1. WASL Reading:
Specific Title Slide for School.
Grade 8 7

2. WASL Reading: Where are we now?
Questions to answer:
How are we doing?
Compared to district & state?
Compared to previous years?
Use these starter questions as a framework for the presentation. Subsequent slides and their information should stimulate discussions about appropriate and necessary comparisons to make for identifying your data-driven priorities. 8

3. Levels of Analyzing our Data
Broad findings
Specific findings
Percent Meeting the Standard
Adequate Yearly Progress (AYP)
Performance Levels
Strand Scores
This slide will be used again and again as a transition slide. The check marks designate what information is about to be shown. In the beginning of the presentation, the data will focus on broad bits of information, e.g., overall student achievement. Later the data become more specific and more related to instructional targets, e.g., literary vs. informational text. 9

4. Grade 8 WASL Reading Performance
This is the third of the three slides that show the overall trend data. In this slide the trend for the state scores is added. Now the school pattern can be contrasted with both the pattern for the district and that of the state. Is the school pattern similar to both those of the district and state? Is it more like one or the other? Is it different than both? If it is different than either of the other patterns, is it dramatically different?
Remember, the alignment of the performance levels across grades 4, 7, and 10, all other things remaining equal, would result in an increase of 8.5 percentage points for students meeting the standard in 10

5. Grade 8 WASL Reading Performance
This is the third of the three slides that show the overall trend data. In this slide the trend for the state scores is added. Now the school pattern can be contrasted with both the pattern for the district and that of the state. Is the school pattern similar to both those of the district and state? Is it more like one or the other? Is it different than both? If it is different than either of the other patterns, is it dramatically different?
Remember, the alignment of the performance levels across grades 4, 7, and 10, all other things remaining equal, would result in an increase of 8.5 percentage points for students meeting the standard in 10

6. Questions about Our Reading Performance
What do these comparisons seem to tell us?
Celebrations:
Challenges:
What do these comparisons not tell us?
What else do we need to know?
These questions have been adapted from the work of Edie Holcomb (Getting Excited About Data). They are not the only questions that could be used to structure a discussion of the prior three slides. You can change any of the text or add new text. Just click and highlight the text you wish to edit.
Ask participants in the discussion to draw on the analyses of the prior three slides to answer the questions raised in this slide. What are the implications for your school’s reading improvement plan? 14

7. Levels of Analyzing our Data
Broad findings
Specific findings
Percent Meeting the Standard
Adequate Yearly Progress (AYP)
Performance Levels
Strand Scores
This slide will be used again and again as a transition slide. The red check mark designates what information is about to be shown. Information already shown has a yellow bullet, while information yet to be shown has a white bullet. 9

8. Adequate Yearly Progress: Reading Annual Targets for Grades 6, 7 & 8
Reading 2002 baseline = 30.1%
In 2004 Washington State requested, and was granted approval of, a modified AYP model. In this revised model, improvement increments are blocked into four three-year intervals between and The uniform increment for these four intervals is 17.5 percentage points. In the final year, , the increment needed to reach 100% is also 17.5 percentage points.

9. AYP Subgroups
In addition to the all continuously enrolled students category, the subgroups include: the five major racial/ethnic groups, special education, English language learners, and low income students.
The performance of a subgroup is considered if there is a minimum of 30 continuously enrolled students, a change from 2007.
The next slide reflects your AYP status based on continuously enrolled students.
As a further protection against misclassification due to random errors, for the performance of a group to be considered for AYP purposes, that group must contain a minimum of 30 students for the racial/ethnic and low income subgroups and 40 students for the special education and English language learners subgroups.
The subgroups to be considered are: All students; the five ethnic/racial subgroups (African American, American Indian/Alaskan Natives, Asian/Pacific Islanders, Hispanic, and White); English Language Learners (ESL); Special Education: Low Income.

10. Grade 8 WASL–Reading: Adequate Yearly Progress Goals
This chart portrays the school's progress against the state’s uniform yearly progress goals based on continuously enrolled students. These yearly goals are based on a 2002 baseline starting value, derived by a formula specified in the NCLB legislation, and stepped increments between the 2002 baseline and the ultimate goal in 2014 of 100% of all students meeting the state’s performance standard.
The stepped line reflects the yearly targets (state uniform bar), grouped in three year intervals and a final one year interval. The school’s performance (percent meeting standard) in each year is represented by a bar. Extended above each bar is a “whisker” that reflects a 95% confidence interval or error band for the years 2002 & 2003 and the 99% confidence interval for If the bar plus the whisker equals or exceeds the line, the school is deemed to have made “adequate yearly progress” (AYP).
In actually determining whether or nor a school has made AYP, the progress of as many as nine separate groups within the school is evaluated against the uniform yearly goals for reading and mathematics. If any one of the subgroups fails this test in either subject, the school is said to have failed to have made AYP. However, before the performance of a subgroup is considered, there must be at least 30 continuously enrolled students in the group.
Detailed information about this school's AYP can be found at:

11. Levels of Analyzing our Data
Broad findings
Specific findings
Percent Meeting the Standard
Adequate Yearly Progress (AYP)
Performance Levels
Strand Scores
This slide will be used again and again as a transition slide. The red check mark designates what information is about to be shown. Information already shown has a yellow bullet, while information yet to be shown has a white bullet. 9

12. Results by Performance Levels
Four Levels in Reading
“Meets the Standard”
4. Well above the standard
3. Above the standard
“Does Not Meet the Standard”
2. Below the standard
1. Well below the standard
Washington State has designated groups of achievement: Levels 1 & 2 represent achievement below the standard, and Levels 3 & 4 reflect meeting or exceeding the performance standard. 15

13. Picture of Ideal Trends for Levels
Over time, as instruction becomes better aligned with the achievement standards, the number/percent of students in the lower performance levels should decrease and the numbers/percent in the two higher levels should increase. 16

14. Grade 8 WASL Reading Performance Levels Trends
Ask the participants what they see in the trends for each of the of the performance levels. Over time, does it appear that students have been moving into higher performance levels? What conclusions might be drawn from the patterns in these trends?
Due to the revisions to the performance standards needed to make them more vertically aligned, if all other factors remained the same, you would expect the percent in Level 3 in 2004 to increase by 3.6 and the percent in Level 4 to increase by 4.9 percentage points. You would except a corresponding decrease in the percent in Level 1 of 1.6 percentage points and a decrease in the percent in Level 2 of 6.9 percentage points. 17

15. Levels of Analyzing our Data
Broad findings
Specific findings
Percent Meeting the Standard
Performance Levels
Strand Scores
This slide will be used again and again as a transition slide. The red check mark designates what information is about to be shown. Information already shown has a yellow bullet. 9

16. 8th Grade WASL Reading Strands
Literary Text
Comprehension
Analysis
Thinking Critically
Informational Text
Use this slide to remind everyone about what is assessed in the WASL Reading test.
A “meets standard” performance level, comparable to that set at the whole test level, has not been set for the strands. Student performance at the strand level is described as either performance similar to, or better than, that of students at the standard or as performance below that of students at the standard. These categories of the strand level performance dichotomy are labeled respectively “a strength” and “a weakness.” On the “group list report” students strand level performance is reported as a “+” or a “–” reflecting these two performance categories. The summary performance indicator for any particular strand is the percent of students in a group “who performance on that strand is similar to, or better than, that of students at the standard.” That is, the percent of students who show a strength (+) on that strand. So what is the criterion used to create this dichotomy?
Performance at the strand level is based on a small number of total points. For this reason, and others, strand level data from year to year are not directly comparable. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These difference scores are more comparable across years.
For each strand there is a slide that contains two charts portraying strand level performance data. One chart shows the “percent of students with performance similar to or exceeding those who met the standard” for the school, district, and state for the most current year. The other chart shows the trend for the comparisons (differences) between school and state data for recent years.
Defensible strand score analysis tracks the difference between school and state. 20

17. Grade 8: Literary Comprehension
Defining what we are measuring
Comprehend important ideas and details (Targets LC 01-04)
Demonstrate understanding of theme or message and supporting details
Summarize with evidence from the reading
Make inferences or predictions based on the reading
Interpret vocabulary critical to the meaning of the text
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction? 21

18. Grade 8 Literary Comprehension: Comparison of School and State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 22

19. Grade 8: Literary Analysis
Defining what we are measuring
Analysis and Thinking Critically
(Targets LA 05-07)
Demonstrate understanding of literary elements and graphic elements/illustrations
Compare and contrast elements of text
Make connections (cause & effect) within
a text
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction? 21

20. Grade 8 Literary Analysis : Comparison of School to State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 25

21. Grade 8: Literary Thinking Critically
Defining what we are measuring
Think Critically
(Targets LT 08-10)
Analyze author’s purpose and evaluate effectiveness for different audiences
Evaluate reasoning and ideas/themes related to the text
Extend information beyond text
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction? 21

22. Grade 8 Literary Thinking Critically: Comparison of School to State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 25

23. Defining what we are measuring
Grade 8: Informational Comprehension
Defining what we are measuring
Comprehend important ideas and details (Targets IC 11-14)
Demonstrate understanding of major ideas and supporting detail
Summarize with evidence from the reading
Makes inferences or predictions based on the reading
Interpret vocabulary critical to the meaning of the text
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction?

24. Grade 8 Informational Comprehension: Comparison of School to State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 23

25. Defining what we are measuring
Grade 8: Informational Analysis
Defining what we are measuring
Analyze, interpret and synthesize
(Targets IA 15-17)
Demonstrate understanding of text features and graphic features
Compare or contrast elements within and between text(s)
Make connections (cause & effect) between parts of texts
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction?

26. Grade 8 Informational Analysis: Comparison of School to State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 26

27. Defining what we are measuring
Grade 8: Informational Thinking Critically
Defining what we are measuring
Think Critically
(Targets IT 18-20)
Analyze author’s purpose and evaluate effectiveness for different audiences
Evaluates reasoning and ideas/themes related to the text
Extends information beyond the text
Use this slide to define the strands tested. How do these strands align with your school’s curriculum map? …with classroom instruction?

28. Grade 8 Informational Thinking Critically: Comparison of School to State
This slide contains two charts that portray several comparisons for the strand level data.
The chart at the bottom right shows the “percent of students whose performance is equal to or exceeds that of students meeting the standard” for the school, district, and state for the most current year. This chart provides comparisons of the school performance to that of the district and the state. It also allows a comparison of the district with the state. All of these comparisons are for the most current year.
Performance data for this strand is based on a small number of total points. For this reason and others, strand “percents” are not directly comparable from year to year. One approach that partially addresses this issue is to always compare (take the difference between) the school percent and the state percent. These differences are more comparable across years. The chart at the top left shows the trend in the differences between the school percent and the state percent for recent years for this strand. It is this chart, and those for the other strands within this content area, that should be most helpful in identifying curricular strengths and weaknesses.
Has the percent of students identified as having “a strength” on this strand changed compared to that for the state? What does the trend tell you? 26

29. Questions about Grade 8 Reading Strand Data and Trends
What do these strand data seem to tell us?
Celebrations:
Challenges:
What do these data not tell us?
What else do we need to know?
These questions have been adapted from the work of Edie Holcomb (Getting Excited About Data). They are not the only questions that could be used to structure a discussion of the trend patterns for the strand data. You can change any of the text or add new text. Just click and highlight the text you wish to edit.
Ask participants in the discussion to reflect on the school's trend patterns across the various strands as they answer the questions raised in this slide. What are the implications for your school’s reading improvement plan? 18

30. Grade 8: Our WASL Reading Strengths
List areas where students were proficient.
How about the subgroups?
What did we do to contribute to their successes?
What do we need to continue to do to ensure success with our students in the future?
Can we use these strategies to improve areas where our students are not proficient?
Now it is time to write ideas down for your plan. Start with the good things that are happening. Lead a discussion around what the data have told you. What patterns have continued or popped up and need to be watched? What do we need to do more often? 27

31. Grade 8 WASL Reading Targets: Where do we want to go?
List challenges:
What do we need to do differently to improve student performance in these areas?
What other data do we need to consider?
What can we learn from our successes?
Next focus on the things that could be better. Lead a discussion around what the data have told you. What patterns have continued or popped up and need to be watched? What do you need to do differently? 28