1 wasl mathematics: 2004-2008 grade 7. 2 wasl math: where are we now? questions to answer: how are...

1

WASL Mathematics: 2004-2008WASL Mathematics: 2004-2008

Grade 7Grade 7

Heatherwood Middle

2

WASL Math: Where are we now?WASL Math: Where are we now?

Questions to answer:Questions to answer:

• How are we doing?How are we doing?

• Compared to district & state?Compared to district & state?

• Compared to previous years?Compared to previous years?

3

Levels of Analyzing Our DataLevels of Analyzing Our Data

Broad findingsBroad findings

Specific findingsSpecific findings

Percent Meeting the Standard

• Adequate Yearly Progress (AYP)

• Performance Levels

• Strand Scores

4

Grade 7 WASL: Grade 7 WASL: Mathematics PerformanceMathematics Performance

Percent Meeting Math Standard

0

20

40

60

80

100

% M

eeti

ng

Sta

nd

ard

HeatherwoodMiddle

59 66 60 70 69

2003-04 2004-05 2005-06 2006-07 2007-08

5

Grade 7 WASL: Grade 7 WASL: Mathematics PerformanceMathematics Performance

Percent Meeting Math Standard School, District, & State

0

20

40

60

80

100

% M

eeti

ng

Sta

nd

ard

2003-04 59 48 37

2004-05 66 54 46

2005-06 60 49 51

2006-07 70 58 55

2007-08 69 53 50

Heatherwood Middle District State

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Questions about Our Math PerformanceQuestions about Our Math Performance

• What do these comparisons seem to tell What do these comparisons seem to tell us?us?

– Celebrations:Celebrations:

– Challenges:Challenges:

• What do these comparisons What do these comparisons notnot tell us? tell us?

• What What elseelse do we need to know? do we need to know?Starting in spring 2010, students will be assessed on Starting in spring 2010, students will be assessed on the new 2008 standards.the new 2008 standards.

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• Percent meeting the Standard

Adequate Yearly Progress (AYP)


• Strand Scores

8

Adequate Yearly Progress: Math Adequate Yearly Progress: Math Annual Targets for Grades 6, 7 & 8Annual Targets for Grades 6, 7 & 8

MATHAdequate Yearly Progress (AYP) Targets

17.3

38.0

58.7

79.3

100.0

0

10

20

30

40

50

60

70

80

90

100

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

Per

cen

t M

eeti

ng

Sta

nd

ard

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AYP SubgroupsAYP Subgroups

• In addition to the all continuously enrolled students In addition to the all continuously enrolled students category, the subgroups include: the five major category, the subgroups include: the five major racial/ethnic groups, special education, English racial/ethnic groups, special education, English Language Learners, and low income students.Language Learners, and low income students.

• The performance of a subgroup is considered if there The performance of a subgroup is considered if there is a minimum of 30 continuously enrolled students, a is a minimum of 30 continuously enrolled students, a change from 2007. change from 2007.

• The next slide reflects your AYP status based on The next slide reflects your AYP status based on continuously enrolled students.continuously enrolled students.

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Grade 7 WASL-Mathematics: Grade 7 WASL-Mathematics: Adequate Yearly Progress GoalsAdequate Yearly Progress Goals

7th Grade Math AYP

70

.9

0 0 0

73

.2

0

80

0

36

.4

0102030405060708090

100

All

Am

eric

anIn

dian Bla

ck

His

pani

c

Whi

te

Lim

ited

Eng

lish

Asi

an

Spe

cial

Edu

catio

n

Low

Inco

me

Margin of Error

Percent meeting standard (07-08 thru 09-10 Goal=58.7)

Goal

Heatherwood Middle

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Questions aboutQuestions aboutOur Adequate Yearly ProgressOur Adequate Yearly Progress

• What do these data seem to tell us?What do these data seem to tell us?

– Celebrations:Celebrations:


• What do these data What do these data notnot tell us? tell us?

• What What elseelse do we need to know? do we need to know?

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• Percent Meeting theStandard


Performance Levels

• Strand Scores

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Results by Performance LevelsResults by Performance Levels

Four Levels in MathematicsFour Levels in Mathematics

““Meets the Standard”Meets the Standard”4. Well above the standard4. Well above the standard3. Above the standard3. Above the standard

““Does Not Meet the Standard”Does Not Meet the Standard”2. Below the standard2. Below the standard1. Well below the standard1. Well below the standard

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Picture of Ideal Trends for LevelsPicture of Ideal Trends for Levels

Percent of Students at each Level

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

100%

Level 1 Level 2 Level 3 Level 4

Per

cent

Year 1 Year 2 Year 3

Decrease these levels each year

Increase these levels each year

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Grade 7 WASL Mathematics: Grade 7 WASL Mathematics: Performance Levels TrendsPerformance Levels Trends

Percent of Students Scoring in Each Performance Level Math Grade 7

1823

34

25

16 17

28

39

19 20

37

23

15 15

3337

11

1924

45

0

20

40

60

80

100

Level 1 Level 2 Level 3 Level 4

Performance Level

Per

cen

t in

Lev

el 2003-04

2004-05

2005-06

2006-07

2007-08

Meets StandardDoes Not Meet Standard

Heatherwood Middle

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• Percent Meeting the Standard



Strand ScoresStarting in spring 2009 Starting in spring 2009 grades 3 to 8 students will grades 3 to 8 students will have shorter math tests, have shorter math tests, without strand scores.without strand scores.

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7th Grade WASL Mathematics Strands7th Grade WASL Mathematics Strands

• Mathematical ContentMathematical Content– Number Sense Number Sense – MeasurementMeasurement– Geometric SenseGeometric Sense– Probability/StatisticsProbability/Statistics– Algebraic SenseAlgebraic Sense

• Mathematical ProcessesMathematical Processes– Solves Problems and Reasons LogicallySolves Problems and Reasons Logically– Communicates UnderstandingCommunicates Understanding– Makes ConnectionsMakes Connections

Defensible strand score analysis tracks the difference between school and state.

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Grade 7 WASL: Grade 7 WASL: Mathematical Content – Strand #1Mathematical Content – Strand #1

Defining what we are Defining what we are measuringmeasuring

Number SenseNumber Sense Targets NS01-05 Targets NS01-05

Understand and apply concepts and procedures Understand and apply concepts and procedures from number sense:from number sense:

• number and numerationnumber and numeration• ration and proportionration and proportion• conceptual understanding of operationsconceptual understanding of operations• computationcomputation• estimationestimation

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Grade 7 Number Sense:Grade 7 Number Sense:Comparison of School to StateComparison of School to State

Number Sense

0

20

40

60

80

100

% w

ith

sim

ilar

pe

rfo

rma

nc

e

% 69.4 43.5 50.9


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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Difference Between School and State Percents

1014

1

1319

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Pe

rce

nt

Po

int

Dif

fere

nc

e

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Defining what we are measuringDefining what we are measuring

MeasurementMeasurementTargets ME01-04Targets ME01-04

Understand and apply concepts and Understand and apply concepts and proceduresprocedures

from measurement:from measurement:• attributes and dimensionsattributes and dimensions• units and systemsunits and systems• proceduresprocedures• estimated measurementsestimated measurements

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Grade 7 Measurement:Grade 7 Measurement:Comparison of School to StateComparison of School to State

Measurement

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 69.7 58.4 53.2


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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Difference Between School and State Percents

1318

13 1017

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren

ce

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Defining what we are Defining what we are measuringmeasuringGeometric SenseGeometric Sense

Targets GS01-02Targets GS01-02

Understand and apply concepts and proceduresUnderstand and apply concepts and procedures

from geometric sense:from geometric sense:• properties and relationshipsproperties and relationships• location and transformationslocation and transformations

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Grade 7 Geometric Sense:Grade 7 Geometric Sense:Comparison of School to StateComparison of School to State

Difference Between School and State Percents

0

115

16 14

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren

ce 0%10%20%30%40%50%60%70%80%90%100%LiteraryInformationalPerc

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Geometric Sense

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 78.6 72.1 65.1


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Grade 7 WASL:Grade 7 WASL:Mathematical Content – Strand #4Mathematical Content – Strand #4


Probability and StatisticsProbability and StatisticsTargets PS01-03Targets PS01-03

Understand and apply concepts and proceduresUnderstand and apply concepts and procedures

from probability and statistics:from probability and statistics:• probabilityprobability• data collection and central tendenciesdata collection and central tendencies• data representation and interpretationdata representation and interpretation

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Grade 7 Probability & Statistics:Grade 7 Probability & Statistics:Comparison of School to StateComparison of School to State


10 136 7

18

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren


en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Probability & Statistics

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 74.9 61.9 56.8


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Algebraic SenseAlgebraic SenseTargets AS01-03Targets AS01-03

Understand and apply concepts and procedures Understand and apply concepts and procedures

from algebraic sense:from algebraic sense:• patterns and functionspatterns and functions• symbols and notationssymbols and notations• evaluating and solvingevaluating and solving

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Grade 7 Algebraic Sense:Grade 7 Algebraic Sense:Comparison of School to StateComparison of School to State


8 8

-2

11 10

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren


en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Algebraic Sense

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 61.3 48.6 51.8


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Grade 7 WASL: Grade 7 WASL: Mathematical Process – Strand #6Mathematical Process – Strand #6


Solves Problems and Reasons Solves Problems and Reasons LogicallyLogically

Targets SR01-05Targets SR01-05

Uses mathematics to define and solve problems Uses mathematics to define and solve problems

and reason logically:and reason logically:• define problemsdefine problems• construct solutionsconstruct solutions• analyze informationanalyze information• concludeconclude• construct solutions and justifyconstruct solutions and justify

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Grade 7 Solves Problems/Reasons Logically:Grade 7 Solves Problems/Reasons Logically:Comparison of School to StateComparison of School to State


1612 10 11

16

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren


en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Solves Problems & Reasons Logically

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 68.3 55.5 52


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Grade 7 WASL: Grade 7 WASL: Mathematical Process – Strand #7Mathematical Process – Strand #7


Communicates UnderstandingCommunicates UnderstandingTargets CU01-02Targets CU01-02

Communicate knowledge and understanding in Communicate knowledge and understanding in bothboth

everyday and mathematical language:everyday and mathematical language:• gather informationgather information• organize, represent, and share organize, represent, and share

informationinformation

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Grade 7 Communicates Understanding:Grade 7 Communicates Understanding:Comparison of School to StateComparison of School to State


15 128

12

24

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren


en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Communicates Understanding

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 72.3 54.5 48.3


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Grade 7 WASL:Grade 7 WASL:Mathematical Process – Strand #8Mathematical Process – Strand #8


Makes ConnectionsMakes ConnectionsTargets MC01Targets MC01

Understand how mathematical ideas connectUnderstand how mathematical ideas connectwithin mathematics, to other subject areas, within mathematics, to other subject areas, and to real-life situations:and to real-life situations:

• connect within mathematicsconnect within mathematics

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Grade 7 Makes Connections:Grade 7 Makes Connections:Comparison of School to StateComparison of School to State


4

24

3

15 15

-50

-25

0

25

50

2003-04 2004-05 2005-06 2006-07 2007-08

Per

cen

t P

oin

t D

iffe

ren


en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Make Connections

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 68.6 58.0 53.4


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Questions about Grade 7 Questions about Grade 7 Mathematics Strand Data and TrendsMathematics Strand Data and Trends

• What do these strand data seem to tell What do these strand data seem to tell us?us?– Celebrations:Celebrations:


• What do these trends What do these trends notnot tell us? tell us?

• What What elseelse do we need to know? do we need to know?

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Our WASL Mathematics StrengthsOur WASL Mathematics Strengths

• List areas where students were proficient.List areas where students were proficient.

• How about the subgroups?How about the subgroups?

• What did we do What did we do to contributeto contribute to their to their successes?successes?

• What do we need to continue to do to ensure What do we need to continue to do to ensure success with our students in the future?success with our students in the future?

• Can we use these strategies to improve areas Can we use these strategies to improve areas where our students are not proficient?where our students are not proficient?

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Our WASL Mathematics TargetsOur WASL Mathematics Targets

• List challenges.List challenges.

• What do we need What do we need to do differentlyto do differently to improve to improve student performance in these areas? student performance in these areas?

• What other data do we need to consider?What other data do we need to consider?

• What can we learn from our successes?What can we learn from our successes?

1 wasl mathematics: 2004-2008 grade 7. 2 wasl math: where are we now? questions to answer: how are...

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