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JPT2 Template_1017_new.docx Reading Comprehension Strategies Assessment Code: JPT2

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JPT2 Template_1017_new.docx Reading Comprehension Strategies Assessment Code: JPT2 Reading Comprehension Instructional Problem Summary Needs Analysis Findings After analyzing several assess... ments it is evident that students need support and further instruction in reading comprehension skills. Students that are reading below grade level, ESOL and SPED students consistently score low on assessments including math and science. The ability to comprehend and analyze text is a struggle for students across all subject areas specifically Virginia Studies. Virginia Studies is loaded with high level vocabulary; comprehension skills are essential in historical analysis and interpretation. The difficulty presents when students are required demonstrate mastery on assessments for Virginia Studies. Scores from the first unit demonstrate the need for intervention with an overall class average of 44% with 70% being the pass rate. The second unit showed improvement with the class average being 63.8% which was still below the pass rate. The third unit illustrated a decline with a pass rate of 56.5%. After meetings with other grade level teachers, conferring with students, the head of the social studies department and analysis with the reading specialist evidence supported the need for reading comprehension interventions. The meetings also concluded that students needed explicit vocabulary instruction. Low scores in Virginia Studies also correlated to several other assessments that required reading comprehen. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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