Class+by+RIT

**Key Concepts:** • To illustrate ways to look at the Class Breakdown by Overall RIT Report


 * Talking Points:** • One way to look at this report is to notice how spread out your students are across the RIT bands. This illustration shows you that in this class, the students are spread out over five RIT bands in reading. • Another way this can be used is by looking at the mean for your grade and thinking about the instructional implications for all students. • This shows a sixth grade class. The mean for 6th grade in the fall for reading is 213, so you can see that most of the students fall into that “on-grade level group.”

•    **Talking Points:** • Instructional applications include identifying the following: 1. Students performing two or more RIT bands below grade level might need extra reading or mathematics class, or support from remediation or intervention specialists. 2. Students performing one or two RIT bands below grade level in content areas may need support in other classes to access and understand the text. 3. Students performing two or more RIT bands above grade level will need support in order to challenge them and keep them engaged in the learning. • Looking at the Class Breakdown by Overall RIT Report gives all teachers a sense of where students are performing. It invites conversation around how to best meet student needs.
 * Activity: Applying the Class Breakdown by Overall RIT Report**

What is the mean RIT for your grade in each of these subjects? Mathematics__?___ Reading?_ Language Usage?_ • Do most of your students fall within that RIT band? 3. Who (other staff) might need to know this information? Why would it be helpful to share it?
 * Activity: Applying the Class Breakdown by Overall RIT Report** • Look at your Class Breakdown by Overall RIT Report or use the sample provided to work through the activity questions. 1. How many RIT bands are represented in your class in: • Mathematics?_ Reading?_ Language Usage?_ 2.
 * (Use the Normative Data handout)** **•**

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**Talking Points:** • This report allows us to see how spread out our students are in specific goal areas within a subject. • Notice that Kayana, who has an overall RIT of 225, is in three different RIT bands in mathematics. She is in the 241-250 RIT band in Algebraic Functions, the 221-230 RIT band in Computation, but is in the 201-210 RIT band in Geometry. • Remember that at this level, each student name is an active link that drills down to DesCartes skills for that student. • Also, there is a link for which allows the teacher to look at DesCartes skills for an entire group.



**Talking Points:** • Remind teachers that the Class Breakdown by Goal Report is an excellent place to begin thinking about grouping students. • • It is important to note that “flexible” grouping is different from grouping practices in the past. Those groups were mostly static and often led to tracking. • Suggest that not only does flexibility mean that students can move, but also that it can be the teacher that moves. If one teacher is strong in teaching computation, that teacher could move from group to group, as well as having students move to groups that are at about the same readiness level. • When planning instruction based on MAP data, it is important to focus on using the right “materials” to build instruction on a strong “foundation.” • It is important to be aware of both state standards and student performance data when designing instruction. • Analyzing student scores in the goal areas can lead us to better instructional decision-making. • Disaggregating student goal area scores allows us to see which students have similar needs for instructional grouping. • Instructional Resources/Class by RIT report disaggregates classroom data in this way for teachers and links to key skills for instruction through DesCartes. [|LEARNING LADDERS] (DesCartes help from Poway Elem. School Distsrict)