QUANTITATIVE GROWTH
My students participate in the iReady assessment three times throughout the instructional year. This computer-based program integrates diagnostic data and personalized instruction in order to best meet the needs of all learners.
I find this quantitative data incredibly useful when making instructional adjustments in my classroom. For example, I am able to analyze data that demonstrates specific areas of growth: both for the entire class and regarding individual students. This allows me to create lessons for small groups that will fill instructional gaps present within some of my students, while exposing the entire class to understandings that the majority seem to be missing. This assessment measures a students' overall reading level, which consists of three components: reading literature, reading informational, and vocabulary. Due to the fact that my goal is to demonstrate dramatic academic growth, I will be mainly focusing on the overall grade level composite.
Beginning of the Year Data
This document represents the diagnostic results from the beginning of the year assessment for my fifth graders. The breakdown of data is below.
Out of 35 students:
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four scored on a kindergarten level
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seven scored on a first grade level
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four scored on a second grade level
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fifteen scored on a third grade level
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four scored on a fourth grade level
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one scored on a fifth grade level
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Overall, 86% of my students were scoring two or more years below grade level in reading at the beginning of the school year. Four students, or 11% of the class, were scoring one year below, and one student, or 3% of the class, was reading on grade level.
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End of the Year Data
This document represents diagnostic results from the end of year assessment for my fifth graders. The breakdown of data is below.
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Out of 35 students:
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two scored on a kindergarten level
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three scored on a first grade level
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two scored on a second grade level
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eight scored on a third grade level
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sixteen scored on a fourth grade level
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four scored on a fifth grade level
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Overall, 42% of my students scored two or more years below grade level in reading at the end of the school year. 16 students, or 46% of the class, scored one year below, and five students, or 12% of the class, were reading on grade level.
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At the beginning of the year, 86% of my students were two or more years below grade level in reading. By the end of the year, this number decreased to 42%, which demonstrates a 44% decrease in students who are two or more years below grade level in reading, and further shows dramatic growth in the amount of students who went up by at least one grade level in reading throughout the course of the year. 11% of my students started the year less than one year below grade level, which increased to 46%. This shows a growth of 35% of students who progressed to less than one year below grade level. In terms of students who made it to grade level, 3% were on grade level at the beginning of the year, while that number increased by 9% and ended at 12% of the class reading on grade level at the end of the year. These numbers demonstrate significant growth in the reading levels of my students from the beginning of the year until the end.
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By integrating my professional understandings, best pedagogical practices, and data from the iReady assessments, I am able to serve a wide variety of learners and impact substantial academic gains in the course of 180 short instructional days.