- Identify any standards where students scored below 65%.
- Use the RIT/RL Trajectory Analysis Chart(s) on TLC “Standards” page. For each “weak” standard, consider:
- Which of these standards have you taught? How?
- What level are MOST of your students on, in fact?
- What skills are students missing, based on the Trajectory?
- What are you going to do about that?
- Note any students who scored below 65% overall. Any surprises? What do they seem to need the most support with?
- Are there standards that a SMALL group of students are struggling with? You can plan small-group work accordingly.
- For each “weak” standard, look at the wording of the questions on the test. Also, if possible, cross-reference with the PARCC online practice test questions. Refer to the appropriate PARCC practice test and PARCC answer key.
- For example, how are RL3 questions worded on your interim assessment? How are they worded on the PARCC practice test? Have you asked students questions like this?
- For a handy tool to track this information, see TLC Blog “PARCC Prep: How and Why to Analyze Reading Questions.”
- Make a plan for how you will help students master the standards they are struggling with.
- Which tools, strategies, and organizers have you used to teach the standards that students are struggling with?
- Which ones WILL you use, going forward?
- For RL standards, check out TLC “Analyzing Literature” page.
- For RI, see TLC “Comprehension 101” and “Nonfiction Reading Strategies.”
- For both, see TLC “PARCC Prep”
- For additional support, see TLC “PARCC Prep” page.
*Note: This pertains to reading comprehension assessments, not reading-level assessments such as the DRA (Diagnostic Reading Assessment).
Many thanks to my friends at Soaring Heights Charter School for inspiring this post!