Percent (accuracy) ≠ Proficiency (achievement)

Disclaimer: All resources are living documents.

 Read First: Visit anytime and often as needed (progress reports, benchmarks, interim, teacher-created assessments) to check for changes and updates, i.e., (graduated scale, A+, A, A-, ranges by RAW Points and Percents). 

Directions: Use, consume, dispose of. Printing is not suggested as there may be print scaling errors, as this is a hyperlink, not a Google Doc. But LEADS as you please, for you, your practices, and your students in the classroom. 

Future updates will have the date and time stamp of the last update. 

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(ELA: g3–g8)

Math 1.14.2026

Science 1.16.2026

Social Studies 1.18.2026

Rurally Yours: From Mississippi to Louisiana: The Science of Reading, The Science of Writing,

Academic Achievement of Rural School Students: A Multi-Year Comparison with Their Peers in Suburban and Urban Schools. 

[Data Driven by D'Yonne]

Data from the National Education Longitudinal Study of 1988 (NELS: 88), which followed a nationally representative sample of 24,500 students from the 8th to the 12th grade, were used. 

4 major content areas: mathematics, science, social studies, reading

4 major demographics: 

4 major regions: (South, Northeast, Midwest, West)

The results showed that students from rural schools performed as well as, if not better than, their peers in metropolitan schools in math, science, reading, and social studies

"No Matter the Content, Best Practices are Best Practices"

#intentionality #studyofthestudy #La #TeacherLeader in 2020: The Science of Reading: Scarborogh's Rope #La #TeacherLeaderSummit #materials

 

Reference: https://eric.ed.gov/?id=ED418829

ACT/SAT x CommonCore Standards

Thursday, August 15, 2024 

Harmonizing Learning Objectives between the ACT/SAT x the CCSS.

Unpack and Get Back to the Adventure!

The content embeds the concepts. 

We model metacognition for students using essential questions. 

Reflect on the following questions when unpacking standards:

What should the students be able to know? 

What should the students be able to do? 

Teach the curriculum with fidelity. 

Intervention: 75% or more scoring 42-25% or below on specific skill and/or standard. Intervene with intentionality. That is what the students DO NOT know. DO NOT require students to "figure" it out. As much effort as it takes to effectively plan and prepare, it takes thrice as long to unteach incorrect assumptions. When 75% or more are struggling, it is best to reset. 

Enrichment: Independent, self-paced. Meant to enhance the student's learning experience and continue student engagement through independence. Items scored 75% or higher should be utilized for Enrichment. 

Remediation: Specific, standard-based, re-teaching. Skill-based practice to increase student's effectiveness; Utilize with efficiency only when necessary. Since ELA standards spiral, remediation should have been covered during the Intervention

Backward Release Guide by Newsela

In the gradual release method, 

Links to LaSS Standards:

ELA 

Social Studies 

Science

Math

Data Driven: Measuring Student Growth - Mastered or Proficient?

Mastery vs Proficiency⏳

Contrary to popular belief, proficiency does not equate to mastery. According to LA HB 363, Student growth will be considered into factoring SLT and teacher's evaluation instead of teachers targeting of "Mastery". This is a game-changer for both students and teachers. 

In this blog, you will learn how data:

utilizes individual students' proficiency level to maximize instructional time - scaffolding [present]

Use Student's Proficient Level 

When measuring growth, one must take into account the "rate of vigor".  The task can be daunting when calculating overall SLT but gets complex for specific learning targets and non-LEAP content areas.  Similar to when a plant is exposed to rigorous fertilizer, forcing growth to achieve "mastery" or targeted results can often have undesired or even worse, disastrous results. Proficiency is understanding where is the learner currently achieving according to a weighted scale. Mastery is presently performing at an above-proficient (proficiency+) rate, while Advanced would be considered "above mastery proficiency". 

In other words, students that score Approaching Basic are NOT proficient and, therefore, MAY not count towards the teacher's student learning target (this is why verbiage is important: teachers cannot count what is not targeted) and will not count towards the school progress score (SPS) and/or district goal of proficient plus also known "Growth to Mastery".