1. Plain Local District Inservice August 31, 2012 CONNECTING PLAIN’S DATA TO THE COMMON CORE

2.  Measure simple  Measure to target and stretch  Measure as often as possible  Everybody needs to measure  Find the key indicator RAY HEXAMER, FORMER PRESIDENT AND GM OF WHBC RADIO IN HIS ADDRESS TO LEADERSHIP STARK COUNTY ON AUGUST 30, 2012

3.  Qualitative = levels of meaning, structure, language conventionality and clarity, and knowledge demands  Quantitative = word freq and sentence length  Reader and task considerations = students' knowledge, motivation and interests TEXT COMPLEXITY

4.  Text complexity of K-12 texts has become increasingly "easier" the last 50 years with steep declines in average sentence length and vocab level in reading textbooks.  While text demands of college and careers have remained consistent or increased, meaning college students are expected to read complex text with greater independence than are high school students.  Result is a significant gap between students' reading abilities and the text demands of their postsecondary pursuits DID YOU KNOW?

5.  A Lexile measure describes either an individual's reading ability or the difficulty level of text. LEXILE LEVELS

6. Grade Bands Previous Lexile Level Ranges Common Core Lexile Level Ranges K – 1 st N/A 2 nd – 3 rd 450 – 725420 - 820 4 th – 5 th 645 – 845740 – 1010 6 th – 8 th 860 – 1010925 - 1185 9 th – 10 th 960 – 11151050 – 1335 11 th – College Ready1070 – 12201185 – 1385 LEXILE LEVELS IN THE COMMON CORE COMPARED TO CURRENT STANDARDS

7. PLAIN’S AVERAGE LEXILE LEVELS COMPARED TO CCSS LEXILE LEVELS Grade (2010-11) Common Core Grade Band Plain’s Average Lexile Score Common Core Lexile Average Score Range Plain’s Percentile within Avg Score Range 2 nd 2 nd – 3 rd 557420 – 82034 th 3 rd 2 nd – 3 rd 669420 – 82062 nd 5 th 4 th – 5 th 804740 – 101024 th 7 th 6 th – 8 th 947925 – 11858 th 6 th – 8 th 1087925 – 118562 nd

8.  It’s been said that only the students presently scoring Accelerated and Advanced on current state achievement assessments and OGT would achieve proficiency on the Next Generation Assessments that will arrive in 2014-15. TO ACHIEVE PROFICIENCY ON NEXT GENERATION ASSESSMENTS

9. Grade/Subj2009201020112012Change 3 rd Math52485456+4 3 rd Read61706663+2 4 th Math55525864+9 4 th Read52405347-5 5 th Math39475649+10 5 th Read24 3027+3 5 th Sci54627053 6 th Math58616265+7 6 th Read40 4752+12 PERCENT OF PLAIN STUDENTS SCORING BETTER THAN PROFICIENT (ACCEL OR ADV)

10. Grade/Subj2009201020112012Change 7 th Math35 3949+14 7 th Read42514049+7 8 th Math40344245+5 8 th Read44495861+17 8 th Sci44394953+9 10 th Math7066 65-5 10 th Read63486460-3 10 th Writ70416348-22 10 th Sci604851 -9 10 th Soc St70646964-6 PERCENT OF PLAIN STUDENTS SCORING BETTER THAN PROFICIENT (CONTINUED)

11.  Has been thought of as “that test we give to identify students for gifted”  Gave in grades 2, 3, 5, and 7 last year  Is on the list approved by ODE to be used to obtain student growth data as required by new Ohio Teacher Eval System  New Common Core version will provide great data on our students’ achievement relative to the Common Core Standards  Will give to students in grades 2 – 8 this year  Also will give a Lexile measure for each student TERRA NOVA

12. GradeReadingLangMathScienceSoc St 2 nd 59X575453 3 rd 5950666056 5 th 5147605847 7 th 6158685962 PLAIN’S NATIONAL PERCENTILE SCORES ON TERRA NOVA (2011-12)

13.  Value TerraNova  Pay attention to TerraNova  Study the detailed data from TerraNova  Learn from TerraNova  Adjust our instruction based on what we learn from TerraNova WE HAVE TO: