Grass Lake High School
Reading
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All Students must be proficient in reading
by 2014.
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We, all teaching staff at Grass Lake High
School will improve skills in reading
comprehension for 9-12 students in all
content areas so that we meet or
exceed the state AYP in reading each
year, while closing the gender gap to
less than 5%. Additionally, we will
increase student performance on the
MME “critical/higher thinking” reading
strand by 2% by 2011.
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Grass Lake High School
“Reading” Data Report
January 24th, 2011
First Semester: 3 reading assessments were given to
each student in each course (beginning, middle
and end).
Each assessment contained 10 multiple choice
questions aligned to 7 different content
expectations.
22 teachers created assessments for 405 students
22 teachers X 3 courses X 3 assessments = 198 total
assessments (approximately)
9th Grade:
Highest HSCE: ELA.8.R.IT.08.03 Explain how authors use text features including
graphics, author’s pages, prefaces, and marginal notes to enhance the understanding of
central, key and supporting ideas.
Lowest HSCE: CE 2.1.3 Determine the meaning of unfamiliar words, specialized
vocabulary, figurative language, idiomatic expressions, and technical meanings of terms
through context clues, word roots and affixes, and the use of appropriate resource
materials such as print and electronic dictionaries.
Most improved HSCE: CE 3.2.5 Respond to literature in a variety of ways (e.g.,
dramatic interpretation, reader’s theatre, literature circles, illustration, writing in a
character’s voice, engaging in social action, writing an analytic essay) providing
examples of how texts affect their lives, connect them with the contemporary world, and
communicate across time.
Grade 9
100.00%
LA.8.R.IT.08.03 ( 8 )
90.00%
LA.9-12.CE 2.1.3
80.00%
LA.9-12.CE 2.1.4
70.00%
LA.9-12.CE 2.1.6
60.00%
LA.9-12.CE 2.1.2
50.00%
LA.9-12.CE 3.1.4
40.00%
LA.9-12.CE 3.2.5
30.00%
Article 1
Article 2
Article 3
10th Grade:
Highest HSCE : ELA.8.R.IT.08.03 Explain how authors use text features
including graphics, author’s pages, prefaces, and marginal notes to
enhance the understanding of central, key and supporting ideas.
 Lowest HSCE: CE 2.1.3 Determine the meaning of unfamiliar words,
specialized vocabulary, figurative language, idiomatic expressions, and
technical meanings of terms through context clues, word roots and
affixes, and the use of appropriate resource materials such as print and
electronic dictionaries.
 Most improved: CE 2.1.4 Identify and evaluate the primary focus, logical
argument, structure, and style of a text or speech and the ways in which
these elements support or confound meaning or purpose
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Grade 10
100.00%
LA.8.R.IT.08.03 ( 8 )
90.00%
LA.9-12.CE 2.1.3
80.00%
LA.9-12.CE 2.1.4
70.00%
LA.9-12.CE 2.1.6
60.00%
LA.9-12.CE 2.1.2
50.00%
LA.9-12.CE 3.1.4
40.00%
LA.9-12.CE 3.2.5
30.00%
Article 1
Article 2
Article 3
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11th Grade:
Highest HSCE: ELA.8.R.IT.08.03 Explain how authors use text features including
graphics, author’s pages, prefaces, and marginal notes to enhance the
understanding of central, key and supporting ideas.
Lowest HSCE: CE 3.1.4 Analyze characteristics of specific works and authors (e.g.,
voice, mood, time sequence, author vs. narrator, stated vs. implied author,
intended audience and purpose, irony, parody, satire, propaganda, use of
archetypes and symbols) and identify basic beliefs, perspectives, and
philosophical assumptions underlying an author’s work.
Most improved: CE 2.1.3 Determine the meaning of unfamiliar words, specialized
vocabulary, figurative language, idiomatic expressions, and technical meanings
of terms through context clues, word roots and affixes, and the use of
appropriate resource materials such as print and electronic dictionaries.
Grade 11
100.00%
LA.8.R.IT.08.03 ( 8 )
90.00%
LA.9-12.CE 2.1.3
80.00%
LA.9-12.CE 2.1.4
70.00%
LA.9-12.CE 2.1.6
60.00%
LA.9-12.CE 2.1.2
50.00%
LA.9-12.CE 3.1.4
40.00%
LA.9-12.CE 3.2.5
30.00%
Article 1
Article 2
Article 3
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12th Grade:
Highest HSCE: ELA.8.R.IT.08.03 Explain how authors use text features including
graphics, author’s pages, prefaces, and marginal notes to enhance the
understanding of central, key and supporting ideas.
Lowest HSCE: CE 3.2.5 Respond to literature in a variety of ways (e.g., dramatic
interpretation, reader’s theatre, literature circles, illustration, writing in a
character’s voice, engaging in social action, writing an analytic essay) providing
examples of how texts affect their lives, connect them with the contemporary
world, and communicate across time.
Most improved: CE 2.1.3 Determine the meaning of unfamiliar words, specialized
vocabulary, figurative language, idiomatic expressions, and technical meanings
of terms through context clues, word roots and affixes, and the use of
appropriate resource materials such as print and electronic dictionaries.
Grade 12
100.00%
LA.8.R.IT.08.03 ( 8 )
90.00%
LA.9-12.CE 2.1.3
80.00%
LA.9-12.CE 2.1.4
70.00%
LA.9-12.CE 2.1.6
60.00%
LA.9-12.CE 2.1.2
50.00%
LA.9-12.CE 3.1.4
40.00%
LA.9-12.CE 3.2.5
30.00%
Article 1
Article 2
Article 3
The assessment review is inconclusive,
primarily do to the limited time frame it
has been implemented.
 A summery of the results will be made at
the end of the school year.
 Freshman and Sophomores have the
most difficult time with strand CE2.1.3
 All grade levels score highest in
ELA.8.IT.08.03 (MS GLCE)
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It is to early to make predications on the
impact it will have on standardized test
scores.
 Some validity issues have been
discussed, because each teacher is
creating their own critical reading test.
 Range of commitment to the process.
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Plans are already developing to modify the delivery
of these assessments.
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The reading tests will be developed by the ELA staff
and distributed to all students at the same time.
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The reading tests will be paired with our ACT writing
assessments during a one hour forum class.
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Grass Lake High School will conduct three critical
reading assessments and three ACT writing
assessments each school year.
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The most critical piece of data comes from our MME
results.