1

WASL Reading: 2004-2008WASL Reading: 2004-2008

Grade 7Grade 7

Gateway Middle

2

WASL Reading: WASL Reading: Where are we now?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 Reading PerformanceReading Performance

Percent Meeting Reading Standard

0

20

40

60

80

100

% M

eeti

ng

Sta

nd

ard

Gateway Middle 75 81 78 84 80

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

5

Grade 7 WASL Grade 7 WASL Reading PerformanceReading Performance

Percent Meeting Reading Standard School, District, & State

0

20

40

60

80

100

% M

eeti

ng

Sta

nd

ard

2003-04 75 68 48

2004-05 81 76 60

2005-06 78 69 69

2006-07 84 76 69

2007-08 80 73 63

Gateway Middle District State

6

Questions about Our Reading PerformanceQuestions about Our Reading Performance

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

7

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

8

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

READINGAdequate Yearly Progress (AYP) Targets

30.1

47.6

65.1

82.5

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

9

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

10

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

7th Grade Reading AYP

80

.8

0 0 0

80

.3

0

86

0

67

.7

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=65.1)

Goal

Gateway Middle

11

Questions about Questions about Our Adequate Yearly ProgressOur Adequate Yearly Progress

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

‾ Celebrations:Celebrations:

‾ Challenges:Challenges:

• 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?

12

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

13

Results by Performance LevelsResults by Performance Levels

Four Levels in ReadingFour Levels in Reading

““Meets the Standard”Meets the Standard” 4. Well above the standard4. Well above the standard 3. Above the standard3. Above the standard

““Does Not Meet the Standard”Does Not Meet the Standard” 2. Below the standard2. Below the standard 1. Well below the standard1. Well below the standard

14

Picture of Ideal Trends for LevelsPicture of Ideal Trends for Levels

Percent of Students at Each Level

0%

20%

40%

60%

80%

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

15

Grade 7 WASL Reading Grade 7 WASL Reading Performance Levels TrendsPerformance Levels Trends

Percent of Students Scoring in Each Performance Level Reading Grade 7

2

23

38 38

5

14

29

51

5

17

30

48

2

14

26

57

4

16

25

55

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

Gateway Middle

16

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

17

7th Grade WASL Reading Strands7th Grade WASL Reading Strands

• Literary TextLiterary Text- Comprehension Comprehension - Analysis Analysis - Thinking CriticallyThinking Critically

• Informational TextInformational Text- Comprehension Comprehension - Analysis Analysis - Thinking CriticallyThinking Critically

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

18

Defining what we are measuringDefining what we are measuring

Comprehend important ideas and Comprehend important ideas and details details (Targets LC 01-04)(Targets LC 01-04)

• Demonstrate understanding of theme or Demonstrate understanding of theme or message and supporting detailsmessage and supporting details

• Summarize with evidence from the Summarize with evidence from the readingreading

• Make inferences or predictions based on Make inferences or predictions based on the readingthe reading

• Interpret vocabulary critical to the Interpret vocabulary critical to the meaning of the textmeaning of the text

Grade 7: Literary ComprehensionGrade 7: Literary Comprehension

19

Grade 7 Literary Comprehension:Grade 7 Literary Comprehension:Comparison of School and StateComparison of School and State

Difference Between School and State Percents

14

6 8

15 13

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Comprehension of Literary Text

0

20

40

60

80

100

% w

ith

sim

ilar

pe

rfo

rma

nc

e

% 73.7 67.6 60.4

Gateway Middle District State

20

Defining what we are measuringDefining what we are measuring

Grade 7: Literary AnalysisGrade 7: Literary Analysis

Analysis and Thinking CriticallyAnalysis and Thinking Critically(Targets LA 05-07)(Targets LA 05-07)

• Demonstrate understanding of literary Demonstrate understanding of literary elements and graphic elements and graphic elements/illustrationselements/illustrations

• Compare and contrast elements of textCompare and contrast elements of text• Make connections (cause & effect) withinMake connections (cause & effect) within

a texta text

21

Grade 7 Literary Analysis :Grade 7 Literary Analysis :Comparison of School to StateComparison of School to State

Difference Between School and State Percents

118

16 1519

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Analyze and Interpret - Literary Text

0

20

40

60

80

100

% w

ith

sim

ilar

pe

rfo

rma

nc

e

% 72.8 67.9 54

Gateway Middle District State

22

Defining what we are measuringDefining what we are measuring

Grade 7: Literary Thinking CriticallyGrade 7: Literary Thinking Critically

Think Critically Think Critically (Targets LT 08-10)(Targets LT 08-10)

• Analyze author’s purpose and Analyze author’s purpose and evaluate effectiveness for different evaluate effectiveness for different audiencesaudiences

• Evaluate reasoning and Evaluate reasoning and ideas/themes related to the textideas/themes related to the text

• Extend information beyond textExtend information beyond text

23

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

en

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

Grade 7 Literary Thinking Critically: Grade 7 Literary Thinking Critically: Comparison of School to StateComparison of School to State

Difference Between School and State Percents

6 610

17 15

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

e

Critical Thinking Literary Text

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 63.8 59.4 48.9

Gateway Middle District State

24

Defining what we are measuringDefining what we are measuring

Grade 7: Informational ComprehensionGrade 7: Informational Comprehension

Comprehend important ideas and Comprehend important ideas and details details (Targets IC 11-14)(Targets IC 11-14)

• Demonstrate understanding of major ideas Demonstrate understanding of major ideas and supporting detailand supporting detail

• Summarize with evidence from the readingSummarize with evidence from the reading• Makes inferences or predictions based on Makes inferences or predictions based on

the readingthe reading• Interpret vocabulary critical to the meaning Interpret vocabulary critical to the meaning

of the textof the text

25

Grade 7 Informational Comprehension:Grade 7 Informational Comprehension:Comparison of School to StateComparison of School to State

Difference Between School and State Percents

7

15 14 1511

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Comprehension of Informational Text

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 77.2 72.8 66.5

Gateway Middle District State

26

Defining what we are measuringDefining what we are measuring

Grade 7: Informational AnalysisGrade 7: Informational Analysis

Analyze, interpret and synthesize Analyze, interpret and synthesize (Targets IA 15-17)(Targets IA 15-17)

• Demonstrate understanding of text Demonstrate understanding of text features and graphic featuresfeatures and graphic features

• Compare or contrast elements within and Compare or contrast elements within and between text(s)between text(s)

• Make connections (cause & effect) Make connections (cause & effect) between parts of textsbetween parts of texts

27

Grade 7 Informational Analysis:Grade 7 Informational Analysis:Comparison of School to StateComparison of School to State

Difference Between School and State Percents

105 7

21 21

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

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

en

tSchool 1997School 1998School 1999District 1997District 1998District 1999School 2000District 2000School 2001District 2001Analyze and Interpret - Informational Text

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 67.1 57.9 46.1

Gatew ay Middle District State

28

Defining what we are measuringDefining what we are measuring

Grade 7: Informational Thinking CriticallyGrade 7: Informational Thinking Critically

Think Critically Think Critically (Targets IT 18-20)(Targets IT 18-20)

• Analyze author’s purpose and evaluate Analyze author’s purpose and evaluate effectiveness for different audienceseffectiveness for different audiences

• Evaluates reasoning and ideas/themes Evaluates reasoning and ideas/themes related to the textrelated to the text

• Extends information beyond the textExtends information beyond the text

29

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

en

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

Grade 7 Informational Thinking Critically: Grade 7 Informational Thinking Critically: Comparison of School to StateComparison of School to State

Difference Between School and State Percents

96

12 1015

-50

-25

0

25

50

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

Pe

rce

nt

Po

int

Dif

fere

nc

e

Critical Thinking Informational Text

0

20

40

60

80

100

% w

ith

sim

ilar

per

form

ance

% 68.9 65.6 53.6

Gateway Middle District State

30

Questions about Grade 7 Reading Questions about Grade 7 Reading Strand Data and TrendsStrand Data and Trends

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

- Celebrations:Celebrations:

- Challenges:Challenges:

• 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?

31

Grade 7:Grade 7:Our WASL Reading StrengthsOur WASL Reading 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 successes? to their successes?

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

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

32

Grade 7 WASL Reading Targets:Grade 7 WASL Reading Targets:Where do we want to go?Where do we want to go?

• List challenges:List challenges:

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