 2) Percentage / AP3 (Diagnostic 3) Percentage
At Risk for Tier 3
Tier 2
Tier 1

Guiding Questions:

  1. How do these reports help monitor the effectiveness of intervention and determine student needs?
  2. How do these reports help monitor effective instruction in the reading class?
  3. How do these reports help teachers differentiate instruction in the reading classes?

AP1 to AP2 Intervention Screener Comparison Chart Using Standard View
Grade / AP1 (Diagnostic 1) Percentage / AP2 (Diagnostic 2) Percentage / AP2 Subtract AP1
Show points change in percentages using (+, 0, -) see sample below
Tier 1 Percentage / Tier 2
Percentage / Tier 3
Percentage / Tier 1
Percentage / Tier 2
Percentage / Tier 3
Percentage
Sample / 20% / 48% / 32% / 22% / 50% / 28% / *Tier 1 / *Tier 2 / *Tier 3
+2 / +2 / -4
6 / *Tier 1 / *Tier 2 / Tier 3
7 / Tier 1 / Tier 2 / Tier 3
8 / Tier 1 / Tier 2 / Tier 3

After comparing AP1 and AP2 data points in the table above, please complete the following steps:

  1. Use the Detail by Grade section of the Intervention Screener Report to determine school’s weakest grade level.
  2. Use the Detail by Studentsection of the Intervention Screener Report to determine the least proficient class in the lowest grade (sort classes using the up/down arrows).
  3. Once the least proficient class(es) are identified, pull each of their Class Profile reports. Use the Performance by Class table to determine the lowest Domain and provide appropriate remediation while keeping in mind FSA Reporting Category percentages.
  4. Once the AP3 results are available, complete the above comparison chart for AP2 and AP3 and repeat above steps 1 through 3 as appropriate in preparation for next year’s school term.

* Tier 1 should show an increase (+)* / *Tier 2 should show an increase (+) or at least remain the same (0). If declines are present they should be offset by increases in Tier 1 / * Tier 3 should show a decrease (-)

*If Tier changes from AP1 to AP2 do not follow suggestedincrease/decrease trends, please increase use of in-class, after school and/or Saturday School offline resources, includingbut not limited to the following: i-Ready Toolbox (if purchased), and i-Ready Tools for Instruction.

MDCPS-Language Arts and Reading Teacher Debriefing Protocol for In-ProgramAssessment Results

Students in Intensive Reading Plus are using Scholastic READ 180 or System 44. Both programs have specific, targeted assessments that generate reports for student grouping and differentiated instruction. All teachers of these programs should use the data and protocol for student debriefing found in the programs.

Standards Analysis Using Inside in Intensive Reading Classes

All students in grades 6-8 who are below proficient in Reading are placed in a reading class. Students in Intensive Reading are using National Geographic Insideprogram in their classes. The series provides Unit Assessments online. The assessments provide a Student Performance Report and a Standards Report. The Student Performance Report allows teachers to see performance by skill and offers re-teaching prescriptions. The Standards Report displays student performance bystandard. These two reports along with i-Ready data should be used to form fluid groups for small group instruction and provide differentiated instruction.

SAMPLE: InsideAssessments Proficiency Reports-Intensive Reading Classes
Grade Level ______
Inside Unit Test / UNIT 1 / UNIT 2 / UNIT 3 / UNIT 4 / UNIT 5 / UNIT 6 / UNIT 7 / UNIT 8
Number of Students Tested (counts)
Class Average Report
Unsatisfactory
Performance / Below 75%
Satisfactory Performance / On-Level to
Advanced
76-100%
Guiding Questions:
  • What patterns of strengths and weaknesses emerge from the reports?
  • Which standards should you focus on to move students to proficiency?
  • How will you adjust instruction based on the reports?

Standards Analysis Using HMH Collections in Language Arts Classes

All students in grades 6-8 are using HMH Collections in their Language Arts classes. The series provides the opportunity for teachers to create tests that are standards-based in Examview Downloads. The assessments provide exemplar texts followed by assessments items and response mechanisms that are aligned to the FSA Reading. Be aware that each Collectionalso has an end of selection assessment available that will provide additional data. The data from both types of assessments should be used to inform instructions.

SAMPLE: Collections Assessments Proficiency Reports-Language Arts Classes
Grade Level ______
*Standards Tested / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD) / Standard
(TBD)
Number of Students Tested (counts)
Overall Score Average
Unsatisfactory
Performance / Below Basic
Satisfactory Performance / On-Level
Advanced
*The Standards chosen to be tested should reflect connections to the standards that are in the current Collection being taught.
Analyze the At-Risk Students by Standards on which they scored Below Basic.
Guiding Questions:
  • What patterns of strengths and weaknesses emerge from the reports?
  • Which standards should you focus on to move students to proficiency?
  • How will you adjust instruction based on the Below Basic Report?