Baseline+Data

​8th Grade Science

I. Problem Identification: I will use data from the Dakota STEP test to determine the reading standard on which Freeman 8th graders score the lowest. The standards are: __Indicator 1__: Students can recognize and analyze words. 8R.1.1 Students can apply contextual knowledge of word origins to extend vocabulary. __Indicator 2__: Students can comprehend and fluently read text. 8.R.2.1 Students can analyze text using comprehension strategies. 8.R.2.2 Students can read fluently to comprehend grade-level text. __Indicator 3__: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. 8.R.3.1 Students can examine the author's use of literary elements in fiction, nonficiton, drama, and poetry 8.R.3.2. Students can examine the effects of the author's use of literary devices. __Indicator 4__: Students can interpret and respond to divers, multicultural, and time period texts. 8.R.4.1 Students can compare and contrast literature from different time periods and cultures dealing with similar themes and conflicts. __Indicator 5__: Students can access, analyze, synthesize, and evaluate informational texts. 8.R.5.1 Students can evaluate information and author's purpose about a topic gathered from informational text. 8.R.5.2 Students can recognize expository, persuasive, and procedural text. 8.R.5.3 Students can combine new information with existing knowledge to enhance understanding.

II. Background Data: According to eMetric data of the Dakota STEP test, the following results summarize the achievement of Freeman 7th graders (09-10 8th graders) and Freeman 8th graders (09-10 9th graders) for the 2009 testing year.

__7th grade__ reading assessment (28 tested)-- advanced 30.3%; proficient 57.6%; basic 9.1 %; below basic 3% __8th grade__ reading assessment (33 tested)-- advanced 25%; proficient 57.1 %; basic 17.9%, below basic 0% ​
 * Standard || Mean || Maximum || Score (%) || Lowest Score ||
 * R.1 || 6.9 || 10 || 69.7 ||  ||
 * R.2 || 9.6 || 14 || 68.4 ||  ||
 * R.3 || 8.6 || 14 || 61.5 ||  ||
 * R.4 || 4.6 || 7 || 65.3 ||  ||
 * R.5 || 5.9 || 11 || 53.2 || x ||
 * Standard || Mean || Maximum || Score (%) || Lowest Score ||
 * R.1 || 7.6 || 10 || 76.1 ||  ||
 * R.2 || 9.1 || 14 || 64.9 ||  ||
 * R.3 || 8.4 || 14 || 60.0 || x ||
 * R.4 || 5.1 || 7 || 72.7 ||  ||
 * R.5 || 6.7 || 11 || 60.9 || x ||

The reading pre-test consisted of 18 questions. Four earth science articles with 4-5 questions over comprehension were created. Results are as follows: The average score was 11.6. Individual scores ranged from 7-17.

The reading post-test consisted of 18 questions. Four earth science articles with 4-5 questions over comprehension were created. Results are as follows: The average score was 13.4. Individual scores also ranged from 7-17.


 * Student || correct--pre test || correct--post test || total possible ||
 * Albrecht, P || 8 || 7 || 18 ||
 * Anderson, T || 15 || 17 || 18 ||
 * Ashwell, T || 14 || 17 || 18 ||
 * Baker, T || 12 || 14 || 18 ||
 * Beaver, D || 12 || 14 || 18 ||
 * Birkey, A || 14 || 14 || 18 ||
 * Blalock, C || 10 || 15 || 18 ||
 * Egan, M || 9 || 12 || 18 ||
 * Eisenbeis, J || 15 || 14 || 18 ||
 * Eisenbeis, M || 17 || 15 || 18 ||
 * Gronewald, C || 6 || 13 || 18 ||
 * Helderbrand, N || 9 || 12 || 18 ||
 * Hinckley, N || 8 || 11 || 18 ||
 * Longbrake, C || 13 || 14 || 18 ||
 * Mehlhaf, R || 15 || 16 || 18 ||
 * Munkvold, E || 11 || 14 || 18 ||
 * Nelson, K || 13 || 14 || 18 ||
 * Nelson, S || 14 || 12 || 18 ||
 * Peterson, C || 7 || 9 || 18 ||
 * Peterson, M || 12 || 13 || 18 ||
 * Preheim, G || 12 || 14 || 18 ||
 * Saarie, N || 8 ||  || 18 ||
 * Schaeffer, T || 11 || 10 || 18 ||
 * Schamber, K || 14 || 14 || 18 ||
 * Sohler, Z || 7 || 14 || 18 ||
 * Starner, M || 10 || 12 || 18 ||
 * Streyle, T || 12 || 13 || 18 ||
 * Waldhauser, C || 15 || 16 || 18 ||
 * Waldner, A || 11 || 13 || 18 ||
 * Weier, J || 14 || 16 || 18 ||
 * Average || 11.6 || 13.41 ||  ||