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Free/Reduced<br />
Lunch (234)<br />
32.6<br />
Goal:42.6<br />
Actual:45.25<br />
Goal:42.6<br />
Actual:41.7<br />
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Students with<br />
Disabilities<br />
(27)<br />
(other<br />
subgroup)<br />
10<br />
N/A<br />
Goal:20<br />
Actual:25.0<br />
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Actual:15<br />
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SIG Math (January 7)<br />
1. What does the data tell us?<br />
The data tells us we are below our goal for the 1 st proficiency assessment on CASCADE.<br />
The data tells us we have more novice students than what was expected on the 1 st proficiency exam on CASCADE.<br />
2. What does the data not tell us?<br />
The data does not tell us if the assessments from Cascade are a good predecessor to the End of Course Assessment.<br />
3. What are the causes for celebration?<br />
We met all of our gap group goals for the 1 st proficiency assessment.<br />
4. What are the Opportunities for Improvement?<br />
Teachers need to share lesson plans to impact student achievement.<br />
Teachers need to use formative assessments more often to diagnose student understanding so they have a better data informed decision.<br />
5. What are our next steps?<br />
Our next steps include using practice End of Course assessments.<br />
Regrouping students based on the standards and their alignment to the learning targets.<br />
SIG Math (March 8)<br />
1. What does the data tell us?<br />
The percentage of African American students, free/reduced lunch and students with disabilities were very close to meeting benchmark.<br />
The number of students at the proficiency level decreased during this quarter.<br />
The number of novice students stayed the same from last quarter.<br />
2. What does the data not tell us?<br />
The assessments for October and December were different assessments. The level of difficulty increased on the assessment in December.<br />
3. What are the causes for celebration?<br />
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