2014-2015

Using Quickr Reports to Identify Most Appropriately Rigorous

Course in Literacy and Mathematicsfor Rising 9th Grade Students

2 0 1 4 - 2 0 1 5

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

in order to meet benchmarks.

=

These students get these tiersof support

+

RtI/MTSS

The goal of the tiers is student success, not labeling.

Strategic & Intensive Support

Accessing Rising 9th Grade Roster

1. Log into Quickr Testing Center

2. 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

Recommended Literacy Data

Grade 6 EOG/Reading Grade 7 EOG/Reading

(new test)Grade 8 EOG/ReadingExplore/ReadingEVAAS Predictions for

English 2

•Also Possible: Spring Benchmark data from Pathdriver at selected Middle Schools

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.

http://office.microsoft.com/en-us/excel-help/quick-start-apply-conditional-formatting-HA010370614.aspx

You will end up with a

spreadsheet like this.

Next… Sort and FilterSort 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?

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

Nationally normed

ACT-related Assessment

Taken in Grade 8

Explore/Reading

Below Benchmark ~11-14 Not fully able to do most reading skills independently

with uncomplicated textPlacement: Academic English 1

Well Below Benchmark ~ 10- Not able to do most reading skills independently with

uncomplicated textPlacement :

Academic English 1 PLUS Reading course support

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

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

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

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 6th Grade EOG/Reading Level around 2-3.5

Academic English 1 with Reading SupportAll others, unless student receives already extra language “scoops” elsewhere

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 1Honors English I

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 textText dependent questions requiring text evidenceArgument discipline-specific modelsOrganic inter-relationship of writing to read,

reading to learn, writing to learnAppropriate student-driven technology use to

enhance learning


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?

Suggestions

Is there a

purposeful

difference in the

language and

reading

instruction in

differing

Reading Support

courses?

Foundational Skills Integrated Reading,

SpecEdReading (Academy of Reading)

Word Skills and Comprehension

Competency Reading (Read 180, Successmaker)

Comprehension Skills

Competency Reading orRevised Study Skills Course

(Successmaker, Achieve 3000)


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


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?

Meeting the Academic Needs of ALL STUDENTS

Example School 1Recommended for Honors English I

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

Likely to benefit from Honors English I

70

230

150

480

Example School 2Recommended for Honors English I

Likely to benefit from Honors English I

Checking for Appropriately Rigorous Math Course PlacementJune19,2014

Uses for Spreadsheet1. Check for correct course placement

(course follows logically in math sequence)

2. Check for appropriately rigorous course placement

3. Use data to identify students who may need additional supports or challenges (enrichment) and plan to implement them from the beginning of the semester

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

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

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!

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

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

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.

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

Use Decision Tree – 8th Grade Math

Math 8 Rel Ach Lvl 4.50*

One-semester Math I

Math 8 Rel Ach Level between 4.00 and 4.49

Is 6th/7th grade

Math Rel Ach Lvl 3.50

and/or Explore Math

17?

One-Semester Math I

If no

Foundations of Math I (Math IA) and Math

IB


Is 6th/7th grade

Math Rel Ach Lvl 3.00 and/or

Explore Math 13?

Foundations of Math I (Math IA) and Math

IB

If no

Introductory Mathematics


Is 6th/7th grade

Math Rel Ach Lvl 2.00

and/or

Explore Math 13?


If no or Math 8 Rel Ach Level below 1.50

Fundamental Math I and


Appropriately Rigorous Math Course PlacementCurrently in 8th Grade Math who meet criteria for one-semester Math I but enrolled in year-long Math IA/IB: 302 students across the district Some at every school (except ECs, LAs,

and 2 EW schools) Ranges from 1 to 42 students per school

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).

Use Decision Tree – Math I

Math I Rel Ach Lvl 4.0

Honors Math II

Math I Rel Ach Level <4.0

Is 6th/7th grade Math Rel Ach

Lvl 3.50 and/or Is 8th

grade Math Rel Ach

Lvl 4.00 and/orExplore Math 17?

Honors Math II

If no

Special Topics AND Honors Math II

Appropriately Rigorous Math Course PlacementThings 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.

6th grade Math EOG scores based on the old 2003 SCoS; 7th grade EOG scores based on Common Core – for the majority of students, there is a significant drop in level from 6th to 7th grade.

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

Appropriately Rigorous Math Course PlacementChoose Honors!! Math I in middle school Honors Math II

(or Special Topics & Honors Math II) Math II in middle school Honors Math III

Appropriately Rigorous Math Course PlacementConsider Courtney, an African-American female. Here is her data:

Recommend for: Math IIEnrolled in: Math IIOur recommendation: Honors Math II

6th Grade EOG 4.05

7th Grade EOG 3.00

Predicted Math I Level 4.09

Actual Math I Level 4

Explore Math Scale 17

1st Semester Grade B

Final Grade B

Appropriately Rigorous Math Course PlacementConsider Amanda, a Hispanic female. Here is her data:

Recommend for: Math IIEnrolled in: Math IIOur recommendation: Special Topics & Honors Math II

6th Grade EOG 4.05

7th Grade EOG 3.38

Predicted Math I Level 4.27

Actual Math I Level 3

Explore Math Scale 17

1st Semester Grade B

Final Grade C

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

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?