Instructions - Mastery Tracking Worksheet

This tracking system is designed to track students' objective and standard mastery on standards-aligned unit assessments. Click on the + sign to the left of the headings below to set up and begin using this tracking system.

Basic Excel Vocabulary

Here are some words you will want to know in order to interpret the following instructions: CELL: The boxes where you type in Exel. Each cell has a reference that is a combination of column & row, i.e. A5. WORKBOOK: One whole Excel file is called a workbook. A workbook may have many pages of data. WORKSHEET: One page, or tab, of data is called a worksheet. Each worksheet has a tab at the bottom of the Excel window that shows its name. The tab is white when that worksheet is active. FORMULAS: Excel has the capability of calculating data based on formulas, which we have entered for you. These formulas can be quite complicated, but generally will perform a series of calculations to yield a data result (i.e., % mastery). Do not type into cells that contain formulas, because you will erase the formula! GROUPS: Rows and columns can be put into groups, which is a kind of "outline" system. Groups can be collapsed (hidden) or expanded (in view). Click on the + and - signs in boxes along the left and top grey bars to YOU MUST COMPLETE THE YELLOW BOX IN THE SUMMARY SHEET BEFORE SUBMITTING TO YOUR IS! DO NOT ENTER ANY DATA INTO THE SUMMARY SHEET

Setting up the tracking system

Step 1: Insert your students' names on the green Benchmarks tab, in Column A beginning with Row 10. There are enough rows for 50 students per section. Please skip to the next grouping for your next class of students, so that averages by section remain intact. Do NOT type student names into the yellow cells that are section headers. Step 2: Student names will automatically show up on the rest of the class rosters, by unit and on the Summary tab. You will only need to type your students' names one time. If you do type a student's name into the Summary tab or on a Unit tab, you will be over-writing the formula that automatically populates the names, and this functionality will be lost in the cell you typed in. Step 3: Type your name into cell A2 (Teacher). Your name will automatically show up at the top of the Summary tab and each Unit tab. Step 4: Working from your Long-Term plan, you will enter the Standards and Objectives for each of your Units and for your Benchmark assessments. Your region may have entered some of these for you. Standards refer to the actual wording of a State or District Standard. Objectives are daily or weekly, measurable components of Step 5: To enter Standards and Objectives into the columns for each Benchmark and Unit assessment: If you are working from a Word document of your Standards & Objectives, copy the text by selecting it and hitting "Ctrl-C." Then double-click the cell where you want the objective to be, and hit "Ctrl-V." This will paste the objective into that cell. If you are working from an Excel document, double-click on the cell containing the text you want, and then select it. Hit "Ctrl-C" to copy the text. Then go to the cell where you want the text to be, and double-click it. Hit "Ctrl-V" to paste the text into that cell. Step 6: SAVE A COPY OF THE TRACKING SYSTEM TO YOUR COMPUTER's HARD DRIVE! You cannot save onto the Student Achievement Toolkit CD. You will want to save your work periodically while you are setting up the system, so that you don't lose your work! Once you have data in your tracking system, it will also be pragmatic to save copies in two places, such as on your computer's hard drive and also on a jump drive or online Please note: Do not delete unused columns! The formulas will continue to work with blank columns in there. Trying to delete columns runs the risk of creating formula errors!! Please note: Do not type data into any yellow-shaded cells as they contain formulas that will automatically calculate results. If you type data into any yellow-shaded cell accidentally, immediately hit Ctrl-Z and then Enter to undo your typing and move off that cell.

Please note: Do not change the names of worksheets/tabs. If you change the tab/worksheet names which you see at the bottom of the Excel window) the formulas on the Summary tab will break, and you will be unable to compare results across units. You may change the Unit names (in grey cells) on the Summary tab- that will not affect any formulas.

Inserting Data: Benchmarks Tab

Step 1: Click on the Benchmarks tab at the bottom of the workbook to insert data from the beginning of the year diagnostic. You will also use this tab to record mid-year and end of year assessment data. Step 2: Click on the + sign above the diagnostic/assessment where you want to input data. This will expand the Standards columns for this assessment. Step 3: Click on the + sign for the class section whose data you want to enter. This will show you all the students in that section. Step 4: Enter the student's score (range 0-100) on each Standard for that diagnostic/assessment into the white cells only. **100 points = 100%. If you enter a 1, your system will display results of 1% mastery. Step 5: Once you insert the data, the system will automatically calculate averages. Please note: Do not type data into any yellow or blue-shaded cells as they contain formulas that will automatically calculate results. If you type data into any yellow or blue-shaded cell accidentally, immediately hit Ctrl-Z and then Enter to undo your typing and move off that cell.

Inserting Data: Unit Tabs Analyzing Data

STUDENT ACHIEVEMENT SUMMARY Teacher Name(s): Shu Ann and Ainu ie Fellow #1 School: SMK Karak ie SMK Karak Class Name: REDHOT ie Rainbow Troopers Math EOY Assessment English Diagnostic Speaking and Listening Reading Writing English EOY Assessment Speaking and Listening Reading Writing

#DIV/0! #DIV/0! #DIV/0!

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Teacher:

Class Mastery Averages Section 1 Mastery Section 2 Mastery Section 3 Mastery Section 4 Mastery Section 5 Mastery Section 6 Mastery

Overall Growth in Mastery

Benchmark Results

Growth in Mastery

Beginning of Year Diagnostic

Represent a fraction with a diagram Determine the position of a fraction on a number line Arrange fractions in order

Simplify fractions into lowest terms Convert mixed numbers to improper fractions and vice versa

Determine the lowest common multiple of two or three given Perform addition, subtraction, multiplication and division operations Solve problems involving combinations of whole numbers, Solve mathematical word problems in situations Represent 1/10 and 1/100 as decimals and vice versa State the place value and value of digits in decimals Compare values for two decimals

Round off decimals Perform addition, subtraction, multiplication and division operations Solve problems involving combinations of whole numbers,

Solve mathematical problems in situations Give a percentage for a given quantity Convert fractions and decimals to percentages and vice versa Identify increasing and decreasing percentages Solve problems that involve percentages

State and write integers Compare the values of two integers Arrange integers in order Write positive or negative numbers to represent word description Solve integer problems involving addition and subtraction. Solve problems involving addition and subtraction of integers

Identify algebraic terms with one unknown Identify coefficients in given algebraic terms with one unknown Identify like and unlike algebraic terms with one unknown State like terms for a given term.

Identify algebraic expressions Determine the number of terms in an algebraic expression

End of Year Assessment

Class Mastery Averages Section 1 Mastery Dillyana Shufina Ealis Shukri Shateesvarar Tan Xue Teng Vicknesya Yap Zheng Yang

Overall Growth in Mastery

Benchmark Results

Teacher: INSERT DATA IN THE WHITE CELL

Growth in Mastery

Beginning of Year Diagnostic

S&L Reading Writing SWBAT make plans to go somewhere/to do something SWBAT listen to and make plans to go somewhere/to do something SWBAT ask simple questions to get information and respond SWBAT ask simple questions to get information and respond SWBAT introduce a friend using suggested sentence pattern

Section 2 Mastery Section 3 Mastery Section 4 Mastery Section 5 Mastery Section 6 Mastery

SWBAT give directions/instructio ns SWBAT use wh questions to obtain information about products and SWBAT identify main ideas in a linear texts by answering true or SWBAT find the meaning of unfamiliar words by using contextual SWBAT find the meaning of unfamiliar words by using contextual SWBAT convey main ideas and supporting details SWBAT identify adjectives in a paragraph SWBAT identify adverbs in a paragraph SWBAT identify plural forms

SWBAT identify contractions.

SWBAT provide supporting details in linear texts by answering SWBAT read silently with understanding of texts of appropriate SWBAT identify cause and effect relationships in a factual text by SWBAT identify the main ideas in nonlinear texts by answering true or SWBAT to obtain information from non-linear texts by filling in the blanks Standard 13SWBAT provide supporting details in non-linear texts by answering SWBAT identify parts of an informal letter SWBAT apply process writing skills by: e) proofreading the draft to SWBAT apply process writing skills by: d) revising and editing the SWBAT apply process writing skills by: a) discussing the topic

SWBAT apply process writing skills by: b) writing an outline SWBAT apply process writing skills by: c) writing paragraphs with a

End of Year Assessment

Teacher:

Overall Unit Mastery:

77.00%

Class Mastery Averages by Skill Section 1 Mastery Dillyana Shufina Ealis Shukri Shateesvarar Tan Xue Teng Vicknesya Yap Zheng Yang Student Mastery Average Week 1 SWBAT represent a fraction with a diagram SWBAT determine the position of a fraction on a number line SWBAT arrange fractions in order SWBAT simplify fractions into lowest terms 77.00% 60.00% 75.00% 60.00% 80.00% 90.00% 77% 77% 60% 75% 60% 80% 90% 74% 74% 60 70 60 80 100 80% 80% 80 80 SWBAT Convert mixed numbers to improper fractions and vice versa SWBAT determine the lowest common multiple of two or three given SWBAT perform addition, subtraction, multiplication and SWBAT solve problems involving combinations of SWBAT solve mathematical problems in situations Objective 10 Objective 11 Objective 12 Week 2 Week 3 Week 4

Math Unit Mastery

Teacher:

Ov erall Unit Mastery :

71.67%

Class Mastery Averages by Skill Section 1 Mastery Dillyana Shufina Ealis Shukri Shateesvarar Tan Xue Teng Vicknesya Yap Zheng Yang Student Mastery Average 71.67% 70.00% 67.00% 63.00% 75.00% 96.00% 59.00% 72% 72% 70% 67% 63% 75% 96% 59% 72% 72% 70 67 63 75 96 59 Writing

English Unit Mastery

Speaking and Listening SWBAT ask simple questions to get information and respond SWBAT ask simple questions to get information and respond SWBAT introduce a friend using suggested sentence pattern SWBAT make plans to go somewhere/to do something SWBAT listen to and make plans to go somewhere/to do something SWBAT give directions/instructio ns SWBAT use wh questions to obtain information about products and

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Objective 12

Reading Fiction SWBAT identify main ideas in a linear texts by answering true or SWBAT find the meaning of unfamiliar words by using contextual SWBAT find the meaning of unfamiliar words by using contextual SWBAT convey main ideas and supporting details SWBAT identify adjectives in a paragraph SWBAT identify adverbs in a paragraph SWBAT identify plural forms

SWBAT identify contractions. SWBAT provide supporting details in linear texts by answering SWBAT read silently with understanding of texts of appropriate

Objective 11

Objective 12

Reading Non Fiction SWBAT identify cause and effect relationships in a factual text by SWBAT identify the main ideas in nonlinear texts by answering true or SWBAT to obtain information from non-linear texts by filling in the blanks Standard 13SWBAT provide supporting details in non-linear texts by answering

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SWBAT identify parts of an informal letter SWBAT apply process writing skills by: e) proofreading the draft to SWBAT apply process writing skills by: d) revising and editing the SWBAT apply process writing skills by: a) discussing the topic SWBAT apply process writing skills by: b) writing an outline SWBAT apply process writing skills by: c) writing paragraphs with a

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