Text Level & Fluency - K-2
3/28/17
Successes
Overall from pre-mid - we are seeing
less intensive scores - went down 5%-
went down in all groups except white
and SpEd
Strategic is increasing - moving target
Quite a bit of green
Skill Level
All groups are making gains
Every group has made a 10-20%
increase
SpEd has a gap in that they have
more in the red
However, the gains seem to be
comparable to ELL and White
Black st have made the largest gains
by almost 40%
All students - strategic stayed about
the same resulting in some students
going from intensive straight to
benchmark
Oral Language
All groups have made gains
SpEd, Asian and ELL cut their
intensive group in half
Whites are totally out of intensive
SpEd and Hispanic went up in % at
benchmark
K Progress Monitoring
Gains are being made in every
measure
The skill level benchmark went from
14% to 76%
Letter sounds - 27%-85% and
phonemic awareness - went from 28%
to 79% - able to hear and apply
Fluency not measured until end of year first grade.
Concerns
% of kids at benchmark went down
except for the white kids
Pre scores were higher than the
middle of the year
Skill Level
About 50% of our kids should be
proficient on MCAs if they follow the
same path but we have not seen this
SpEd still has the greatest
need-biggest gap
Oral Language
All but 2 groups have gone down in
overall benchmark
All students - 36% are at benchmark
How valid is this assessment given
our Hmong students language
background
K Progress Monitoring
Letter recognition was a gain but
would like to see more at benchmark -
smallest gain
73% of st are past A
Word knowledge
Print concepts came in very low
Root Cause Summary for K-2
We have progress but slow growth through benchmark progressions.
Low exposure to text given that print concepts is low.
Word knowledge - knowing that sight words are connected to vocabulary development
Oral language concern

Grades 3 & 4

Successes- Grade 3 Concerns- Grade 3

Intensive level went down from 49-
45%
Strategic went up from 9-19%
Vocabulary went up
Increase in letter- sound
correspondence
3rd grade is having success with
phonics instruction
30-44% in Letter sounds for Asian
students
LS- 8-43% increase for Black students
Proficient went from 42% to 36%
Half of 3rd grade still in intensive
Text level range is wide
Fluency level does not match the text
level- fluency has a huge impact on
comprehension
Text level went down 10% for Asian
students
Fluency- 25%- 0% Black students,
57% in Strategic

Successes- Grade 4 Concerns- Grade 4

More than half the students are Fluency is low (20%)
testing into benchmark Text level is low (44%- 48%)
Increase in skills Asian students- text level is 48%
Key factors for vocab- Words Their Reading stages are NOT improving
Way, Phonics program & Wide Vocab, fluency & text level- need to all
Reading be put together
Noticing a lot of growth in the
Strategic, now to move it to
Benchmark
Scores went up in all areas, except
fluency for Asian students
Overall skill level is improving
Not a lot of red in OL

Root Cause- Kids are in strategic, but no red; this goes back to the work of 3rd & 4th grade
teachers

What should be continued?

3rd Grade MCA Preliminary Math Scores
4 kids not tested yet
8 exceeded
22 met
Total of 30 students passed

MATH REFLECTION
What do we think is the root cause?
Focus on facts
Kids didnt use the calculators on the test
Discussing off task behavior during Flex Group Time
More teaching to mastery instead of spiraling of the curriculum
Clustering- should we continue this practice?- LT team is critical of this practice. A
heterogenous experience would benefit all and increase language acquisition, otherwise it is a
limited language experience
Goes back to Mission- How can we teach parents to help increase higher level language
starting at PK level; math is a natural fit
With co- teaching, the frequency & duration of time is 30-50 minutes max its not enough, not
meeting student needs

What does the research say about mixed classrooms- The research supports more
heterogenous