Using Science to Teach Science

Scott Wright 8th Grade Sciencescott.wright@loganschools.org

Thane Hutchinson 7th Grade Sciencethane.hutchinson@loganschools.org

Using Science to Teach Science

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1Mount Logan Middle School Science Department (Left to Right)Eric BinghamThane HutchinsonMarvin LoweKelly SorensenScott Wright

T2Mount Logan Middle School Science DepartmentCollaboration and Team WorkFormal and Informal Interventions3rd Hour PEAKCommon AssessmentsWritingCommon Performance Based Projects with Common Rubrics VocabularyData DrivenEnrichmentsHonors Science Field TripsAfter School Science ClubThermofisher Science CompetitionUSTAR Summer ClassesBirding with Bingham

Einstein We Can't Solve Problems By Using The Same Kind Of Thinking We Used When We Created Them

SST3Quick School ProfileCurrent Demographics65% Caucasian with the remaining thirty five (35) percent divided among other ethnic groups representing 29 different countries.Nearly 60 % Free/Reduced lunch. 184 students in our ESL program.13% Special Ed. (2013-14) High Mobility 1304 Students (2013-14)

School Schedule7 Period day + 3rd hour PEAK (Intervention, Enrichment, Advisory)TrimestersWed. Late Start

Our demographics have changed rapidly over the past 10-15 years. We cannot be successful doing what we did in the past with our current population.

T S4School Schedule

S53rd Hour PEAK ScheduleMonday - PEAKTuesday - PEAKWednesday Late Start No PEAK time. Thursday PEAKFriday PEAK Advisory/Homeroom Time* PEAK occurs during 3rd hour. This hour is 30 minutes in length. Students are invited with a white ticket to come to intervention by the various subjects. Students with a ticket of color or without the need of an interventions are free to choose an enrichment activity. T6Using Science to Teach ScienceScience is a way of knowing. Our presentation will focus on how we use science as a way of knowing our students and responding to their individual needs.

Science my lad, is made up of mistakes, but they are mistakes which it is useful to make, because they lead little by little to the truth. - Jules VerneI havent failed, Ive found 10,000 ways that dont work. - Thomas EdisonNever express yourself more clearly than you are able to think. - Niels BohrA person has to be busy with their thoughts if anything is to be accomplished.- Anton Van Leeuwenhoek

T7Presentation Objectives1.) Provide a few examples of using data to drive instruction and promote student progress.

2.) Illustrate the utility of using the scientific method to drive instruction and promote student progress.

S8DISCOVERY: What data exists regarding the needs of our students? HYPOTHESIS: What strategies can be tried to help these students enrich, remediate, and move forward ? IDENTIFYING PROBLEM: What problem areas do we see in these data? Groups and/or Individuals.

How can you help students focus on their highest areas of need?EXPERIMENT/TEST IT/MEASURE IT what will you measure to determine if the student has progressed or not? USING SCIENCE TO TEACH SCIENCEEXTENSION: Can/do these data highlight students that already get it?PHILOSOPHYS9DISCOVERY-Unit content/vocab. pretesting.

-Formative assessments

-Reading level-SRI

-Classification

-CRT scores

HYPOTHESIS:-colleagues-lesson study-teaming-scheduling (PEAK)-conferences-counseling centers-differentiation-accommodationsIDENTIFYING PROBLEM:-Aggregating and disaggregating data

-Spread sheeting

-Student Trackers

-Gradebook

-Teacher observationEXPERIMENT/TEST IT/MEASURE IT -unit post-testing-formative testing-ongoing reading assessment-student conferences

USING SCIENCE TO TEACH SCIENCEEXTENSION: -Aggregating and disaggregating data

-Spread sheeting

-Student Trackers

-GradebookSOME TOOLS AND IDEASS101The energy stored in chemical bonds that can be released by a chemical reaction. Best DescribesAChemical energy B kinetic energyCthermal energy Dphase changeUsing Pre-Test Data to Determine "Personal Focus" words

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Using Pre-Test Data to Differentiate/Remediate Vocabulary/Content Literacy: "Personal Focus" words

VOCABULARY LIST12TOOLS TO HELP STUDENTS THINK ABOUT THEIR INDIVIDUAL LEARNING AND PROGRESSGOAL SETTINGSTUDENT TRACKER

HOW DID YOU DO ON YOUR VOCAB. GROWTH?HOW DID YOU DO ON YOUR CONTENT GROWTH?13TOOLS TO HELPSTUDENTS THINK ABOUT THEIR INDIVIDUAL LEARNING AND PROGRESSMONITORING PROGRESS WITH FORMATIVE QUIZ SCORES

STUDENT TRACKER 14TOOLS TO HELP STUDENTS REMEDIATE THEMSELVES AND LEARN THEIR TIER 2-3 VOCABULARYLOTS OF CHOICE: I TRY TO GET OUT OFTHEIR WAY

STUDENTS NEED TO SHOW EVIDENCE OFVOCABULARY REVIEW

Marzano Vocabulary BoxesThinking MapsFlashcard AppsQuizlet

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YOU GOT A 95% ON THE PRE TEST!?!?!?NOW WHAT!?!?!?!GIFTED AND TALENTED ALTERNATIVESGIVES THESE KIDS AN OPPORTUNITY TO GO BEYOND, DIRECT OWN LEARNING, AND NOT BE BORED16

Using SRI Reading Levels to Differentiate and Accommodate

Each student gets a number that corresponds toa color so they know what color resource to use:webpage link, handout, etc. Anonymous, but theyknow for themselves.17

Using SRI Reading Levels to Differentiate and Accommodate Example Guided Reader (handout)18THE LAW OF CONSERVATION OF MASS AND OPEN SYSTEMS AND CLOSED SYSTEMS1 The Law of Conservation of Mass says that for any kind of change the AMOUNT of matter you start with is the AMOUNT of matter you end with. 2 You have been balancing chemical equations and this is an example of how mass is conserved. The number AND type of atoms you start with is what you end with after a chemical reaction. 2 Another example is if you react 20 grams of solid and 20 grams of another solid and produce a gas, the amount of gas would be 40 grams. 3 As far as we know we can never break the Law of Conservation of Mass. 3 No matter what happens to mass (and energy) no mass will disappear or appear it can only change into another substance or form.RED RESOURCE: For very low level readers. Highlighted and numbers for questions text helps student just locate information. Lots of support.audio, animated demo,page recordings, etcUsing SRI Reading Levels to Differentiate and Accommodate 19THE LAW OF CONSERVATION OF MASS AND OPEN SYSTEMS AND CLOSED SYSTEMSThe Law of Conservation of Mass says that for any kind of change the AMOUNT of matter you start with is the AMOUNT of matter you end with. You have been balancing chemical equations and this is an example of how mass is conserved. The number AND type of atoms you start with is what you end with after a chemical reaction. Another example is if you react 20 grams of solid and 20 grams of another solid and produce a gas, the amount of gas would be 40 grams. As far as we know we can never break the Law of Conservation of Mass. No matter what happens to mass (and energy) no mass will disappear or appear it can only change into another substance or form. YELLOW RESOURCE: For medium level readers. Highlighted text provides some support.audio, animated demo,page recordings, etcUsing SRI Reading Levels to Differentiate and Accommodate 20THE LAW OF CONSERVATION OF MASS AND OPEN SYSTEMS AND CLOSED SYSTEMSThe Law of Conservation of Mass says that for any kind of change the AMOUNT of matter you start with is the AMOUNT of matter you end with. You have been balancing chemical equations and this is an example of how mass is conserved. The number AND type of atoms you start with is what you end with after a chemical reaction. Another example is if you react 20 grams of solid and 20 grams of another solid and produce a gas, the amount of gas would be 40 grams. As far as we know we can never break the Law of Conservation of Mass. No matter what happens to mass (and energy) no mass will disappear or appear it can only change into another substance or form.GREEN RESOURCE: For high level readers. Very little help or assistanceaudio, animated demo,page recordings, etcUsing SRI Reading Levels to Differentiate and Accommodate 21HELP OR EXTENSIONWhen a student finishes the basic material, using the appropriate reading accommodation, they can ask a new or "helper" question and answer it using their resources, google, wiki libraries, video, etc.1.) Allows high level students to go beyond

2.) Also provides an opportunity for kids whostill "don't get it" to try another way to "get it".

3.) Metacognition: ALL kids are thinking aboutthe level of their thinking.22

1 4 8 50% "oohhhhhh that's what I did wrong"

"I think I will do better duringIntervention on the retake"FORMATIVE CLICKER QUIZZES: VOCABULARY AND CONTENT

Helps STUDENT think about progress and fix misconception immediatelyHelps TEACHER focus on big ticket item for that class

23TOOLS TO HELPSTUDENTS THINK ABOUT THEIR INDIVIDUAL LEARNING AND PROGRESSMONITORING PROGRESS WITH FORMATIVE QUIZ SCORES

STUDENT TRACKER 24OBSERVATIONS AND OUTCOMESFORMATIVE QUIZ RETEACH

Kids who did not pass Formative Quiz (Standard 1 Quiz 1, chemical and physical properties)

Teacher enters and I in grade book

Student gets ticket in second hour

I means they go to me during intervention (PEAK)

Reteach these kids with a common learning need

Reassess them

EXAMPLE: 19 attended and 12 passed on second try (63%)

All but 1 increased their formative quiz score for that content25OBSERVATIONS AND OUTCOMESNOT WORKING NOW WHAT!?DISCOVERY

TEAM IDENTIFIES KIDS FOR WHICH PEAK IS NOT WORKING

These kids are not progressing even when they attend PEAK interventions.

They have many Fs

They have had many Fs for multiple trimesters/years

26OBSERVATIONS AND OUTCOMESNOT WORKING NOW WHATNEW INTERVENTIONIN HOUSE INTENTIONAL NONLEARNER INTERVENTION

The student has a tracker and grades accessibleThe student picks two classes to pass

They get regular PEAK intervention protocol to pass these classes

If they are not passing these classes by the next Thursday they spend the entire day with a team teacher working on those two classes.

Teachers provide material to work on.

When they are passing those two classes they are out of this intervention until they are no longer passing at least two classes.

27OBSERVATIONS AND OUTCOMESStudent Buy in:1.) Students actually enjoy pretesting and setting goals and then trying to achieve these goals.

2.) Students love the competition aspect. Each formative quiz is like a game show. Reward for high scoring classes

3.) Kids that "don't pass" can see gains and growth and teacher can use that evidence to pass them

4.) There appears to be relief on the part of students when they know what vocab words to focus on in their vocabulary packets.

5.) Lots of "now I get it when formative quizzes drive immediate re-teaching.

6.) Struggling readers are engaged at a higher level with the differentiated reading and video/read along support.

7.) Oh yeah and results.......28OBSERVATIONS AND OUTCOMESCLASS HOURGROWTH

2324UNIT GROWTH MEASURED BY PRE-AND POST-TESTS29OBSERVATIONS AND OUTCOMESTRIMESTER 1 8th GRADE SCIENCE GRADES

First trimester this was implemented 6% Fs for science

Previous trimesters it was approximately 25%30DISCOVERY

HYPOTHESISIDENTIFYING PROBLEMExperiment and Measure

USING SCIENCE TO TEACH SCIENCEResponse: Intervention or EnrichmentLook for Evidence of These Steps on the Next Slides. 31USING SCIENCE TO TEACH SCIENCERecognize WHO HAS struggled and begin helping them BEFORE they struggle AGAIN?Recognize how a teacher can be proactive by use of multiple data points to come to know the student as an individual.

What do you do to ensure that all students HAVE opportunities to learn? Recognize how data can be used to drive tier 1, tier 2 and tier 3 interventions. Collect practical examples of tier 1, tier 2 and tier 3 interventions.

What do you do when they HAVE NOT learned?Interventions

What do you do when they HAVE learned? Enrichments

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Recognize WHO HAS struggled and begin helping them BEFORE they struggle AGAIN?

RTI encourages us to use universal screening tools in academic and behavior even before the school year has begun to identify students who need additional time and support (p. 7 Buffum, Mattos, Weber).

Consistent with Research. 33Recognize WHO HAS struggled and begin helping them BEFORE they struggle AGAIN?

Is there a need to get to know our students quickly?Here are some sources of data used at MLMS.(SRI). Previous CRTsUSOE Student information System (SIS).COGNOS SPEDESLCurrent School-Wide Interventions Mountaineer Academy (Life Skills) Literacy Academy * Be sure to protect the confidentiality of the student information.

Discovery Identify the Problem Hypothesis Experiment and Measure Response 34Data Source: SRI (Scholastic Reading Inventory)

Discovery Identify the Problem Hypothesis Experiment and Measure Response 35Data Source: USOE COGNOS

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Discovery Identify the Problem Hypothesis Experiment and Measure Response 37

Recognize WHO HAS struggled and begin helping them BEFORE they struggle AGAIN?

What can be done to help students at-riskUse the data in teams and in the classroom to monitor the student. At-Risk students can be placed on your monitor list. I call my list the SCIENCE IS BOSS list.Science is Boss Program2012 -13 7th Grade Science Teachers Planned Lessons and Activities to Pre-teach or Re - teach core objectives and indicators that students typically struggle with. (i.e. applying density formula).2013 - 14 7th Grade Science Teachers are engaged the 1st year of the school-wide intervention/enrichment program and looking at ways to get this group of Monitor Kids in on a regular basis again.

Discovery Identify the Problem Hypothesis Experiment and Measure Response

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What do you do to ensure that all students HAVE opportunities to learn?

What do you do to ensure that all students HAVE opportunities to learn?

PRTI brings together all staff to improve learning by delivering effective instruction without first waiting for them to fail (p. 9). (The Hypothesis = Building the Pyramid Will Ensure All Kids Learn).

39What to do to ensure that all students HAVE opportunities to learn? TIER 1School Wide Initiatives Bring classroom efforts to life Teaming (Math, Language Arts, Science, History, SPED or ESL)Looping Counselors and Administrators Peak Intervention and Enrichment Period (30 Minutes 3rd Hour)Built in Collaboration Time (Wednesday Mornings)Standards Based Instruction, Assessment and GradingSchool Wide Behavioral InterventionLove and LogicUBISchool Wide Enrichments

Discovery Identify the Problem Hypothesis Experiment and Measure Response 40What to do to ensure that all students HAVE opportunities to learn? Tier 1

* Tier 1 = Coherent and viable core curriculum that embeds ongoing monitoring for all students. Unpacking the Learning: Unit PacketDiscovery Identify the Problem Hypothesis Experiment and Measure Response 41What to do to ensure that all students HAVE opportunities to learn? Tier 1Unpacking the Learning: Unit Packet

42What to do to ensure that all students HAVE opportunities to learn? Tier 1Unpacking the Learning: Unit Packet

* Tier 1 = Coherent and viable core curriculum that embeds ongoing monitoring for all students. 43What to do to ensure that all students HAVE opportunities to learn? Tier 1Unpacking the Learning: Unit PacketFocusedStandards BasedAll levels of Thinking

Question 5 (St3obj1c): Use the space below to complete a double bubble thinking map to show at least 4 similarities and 3 differences between animal and plant cells. (Use page 63 of book if you need help)

44What to do to ensure that all students HAVE opportunities to learn? Tier 1Pre and Post-Testing: Why????? Who might need help? Who might need enrichment? How can we get kids thinking about what is to be learned? How can we know what to focus the most instructional time and resources on? The least?

Discovery Identify the Problem Hypothesis Experiment and Measure Response 45What to do to ensure that all students HAVE opportunities to learn? Tier 1Pre and Post-Testing: Why????What do we do when they grow?Class Competitions (i.e. Science Wars)Make a big deal of it! At least walk around and congratulate each student.

Discovery Identify the Problem Hypothesis Experiment and Measure Response 46Post-test Results (27)22 Green, 3 Yellow, 2 Red

Pre - Test Results (27)12 Green, 9 Yellow, 6 Red

What do you do when they dont grow as this class did? 47What to do to ensure that all students HAVE opportunities to learn? Tier 1Explicit Instruction Step 1: Direct Instruction (Teacher Do)(i.e. Taxonomy of Various Fruit)Step 2: Guided Practice (Student/With Help)(i.e. 7 Various Objects)Step 3: Collaboration (Student/With Group)(i.e. Leaf Classification Activity)Step 4: Independent Practice (Student/Alone)( i.e. Classification Term Project)

Discovery Identify the Problem Hypothesis Experiment and Measure Response

48

Collaborate: Common Performance Based Project49Collaborate: Common Vocabulary

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What do you do when they HAVE NOT learned? Tier 2

Create Common FormativesGood = Individual Formative Assessment Better = Common and Formative AssessmentBest = Common and Collaborative Formative Assessment

* Tier 2 = Immediate and Powerful targeted interventions systematically applied and monitored for any students not achieving. Discovery Identify the Problem Hypothesis Experiment and Measure Response 51What do you do when they HAVE NOT learned? Tier 2Administer Common Formatives

52What do you do when they HAVE NOT learned? Tier 2Reflection on Common Formatives

Invitation TimeTeachers put I code into grade system.

Students with I or F codes get a white slip and go to intervention 3rd Hour (PEAK).

Students without I or F codes go to enrichment 3rd Hour

* Students are invited to come on Tuesdays during Peak (I) to Re-Learn and Re-Test if they have anything less than a 60%.

53What do you do when they HAVE NOT learned? Tier 2Science Intervention and Enrichment Example

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55What do you do when they HAVE learned?PEAK ENRICHMENTSHonors Science Field TripsClass CompetitionsScience Wars With CelebrationsThermo Fisher Science ClubThe Science ClubUSTAR Summer Enrichment ClassesScience Wall of FameStudent Work WallCompliment Calls

56Using Science to Teach Science ResourcesTesting Software/Hardware OptionsSMART Response Clickers CANVAS https://canvas.instructure.com/register_from_websiteFree or Low Cost Apps (i.e. eClicker)Promethean Board DevicesUTIPS until June 2014SAGE http://sageportal.org/Intervention SitesUSOE Online Textbook http://www.schools.utah.gov/CURR/science/OER.aspxwww.quizlet.com (Vocabulary)www.neok12.com (Videos, Lessons, Games)www.khanacademy.org (Pre-Teach or Re-Teach)www.phet.colorado.edu (Interactives that Require Higher Level Thinking)Student Achievement Data CollectionUSOE COGNOS Scholastic Reading Inventory (SRI)

57Special Thanks to

Science DepartmentKelly SorensenEric BinghamMarvin LoweDonna WestrichCorryn NevinBlair LarsenSarah WeeksAdministrationMike MonsonDan CoxDoug BeachTechnology SupportCara LindseyJamie EarlMike HansenUSTAR58Mount Logan Middle School875 North 200 EastLogan, UT 84321Thane Hutchinson435-755-2370X6108thane.hutchinson@loganschools.orgRoom 213 Scott Wright435-755-2370 X6109scott.wright@loganschools.orgRoom 109

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Tomlinson, C.A., McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Virginia: Association for Supervision and Curriculum Development.60DataStudent NameID #Lexile Score CRTCRTCRTExtra InfoMar-13Language ArtsScienceMathAbel, Austin19736811132ResourceAndersen, Bryson193647120244Anderson, Benjamin193334146344Anderson, Kaemon193476101844Anderson, Rachel193477113444Anderson, Shaylee193478110044Andrews, Myckel1989813333ResourceBailey, Maia193548117044Baird, Cooper19381097334Barton, Ashlee193756133944Barton, Josiah19336188744Great kid just really shy/nervousBergsjo, McKayla193228119644Betancourt Cordova, Eduardo19359281732Bigelow, Taylor193507011ResourceBindrup, Dastin19324478932ResourceBlack, Valerie19366298244504 - sent emailBoehner, Ethan202383119544Brown, Monson195940114244Brunson, Paul193563133344Call, Morgan201017119044Cardenas, Adriana196200114843Carr, Christian194289101832Rough Home Life struggles w/attitudeChristensen, Megan193537122844Chu, Kevin203800NEWn/an/aCliften, Jack202903122244Copeland, Krystalyn19379897334Cortez, Eva19407243511Literacy Academy - can be drama queenCrowson, Abraham193246123644Cruz, Elmer19344365313Mountaineer Academy - Doesn't qualify for ResourceDana, Kaleb191423107234Davis, Brock19397664422Daw, Gabriella19334399443Day, Cassea193194123344DeGraffenried, Ethan20299044232Literacy AcademyDhiman, Gareema193525114144Done, Zach193736n/a32Mountaineer AcademyDraper, Zander193938103034Edwards, Ethan202861141644Erickson, Aries195495128344Estrada Lagunas, Jason193500NEWn/an/aEstrada, Ruth193470115744Eves, Hannah193250132344Flores, Julissa201209011ResourceFrost, Karolee19335570033Fuentes, Anahi193340n/a11ResourceGabriel, Brooke Gabriel19687973431Does not qualify for ResourceGalliher, Lily193683107544Garrett, Sydnee19705593333Gavito, Zachary203621NEWn/an/aGaytan, Andrea19325184232Geller, Ari201773115344Getz, Jennifer20105492334Gibson, Sami201698132344Guadarrama, Maria19044422711ResourceGuaracha, Jewel20176370833Handy, Rachel193193130644Hansen, Burkley200203033ResourceHansen, Russell193465100334Hansen, Tabitha193532123744Harps, Hugh193536129144Hart, Juliette193363121144Heiner, Grace193258128544Hernandez, Justin200118130844Hobbs, Easton195809123944Hobbs, Jordan19352042521Literacy AcademyHorning, Emma19333293143Hunt, Alexandria19378590334Huppi, Lydia19326112534?Hyde, Hallie193262124043Iturriaga, Giselle19414184733Jacome, Maria193574128444Jenkins, Kate20168897134Jenkins, Sydney19348574822Jensen, Charles193264112644Jensen, Nicole193489108344Jensen, Shawn19268597244Jewkes, Tucker193290129244Ji, Astrid193252102244Jimenez, Brianna194663n/a33Johnson, Daniel193205128444Jones, Abigail193685109232Jones, McKay193654011Resource - Can have fever seizures if gets too hot - see Pintor for detailsJung, Yae-Won19336079144Kartchner, Kionna18225670732Kent, Emery202884104644Kent, Taylor20261498744Kessel, Vanessa203706NEWn/an/aKim, Daniel20168991733ResourceKing, Jordan20169090644Kong, Moon Hyeong20235498244Kropp, Christopher193203127544Laing, Nya198848118644Lambaren, Desarie19751277632Larkin, EmmaLee193310133144Larsen, Olivia19326975032Law, Scott2025268911ResourceLazzari, Richard199560110133Limburg, Mitchell193448119644Lopez, Sara19349371621ResourceMallory, Jackson193705NEWn/an/aMarin, Mia19359495733McCuskey, Dylan201691146144McHardy, Esmerlin197497108843Mendenhall, Spencer200158126544Meyerhoffer, Autumn19682094633Miller, Mikayel191475114544Mindiola, Ian19142615711ResourceMoseley, Isaiah20129298134Mountaineer AcademyMurray, Tucker195429112044Nelson, Taveon192886128844Nguyen, Andre193271107544Norris, Jocilyn20104189244Ondiveros, Tashiana19261959021Literacy AcademyOrians, Julian19383977833Orozco, Giselle193356100933Orozco, Kenny19462340123ResourceParker, Dalan193248108734Parkinson, Jonathan191464118244Pauni, Simione19350266721Payne, Jacob191519106544Resource - Struggles SociallyPedersen, Robyn19915751721ResourcePerdue, Kyle1929025411Resource - can have seizures - See Pintor for detailsPerez, Isabella19336594843Perez, Joseph1934715511ResourcePerez, Matthew191811011ResourcePetersen, Alex193467126544Petersen, Braden193596111444Pickett, Mckaylee196072107634Porter, Christopher19334298633Pu, Hongyu193390120644Ramos, Jaimie194432104733Attendance issuesReaveley, Mayah193655124944Reese, Chelsea193285112843Reyes, Fernando19359982922Rios, Javier203956NEWn/an/aRobins, Lyndi193318130644Rodriguez, Ari19428369422Literacy AcademyRohrer, Pershelle193201130344Roskelley, Avalon203789NEWn/an/aRoskelley, Heather193388133744Rushton, Rhianna196212121544Russell, Shaydee19365229722ResourceSambrano, Clarissa19400947231Literacy AcademySanders, Olivia19327593032Sandoval-Zarate, Cristian19728832011Literacy AcademySeamons, Kade193288106844Shaffer, Scott195681121834Shepherd, Thomas193294128944Mountaineer AcademyShore, Zoe193327119944Silva, Ariel19347370332Simiskey, Lindsay193296122244Smart, Ryan193325129144Smith, Lauren19446996742Snarr, Tristen19376576432Sorenson, Kathryn198607119244Spackman, Morgan19403591923Taylor, Ashley19398794043Thomas, Joey198644124544Thompson, Ashley199587115744Thomson, Baylee203886NEWn/an/aThomson, Tylee193591117444Torres, Jorge19334486733Truex, Kyle19358682933Trujillo, Lexie19364297733Mountaineer AcademyVaslet, Hanna193303129444Velazquez, Joshua193456123144Vicchrilli, Kristina19345281643Walker, Mason193480123944Wallentine, Hayden193422130044Watson, Alyssa202690108733Welker, Jacob19078419511ResourceWhitehead, Austin19688076522Whitney, Braxton19333187233Mountaineer AcademyWilkinson, Janet201063136144Willeto, Rylie19410020213ResourceWilliams, Hailey19363686032Mountaineer AcademyWorkman, Shay201785119344Xu, Zhiwen20151547134

Student PlacementResource StudentsMountaineer Academy StudentsLiteracy Academy StudentsClass Hr.Below Proficiency 6th Grade CRTAbel, AustinCruz, ElmerCortez, Eva5Abel, Austin (3) 2 Andrews, MyckelDone, ZacharyDeGraffenried, Ethan6Betancourt Cordova, Eduardo (3) 2Bigelow, TaylorMoseley, Isaiah INLHobbs, Jordan6Bigelow, Taylor (1) 1INLBindrup, DastinShepherd, ThomasOndiveros, Tashiana6Bindrup, Dastin (3) 2 Flores, JulissaTrujillo, LexieRodriguez, Arisbeth7Carr, Christian (3) 2INLFuentes, AnahiWhitney, Braxton INLSambrano, Clarissa8Cortez, Eva (1) 1Guadarrama, MariaWilliams, HaileySandoval-Zarate, Cristian7Davis, Brock (2) 2Hansen, Burkley* 850 -1100 Lexile on Grade Level 7th4DeGraffenried, Ethan (3) 2Jones, McKay8Done, Zach (3) 2INLKim, DanielLegend: * Bold in Literacy Academy8Flores, Julissa (1) 1Law, ScottRed = 1 on CRTBasic or Below SRI/Lexile:5Fuentes, Anahi (1) 1Lopez, SaraShaded = At - Risk from Truex, Kyle 7766Gabriel, Brooke Gabriel (3) 1Mindiola, Ian (Jesse)CRT and at least 1 other factorSambrano, Clarissa 5797Gaytan, Andrea (3) 2Orozco, KennyKyle Perdue 2561Guadarrama, Maria (1) 1Payne, JacobVicchrilli, Kristina 8471Hobbs, Jordan (2) 1INLPederson, RobynWhitehead, Austin 8185Jenkins, Sydney (2) 2Perdue, KyleLambaren, Desarie 7794Jones, Abigail (3) 2Perez, JosephRussell, Shaydee 4434Jones, McKay (1) 1Perez, MatthewPederson, Robyn 2194Kartchner, Kionna (3) 2Russell, ShaydeeGuadarrama, Maria 1605Lambaren, Desarie (3) 2Welker, JacobFlores, Julissa BR (0)4Law, Scott (1) 1Willeto, RylieDeGraffenried, Ethan 5285Lopez, Sara (2)1Mindiola, Ian (Jesse) 2208Mindiola, Ian (1) 1Welker, Jacob 2147Ondiveros, Tashiana (2) 1Bigelow, Taylor BR (61)6Pauni, Simione (2) 1Andrews, Myckel BR (28)1Pedersen, Robyn (2) 1Perez, Matthew BR (0)4Perdue, Kyle (1) 1Campos, Victor 389 INL4Perez, Joseph (1) 1Perez, Joseph BR (0)8Perez, Matthew (1) 1Law, Scott BR (0)5Reyes, Fernando (2) 2Hansen, Burkley BR (0)4Rodriguez, Ari (2) 2Reyes, Fernando 7845Russell, Shaydee (2) 2Rios, Pofirio 7437Sambrano, Clarissa (2) 1Frost, Karolee 6801Sanders, Olivia (3) 2Ondiveros, Tashiana 6046Sandoval-Zarate, Cristian (1) 1Orozco, Kenny 3628Silva, Ariel (3) 2Willeto, Rylie 169 INL6Smith, Lauren (4) 2Abel, Austin BR (0)1Snarr, Tristen (3) 2Jones, McKay BR (0)6Welker, Jacob (1) 1Gabriel, Brooke 8471Whitehead, Austin (2) 2Done, Zachary 7951Williams, Hailey (3) 2Silva, Ariel 769Orians, Julian 696 INLTotal Students 177Cruz, Elmer 668 INLTotal Students Below Prof. 41Cortez, Eva 491% Below Prof. 23%Hobbs, Jordan 428Sandoval-Zarate, Christian 128

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