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Home My WebLink AboutBOT WA Accountability Report 11-17-14Westlake Academy Accountability Report Board of Trustees Meeting Monday, Nov. 17 2014 Dr. Mechelle Bryson – Executive Principal Dr. Andra Barton – MYP Principal Mr. Rod Harding – PYP Principal Mr. Chris Hill – Testing Coordinator Overview of the 2014 Accountability System •State Accountability Ratings 1.State accountability ratings are based on a framework of four indexes that are used to evaluate the performance of each public campus and district in the state. 2.The framework includes a range of indicators to calculate a score for each index and enables a thorough assessment of campus and district effectiveness. 1.Accountability ratings are based on achieving a target established for each performance index. (http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch01.pdf) Overall Performance Ratings •Three labels are used to rate the overall performance of districts and campuses as determined by the four indexes: 1.Met Standard 2.Met Alternative Standard 3.Improvement Required •Broadly based, the performance index framework considers results from: 1.The STAAR testing program 2.District graduation rates 3.The rates of students completing the Recommended High School Program, Distinguished Achievement Program, HB 5 graduation plan, as well as other indicators. (http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch01.pdf ) 2014 WA Accountability Rating http://ritter.tea.state.tx.us/perfreport/account/2014/index.html) Overview of the four indexes •Index 1: Student Achievement provides a snapshot of performance across subjects. •Index 2: Student Progress measures year-to-year student progress by subject and student group. •Index 3: Closing Performance Gaps tracks advanced academic achievement of economically disadvantaged students and the lowest performing racial/ethnic student groups. •Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, or the military. (http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch01.pdf ) Index 1: Student Achievement •For Index 1 total points are determined by the percentage of student assessments that meet the State of Texas Assessments of Academic Readiness (STAAR) Phase-in 1 Level II standard (satisfactory). •Performance Criteria: (http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch01.pdf ) Index 2: Student Achievement (WA not evaluated 2014) •Index 2: Student Progress measures year-to-year student progress by subject and student group. o Measures student progress by subject and by student demographics: race/ethnicity, special education, and ELLs. (http://ritter.tea.state.tx.us/perfreport/account/2014/manual/ch01.pdf ) Index 3: Closing Performance Gaps •Index 3: Closing Performance Gaps tracks advanced academic achievement of economically disadvantaged students and the lowest performing racial/ethnic student groups. Index 4: Postsecondary Readiness •Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, or the military. Distinction designations •Campuses that receive an accountability rating of Met Standard are eligible for distinction designations. o Distinction designations are awarded to campuses based on achievement in several performance indicators relative to a group of campuses of similar type, size, and student demographics. Distinction designations •WA distinctions earned for 2013-2014 school year: 1.Reading/ELA 2.Mathematics 3.Science 4.Top 25% in closing performance gaps 5.Postsecondary Readiness Distinction designations •Distinctions not earned: o Social Studies: •Grade 8 Social Studies Performance (Level III) Q3 •EOC U.S. History Performance (Level III) Q2 o Top 25% Student Improvement: •Campus is not rated on Index 2 (Student Progress) 2013-2014 WA STAAR & EOC Results STAAR Results Grade 3 Grade 3 2012 WA 2013 WA 2014 WA 2014 State Reading 82% 96% 93% 76% Mathematics 66% 80% 70% 70% 50% 60% 70% 80% 90% 100% 2012 WA 2013 WA 2014 WA Grade 3 Reading Mathematics 82% 96% 93% 66% 80% 70% 50% 60% 70% 80% 90% 100% 2012 WA 2013 WA 2014 WA Grade 3 Reading Mathematics STAAR Results Grade 3 Grade 3 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State Reading 96% 99% 100% 94% 95% 91% 89% 93% 81% Mathematics 80% 96% 92% 80% 91% 79% 77% 84% 70% 96% 99% 100% 94% 95% 91% 89% 93% 81% 80% 96% 92% 80% 91% 79% 77% 84% 70% 60% 65% 70% 75% 80% 85% 90% 95% 100% 105%WA Comparison Grade 3 (2013) Reading Mathematics STAAR Results Grade 4 Grade 4 2012 WA 2013 WA 2014 WA 2014 State Reading 88% 90% 91% 74% Mathematics 79% 81% 80% 70% Writing 95% 85% 93% 73% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 4 Reading Mathematics Writing 88% 90% 91% 79% 81% 80% 95% 85% 93% 60% 65% 70% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 4 Reading Mathematics Writing STAAR Results Grade 4 Grade 4 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State Reading 90% 99% 89% 90% 89% 85% 83% 84% 72% Mathematics 81% 96% 86% 81% 70% 77% 79% 73% 69% Writing 85% 96% 100% 89% 91% 74% 76% 78% 70% 90% 99% 89% 90% 89% 85% 83% 84% 72% 81% 96% 86% 81% 70% 77% 79% 73% 69% 85% 96% 100% 89% 91% 74% 76% 78% 70% 60% 65% 70% 75% 80% 85% 90% 95% 100%WA Comparison Grade 4 (2013) Reading Mathematics Writing STAAR Results Grade 5 Grade 5 2012 WA 2013 WA 2014 WA 2014 State Reading 95% 98% 98% 76% Mathematics 98% 95% 100% 79% Science 90% 83% 94% 73% 75% 80% 85% 90% 95% 100% 105% 2012 WA 2013 WA 2014 WA Grade 5 Reading Mathematics Science 95% 98% 98% 98% 95% 100% 90% 83% 94% 70% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 5 Reading Mathematics Science STAAR Results Grade 5 Grade 5 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD 2013 State Reading 98% 96% 93% 93% 96% 88% 87% 77% Mathematics 95% 96% 93% 84% 93% 83% 82% 74% Science 83% 91% 83% 84% 91% 81% 85% 73% 98% 96% 93% 93% 96% 88% 87% 77% 95% 96% 93% 84% 93% 83% 82% 74% 83% 91% 83% 84% 91% 81% 85% 73% 70% 75% 80% 85% 90% 95% 100% 2013 WA Carroll ISD Chap. Aca.Coppell ISD Imagine Inter. Keller ISD Northwest ISD 2013 State WA Comparison Grade 5 (2013) Reading Mathematics Science STAAR Results Grade 6 Grade 6 2012 WA 2013 WA 2014 WA 2014 State Reading 93% 98% 98% 77% Mathematics 91% 96% 98% 79% 85% 87% 89% 91% 93% 95% 97% 99% 2012 WA 2013 WA 2014 WA Grade 6 Reading Mathematics 93% 98% 98% 91% 96% 98% 86% 88% 90% 92% 94% 96% 98% 100% 2012 WA 2013 WA 2014 WA Grade 6 Reading Mathematics STAAR Results Grade 6 Grade 6 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State Reading 98% 96% 100% 92% 91% 88% 86% 57% 72% Mathematics 96% 98% 81% 91% 84% 87% 86% 54% 74% 98% 96% 100% 92% 91% 88% 86% 57% 72% 96% 98% 81% 91% 84% 87% 86% 54% 74% 50% 60% 70% 80% 90% 100% 2013 WA Carroll ISD Chap. Aca.Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State WA Comparsion Grade 6 (2013) Reading Mathematics STAAR Results Grade 7 Grade 7 2012 WA 2013 WA 2014 WA 2014 State Reading 93% 95% 97% 75% Mathematics 87% 83% 93% 67% Writing 93% 92% 94% 70% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 7 Reading Mathematics Writing 93% 95% 97% 87% 83% 93% 93% 92% 94% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 7 Reading Mathematics Writing STAAR Results Grade 7 Grade 7 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State Reading 95% 98% 96% 95% 98% 93% 91% 84% 78% Mathematics 83% 98% 96% 91% 66% 87% 75% 71% 72% Writing 92% 96% 96% 90% 90% 88% 85% 87% 71% 95% 98% 96% 95% 98% 93% 91% 84% 78% 83% 98% 96% 91% 66% 87% 75% 71% 72% 92% 96% 96% 90% 90% 88% 85% 87% 71% 60% 65% 70% 75% 80% 85% 90% 95% 100% WA Comparison Grade 7 (2013) Reading Mathematics Writing STAAR Results Grade 8 Grade 8 2012 WA 2013 WA 2014 WA 2014 State Reading 98% 95% 95% 83% Science 91% 91% 87% 71% Social Studies 84% 84% 80% 62% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 8 Reading Science Social Studies 98% 95% 95% 91% 91% 87% 84% 84% 80% 65% 70% 75% 80% 85% 90% 95% 100% 2012 WA 2013 WA 2014 WA Grade 8 Reading Science Social Studies STAAR Results Grade 8 Grade 8 2013 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD Northwest ISD Uni. Academy 2013 State Reading 95% 98% 100% 96% 97% 93% 94% 100% 83% Science 91% 95% 89% 93% * 86% 93% 91% 75% Social Studies 84% 94% 74% 87% 85% 76% 83% 95% 64% 95% 98% 100% 96% 97% 93% 94% 100% 83% 91% 95% 89% 93% 86% 93% 91% 75% 84% 94% 74% 87% 85% 76% 83% 95% 64% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% Grade 8 Comparison (2013) Reading Science Social Studies 2014 WA EOC Results End-of-Course 2014 WA 2014 State English I 97% 62% English II 95% 66% Algebra I 87% 81% Biology 100% 91% U.S. History 98% 92% 97% 95% 87% 100% 98% 62% 66% 81% 91% 92% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% 100% English I English II Algebra I Biology U.S. History EOC Results (2014) 2014 WA 2014 State End-of-Course Comparison End-of- Course 2013 WA 2014 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD North Hills Northwest ISD Uni. Academy 2013 State Algebra I 82% 87% 99% 97% 90% 95% 91% 85% 90% 80% 78% Biology 96% 100% 99% 100% 95% 97% 95% 100% 93% 93% 84% 82% 87% 99% 97% 90% 95% 91% 85% 90% 80% 78% 60% 65% 70% 75% 80% 85% 90% 95% 100% EOC Algebra I Comparison (2013) Algebra I End-of-Course Comparison End-of- Course 2013 WA 2014 WA Carroll ISD Chap. Aca. Coppell ISD Imagine Inter. Keller ISD North Hills Northwest ISD Uni. Academy 2013 State Algebra I 82% 87% 99% 97% 90% 95% 91% 85% 90% 80% 78% Biology 96% 100% 99% 100% 95% 97% 95% 100% 93% 93% 84% 96% 100% 99% 100% 95% 97% 95% 100% 93% 93% 84% 75% 80% 85% 90% 95% 100% 105% EOC Biology Comparison (2013) Biology 2013-2014 ACT, SAT, & IB Results ACT Results 26.4 25.8 25.3 22.9 25.4 22.7 16.4 10.0 12.0 14.0 16.0 18.0 20.0 22.0 24.0 26.0 28.0 Westlake Aca. Carroll ISD Coppell ISD Keller ISD North Hills Northwest ISD Uni. Academy Avg. Comp. ACT Comparison 2013-2011 ACT Comp. 2014 2013 2012 2011 Westlake Aca. 25.7 26.1 27.1 25.9 Carroll ISD * 26.1 25.7 25.7 Keller ISD * 23.1 22.7 22.9 North Hills * 26.1 25.5 24.6 Northwest ISD * 22.8 22.7 22.5 Uni. Academy * 16.9 15.8 16.6 ACT 2013-2014 Mean for Westlake Academy WA Texas National English 26.5 19.8 20.2 Mathematics 25.2 21.4 20.9 Reading 25.6 21.1 21.1 Science 25.0 21.0 20.7 Composite 25.7 20.9 20.9 SAT Results SAT - Avg. 2014 2013 (+Writ.) 2012 2011 Westlake Aca. 1737 1736 1176 1179 Carroll ISD * 1723 1155 1161 Coppell ISD * 1696 1140 1155 North Hills * 1737 1178 1153 Northwest ISD * 1476 1000 1009 Uni. Academy * 1339 858 822 1363.7 1346.3 1330.3 1213.3 1356.0 1161.7 1006.3 800.0 900.0 1000.0 1100.0 1200.0 1300.0 1400.0 Westlake Aca. Carroll ISD Coppell ISD Keller ISD North Hills Northwest ISD Uni. Academy SAT Avg. 2013-2011 SAT 2013-2014 Mean for Westlake Academy WA Texas National Crit. Reading 581 476 497 Mathematics 577 495 513 Writing 579 461 487 2014 IB Results Grad. Year # Diplomas Pass Rate World Avg. Pass Rate U.S. Avg. Pass Rate 2010 12 (21) 57.1% 78.1% 68.0% 2011 25 (29) 86.2% 78.0% 67.0% 2012 24 (27) 88.9% 78.5% 66.0% 2013 29 (35) 82.9% 78.5% 68.0% 2014 38 (48) 79.2% 78.0% 68.0% 57.1 86.2 88.9 82.9 79.2 78.1 78.0 78.5 78.5 78.5 68.0 67.0 66.0 68.0 68.0 0 10 20 30 40 50 60 70 80 90 100 2010 2011 2012 2013 2014 Pe r c e n t a g e ( % ) Graduation Year Westlake Academy IB Diploma Results WA Pass Rate World Avg. Pass Rate U.S. Avg. Pass Rate 2014 IB Results TEXAS IB School Results School # Cand. Diplomas % earned Westlake A. 47 37 79% B 80 63 79% C 131 105 80% D 70 59 84% E 24 11 46% F 40 20 50% G 22 14 65% H 90 70 78% I 27 15 56% J 21 15 71% K 53 12 23% L 21 2 10% M 28 25 89% N 48 40 83% O 12 9 75% P 57 48 84% Q 109 93 85% R 14 5 36% S 17 10 58% T 33 8 24% U 19 8 42% V 80 78 98% W 40 19 48% X 5 2 40% Y 24 11 46% Z 75 72 96% AA 54 53 98% BB 41 28 68% CC 30 24 80% Averages 45.2 33.0 65% International School’s Assessment (ISA) Results Board of Trustees Meeting Monday, Nov. 17 2014 Rod Harding, PYP Principal What is the International School’s Assessment? The ISA scales for Mathematical Literacy and Reading are based on those developed for the Organisation for Economic Co-operation and Development’s (OECD’s) Programme for International Student Assessment (PISA). In the learning areas or “domains” surveyed in PISA, the average proficiency of 15- year-old students in OECD countries. Assessment is based on scale scores rather than raw scores or percentage reporting. The scale makes it possible to compare results from different tests, as long as they are measuring the same variable (that is, the same collection of skills, knowledge and understanding). Using scale scores, we can compare the performance of students in different grades in the same year, of a particular grade from one year to the next, or of the same students from one year to the next. Participating Schools Profile 204 schools participated in ISA February 2014. Number of schools by region: Asia 85 Europe 67 Africa & Middle East 39 Americas 13 Types of Schools •More than half of schools offer Pre-school to Grade 12 •More than one quarter of the schools offer instruction in another language as well as in English Curriculum style: •Tends to be mixed •More than two thirds use an IB component in their curriculum (109 schools use PYP and/or MYP). Others predominantly use ‘USA’, then ‘British’ or ‘other national curricula’ or in their description e.g. Australian, Canadian, with or without ‘international’. What does ISA Measure? •Mathematical Literacy “Mathematical Literacy is an individual’s capacity to identify and understand the role that mathematics plays in the world, to make well-founded mathematical judgements and to engage in mathematics, in ways that meet the needs of that individual’s current and future life as a constructive, concerned and reflective citizen.” PISA 2000 Mathematical Literacy in the ISA is somewhat different from conventional mathematics, in that the mathematical problems are always set in a meaningful context. Mathematical thinking or processes such as making connections and reflecting are required in addition to merely applying conventional facts and skills. What does ISA Measure? Mathematical Literacy Content Variables •Uncertainty and Data •Quantity •Shape and Space •Change and Relationships Process Variables •Formulating •Employing •Interpreting What does ISA Measure? Reading Reading literacy in PISA is defined as “understanding, using, reflecting on and engaging with written texts, in order to achieve one’s goals, to develop one’s knowledge and potential and to participate in society.” While this definition and the construct of reading that grew out of it were developed with 15-year- olds in mind, the ISA construct of reading maintains the general thrust of a reading assessment that goes beyond the notion of decoding and literal comprehension (though at the lowest levels these are included), and recognises the full scope of situations in which reading plays a role for students from Grade 3 to Grade 10. What does ISA Measure? Reading Aspect Variables •Retrieving Information •Interpreting •Reflecting Text Format Variables •Continuous texts •Non-continuous texts What does ISA Measure? Reading Text Type Variables •Arguments (continuous) •Charts or graphs (non-continuous) •Diagrams (non-continuous) •Expositions (continuous) •Instructions (continuous) •Maps (non-continuous) •Narratives (continuous) •Poems (continuous) •Tables (non-continuous) What does ISA Measure? Writing Genres Narrative •Content •Language •Spelling Exposition/Argument •Content •ESOL Language •Structure and Organization Comparative ISA Results 2011-2014 Grade 8 Grade 5 Comparative ISA Results 2011-2014 Grade 10 •WA : Cohort group at Westlake Academy •Scale Score: Standardized raw scores for meaningful comparisons of results between different years, and between different grade levels even though the assessments that are administered are not the same. •% <>: Decrease or increase between scale scores Mathematics Drill Down Grade 5 Areas In Need of Strengthening (< 60% correct from 32 Items) PROCESS: E=Employing, F=Formulating, I=Interpreting; CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape, U=Uncertainty and Data Quest. No. 5 7 10 13 14 21 23 27 31 Process I E F F E F E E E Content Q S S C C Q Q S Q % All Gr. 5 40 57 56 36 47 42 39 59 28 % WA Gr. 5 49 36 56 32 49 45 45 49 29 Descriptors Q Grade 5 5. Solve a two-step word problem requiring addition and division 7. Describe path shown on map using the terms 'left' and 'right'. 10. Recognize a top view of a room given an isometric view. 13. Calculate a term in a pattern involving square numbers in context. 21 Calculate an amount in grams given cost per 1000 grams and total paid. 27 Complete a diagram given one-half of the diagram and a line of symmetry 31 Demonstrate understanding of average (mean). Mathematics Drill Down Grade 8 Areas In Need of Strengthening (< 60% correct from 33 Items) (PROCESS: E=Employing, F=Formulating, I=Interpreting; CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape, U=Uncertainty and Data Quest. No. 4 5 8 12 14 15 18 19 21 23 24.1 Process E I E E F E E E E E E Content U U Q C Q Q Q Q Q Q C % All Gr. 8 55 65 44 25 61 63 62 15 43 34 43 % WA Gr. 8 31 52 34 31 43 51 51 11 52 36 46 Quest. No 24.2 26 28 30 32 33.1 33.2 Process E F E F E E E Content C C U C S S S % All Gr. 8 29 54 36 55 59 34 20 % WA Gr. 8 26 57 39 51 56 33 21 Descriptors Q Grade 8 4 Read information from a segmented column graph. 5 Interpret segmented column graph to identify trend. 8 Calculate duration given start and end of journey in 24-hour times. 12 Identify a time interval from a distance–time graph. 14 Identify the solution to a problem involving metric conversion and division. 15 Calculate the volume of a rectangular prism. 18 Interpret information involving percentage to calculate a sale price. 19 Interpret information involving percentage to calculate an original price given sale price. 21 Use route and scale on map to estimate speed given total time of journey. 23 Calculate the surface area of a rectangular prism. 24.1 Solve a rate problem involving three variables with some evidence of proportional reasoning. Descriptors Q Grade 8 (Cont.) 24.2 Solve a rate problem involving three variables with sufficient evidence of proportional reasoning. 26 Identify the linear rule (expressed informally) that models given information. 28 Identify correct statement about the outcomes of a random experiment. 30 Identify a line graph that models a relationship described in words. 32 Calculate the size of an angle in game context on a grid. 33.1 Determine path of ball on a grid according to given rules or identify its destination but not both. 33.2 Determine path of ball on a grid according to given rules and identify its destination. Mathematics Drill Down Grade 10 Areas In Need of Strengthening (< 60% correct from 32 Items) (PROCESS: E=Employing, F=Formulating, I=Interpreting; CONTENT: C=Change and Relationships, Q=Quantity, S=Space and Shape, U=Uncertainty and Data Quest. No. 1 2 3 4 7 8 9 10 12.1 12.2 15 Process I E E E I E E F F F F Content Q S S C U C C U C C Q % All Gr. 10 45 52 44 37 38 55 16 29 22 19 48 % WA Gr. 10 43 56 50 24 44 57 20 24 24 24 54 Quest. No 16 18 19 22.2 23 24 25 27 31 33 34.1 34.2 Process E I F I E E F E F I E E Content C S S U Q Q Q C S S S S % All Gr. 10 50 27 47 29 52 44 18 46 23 41 51 38 % WA Gr. 10 50 28 47 35 41 31 11 47 30 43 48 26 Descriptors Q Grade 10 1 Explain whether all items on sale are reduced by at least 30%. 2 Compare the size of some angles in a 2D representation of a 3D model. 3 Calculate size of vertex angle of square pyramid given 2D representation and other information 4 Interpret line graph to identify the range of values that fall below a set limit. 7 Interpret a comparative bar graph and justify the accuracy of a related statement. 8 Interpret a diagram and write down the equation of a given horizontal line graph. 9 Interpret a diagram and write down the equation of a line graph with negative gradient. 10 Explain how the number of different arrangements leads to a probability in a random experiment. Descriptors Q Grade 10 12.1 Use theorem of Pythagoras to partly solve a problem involving ratio. 12.2 Use theorem of Pythagoras to completely solve a problem involving ratio. 15 Interpret line graph and solve problem involving speed, distance and time. 16 Interpret section of a graph and identify equation for line of best fit. 18 Use proportional information in context to calculate a related dimension. 19 Deduce value of an angle formed from folding a rectangular piece of paper twice. 22.2 Interpret two line graphs and correctly evaluate three related statements. 23 Calculate a length using the theorem of Pythagoras. 24 Calculate area of irregular pentagon. Descriptors Q Grade 10 25 Calculate volume of prism given area of base in square metres and depth in centimeters. 27 Identify the shape of a non-linear graph from its formula. 31 Use scale factor information to determine the relationship between two volumes. 33 Identify the side view of a complex construction given a plan view. 34.1 Interpret information on complex diagram and try to use the theorem of Pythagoras to solve a problem. 34.2 Interpret information on a complex diagram and solve a problem using the theorem of Pythagoras. Reading Drill Down Grade 5 Areas In Need of Strengthening (< 60% correct from 29 Items) Aspect: I=Interpreting, RE=Reflecting, RI=Retrieving Information Format: C=Continuous Text, NC=Non Continuous text Type: Ag=Argument, De=Description, Di=Diagram, Exposition, In=Instruction, Na=Narrative, Pm=Poem, Ta=Table Quest. No. 10 15 16 18.2 28 29 Aspect RE I RE RE I I Format N C C C C NC NC Type Ta Na Na Pm In In % All Gr. 5 42 35 39 10 11 25 % WA Gr. 5 49 52 26 16 13 12 Descriptors Q Grade 5 10 Combine understanding of text with personal knowledge to suggest additional information required to make a plan. 15 Make links across paragraphs from a narrative passage to infer the reason for a character’s reaction. 16 Give evidence from a narrative passage to support an opinion. 18.2 Fully explain emotional impact of a poem. 28 Identify the main audience of a text and justify a personal opinion on how the style of the text suits this audience. 29 Make an inference from information in a mixed instructional text to identify what message is being conveyed by certain behavior. Reading Drill Down Grade 8 Areas In Need of Strengthening (< 60% correct from 30 Items) Aspect: I=Interpreting, RE=Reflecting, RI=Retrieving Information Format: C=Continuous Text, NC=Non Continuous text Type: Ag=Argument, De=Description, Di=Diagram, Exposition, In=Instruction, Na=Narrative, Pm=Poem, Ta=Table Quest. No. 3 10 17 22 25 26 28 29 Aspect RI RE RE RE RI RE I I Format NC NC C NC C C C C Type Ta Ta Pm In Na Na Ag Ag % All Gr. 8 3 13 17 38 38 5 15 32 % WA Gr. 8 0 22 47 55 45 10 28 43 Descriptors Q Grade 8 3 Locate synonymous and directly-stated information to identify what rule applies in a given situation. 10 Justify an opinion by drawing on outside knowledge. 17 Reflect on a character’s behavior in a short poem 22 Identify information that could be presented graphically rather than verbally 25 Make a connection across several paragraphs of a text to infer the meaning of a word. 26 Identify possible symbolism and link it to supporting text. 28 Apply new information to a given argument. 29 Recognize the purpose of an example. Reading Drill Down Grade 10 Areas In Need of Strengthening (< 60% correct from 30 Items) Aspect: I=Interpreting, RE=Reflecting, RI=Retrieving Information Format: C=Continuous Text, NC=Non Continuous text Type: Ag=Argument, De=Description, Di=Diagram, Exposition, In=Instruction, Na=Narrative, Pm=Poem, Ta=Table Quest. No. 1.2 15 16.2 17 18 20 21 23 24 25 26 27 Aspect I I I RI I RI RE RI I I RI RE Format NC C C NC C NC NC C C C C C Type Ta Na Na Ex Ex De De Na Na Na Na Pm % All Gr. 8 11 26 19 46 26 38 15 32 29 41 27 34 % WA Gr. 8 19 46 43 43 26 35 35 54 54 44 37 33 Reading Drill Down (Cont.) Grade 10 Areas In Need of Strengthening (< 60% correct from 30 Items) Aspect: I=Interpreting, RE=Reflecting, RI=Retrieving Information Format: C=Continuous Text, NC=Non Continuous text Type: Ag=Argument, De=Description, Di=Diagram, Exposition, In=Instruction, Na=Narrative, Pm=Poem, Ta=Table Quest. No. 28 29 30 Aspect I RE RI Format C C C Type Pm Pm Pm % All Gr. 8 2 20 6 % WA Gr. 8 2 33 7 Descriptors Q Grade 10 1.2 Use information from graphs to fully evaluate a supplied interpretation. 15 Identify the implications of a simile in a narrative. 16.2 Fully explain the narrator’s implied response to a situation in a narrative. 17 Use information in a diagram to locate information in a table that matches given criteria in a mixed expository text. 18 Locate two pieces of information in a text. 20 Locate a feature of operation within a diagram. 21 Reflect on the reason for a design feature using own knowledge 23 Identify a character’s explicitly-presented response in a narrative. 24 Infer a character’s response by understanding an implied contrast in a narrative. 25 Identify a character’s explicitly-presented response in a narrative. Descriptors Q Grade 10 (Cont.) 26 Identify a character’s explicitly-presented response in a narrative. 27 Reflect on the effect of line arrangement in a poem. 28 Identify the nature of the comparison in a set of metaphors in a poem. 29 Reflect on the similarity/difference between a poet and his subject. 30 Retrieve information from a poem. Writing Drill Down Writing Areas In Need of Strengthening Narrative is a story, either imaginary or based on experience assessed in Content, Language & Spelling Exposition/Argument is a piece of writing setting out ideas on a proposition assessed in Content, ESOL Language & Structure and Organization Narrative (32) Expository/Argument (26) Content Lang. Spelling Content ESOL Struct. Grad e 5 Raw Score 11 11 10 10 7 9 % All Sch. 5.6 5.5 5.5 5.3 4.2 5 % WA 6.0 5.8 5.7 5..3 4.3 5.2 Grad e 8 % All Sch. 7.1 6.9 6.6 6.7 5.1 6.0 % WA 7.5 7.6 7.0 6.8 5.4 6.2 Grad e 10 % All Sch. 7.8 7.6 7.3 7.4 5.5 6.5 % WA 8.0 8.1 7.5 7.4 5.7 6.4