Student Learning and Data Analysis
Reading AssessmentIn reading, we assess students reading levels three times a school year (October, February and May) using Fountas and Pinnell. If a student is below the current grade level, we also assess in December. The class reading level profile sheet is an easy way to keep track of the student’s progress holistically. I included a bar graph that highlights the progress of the whole class including students with IEPs and ENL students.
Fountas and Pinnell Whole Class Reading Levels 2020-2021Below are the reading levels of the whole class. ENL students are highlighted in green. Students that have an IEP are highlighted in blue. Students that are ENL and have an IEP are highlighted in blue and green. The benchmark letter that is on grade level for October is Q, February is R, and May is S.
Data and Graph 2020-2021
Fountas and Pinnell Whole Class Reading Level Data 2021-February 2022Below are the reading levels of the whole class. Students that have an IEP are highlighted in blue. The benchmark letter that is on grade level for October is Q, February is R, and May is S.
Data and Graph 2021-2022
iReady DiagnosticThe iReady Math and ELA BOY (beginning of year) diagnostics were administered between dates 9/27-10/29. The MOY (middle of year) diagnostics were administered between dates 1/10-2/18.
Math and ELA Whole Class Graph BOY and MOY
Individual Case StudyMeet Adam! Adam is former a student in my fourth grade class in the 2021-2022 school year. He is a student with an IEP and is a very sweet and funny boy. Due to the pandemic, Adam was remote for a year and a half. Being back in the classroom setting was an adjustment for Adam. Adam struggled with getting his knowledge on ELA and Math onto paper. In September, Adam struggled with reading, writing and math. For example: Adam did not know how to answer a short response question and struggled with writing sentences since he was working remotely for approximately a year and a half.
I was able to differentiate and target Adam’s needs through whole group instruction, small group instruction, and conferences. Adam would independently take out the toolkits and samples I provided him with and use them to help him complete his work independently. We are now working on scaffolding these tools so he can eventually complete the task at hand without a toolkit.
iReady ELA Data and Analysis
iReady Math Data and Analysis
Close Reading Samples and Analysis
Above is a sample of Adam's close reading short response from January. Adam is able to restate the question, answer the question, and provide two relevant details to support his answer. It is also evident that his work is being scaffolded because he was able to write down the RADD checklist rather than continuing to take out the toolkit.