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Beginning of the year

Reading data:
This data is pulled from the Universal Screener iReady exam. The assessment was administered to
students at the beginning of the school year. Data gathered from this assessment, in combination with
scores from the Developmental Reading Assessment (DRA) was used in order to determine which
students would benefit from tier 1, tier 2, or consideration for tier 3 interventions.

Students who scored at grade level, as represented by the color green in the following documents, did not
require interventions outside of the regular teaching plan.

Students who scored below grade level, as represented by the color yellow in the following documents,
required tier 2 interventions. Along with these interventions, students in this category were progress
monitored bi-weekly on reading skills.

Students who scored significantly below grade level, as represented by the color red in the following
documents, required tier 3 interventions. Along with these interventions, students in this category were
progress monitored weekly on reading skills.
The data to the
left was taken
from the reading
assessment
administered in
the beginning of
the school year.
The data shown
shares with the
teacher the
overall scores of
the whole class
in different areas
that were
measured.
The data can be interpreted as follows:
- more students were on or above grade level in phonological awareness than in any other
area.
- more students were <1 level below grade level in phonics.
- as a whole, the class averaged overall with about 9 students >1 level below grade level in
reading, 5 students <1 level below grade level in reading, and 5 students on or above grade
level in reading.
The data to the left was taken from the
reading assessment administered in
the beginning of the school year. The
data shown shares with the teacher
the overall scores of each student in
each sub-category.

Students scoring at one level below


grade level are indicated in yellow.
Consequently, these students began
receiving tier 2 interventions following
this assessment. Students in this
category were progress monitored on
a bi-weekly basis. Progress monitoring
was carried out by the classroom
teacher.

Students scoring at more than one


level below grade level are indicated in
red. Consequently, these students
began receiving tier 3 interventions
following this assessment. Students in
this category were progress monitored
on a weekly basis. Progress
monitoring was carried out by the
special education teacher.
The data to the
left was taken
from the reading
assessment
administered in
the beginning of
the school year.
The data shown
shares with the
teacher the
overall scores of
each student in
each
sub-category.
Students who
received a red
hand retook the
assessment due
to rushing
through the
assessment.
Middle of the year
Reading data
The data in the following slides was taken from the reading assessment administered in the middle
of the school year. The data shown shares with the teacher the overall scores of each student in
each sub-category.

During this assessment, the students were tested in early January just after returning from two
weeks of winter break. The students were tested within their classroom in a whole group setting.
Each student was tested on individual computers while sitting in table groups of five to six students.

Information gathered during this time was used to determine if students needed to enter or exit their
tiered instruction level.
The data scores above (gathered from the middle of the year) revealed a multitude of things. First, it showed that the students had
grown in the areas of overall reading (29 point increase), phonics (32 point increase), high-frequency words (19 point increase),
vocabulary (27 point increase), comprehension: literature text (39 points), and comprehension: informational text (38 point
increase). The students also showed a decrease in phonological awareness.

The data also indicated that five students were more than one level below grade level in reading, six students were less than one
level below grade level in reading, and nine students were on or above grade level in reading. When comparing this information
with the beginning of the year data, it is clear that many of the interventions used within the classroom were effective, despite being
tested after a two week break from school. The data showed that overall, by the middle of the year, a higher amount of students
were only one level below grade level, at grade level, or above grade level.

Beginning of the year Middle of the year


>1 Level Below 9 5
<1 Level Below 5 6
On or Above Level 5 8
The data to the left was taken from the
reading assessment administered in the
middle of the school year. The data
shown shares with the teacher the overall
scores of each student in each
sub-category.

Students scoring at one level below


grade level are indicated in yellow.
Consequently, these students began
receiving tier 2 interventions following this
assessment. Students in this category
were progress monitored on a bi-weekly
basis. Progress monitoring was carried
out by the classroom teacher.

Students scoring at more than one level


below grade level are indicated in red.
Consequently, these students began
receiving tier 3 interventions following this
assessment. Students in this category
were progress monitored on a weekly
basis. Progress monitoring was carried
out by the special education teacher.

(Cont.)
While there was improvement in the number of students at or above grade level by the middle of the year, there were still 11
students who were not meeting grade level expectations (however, this is an improvement from the 14 students from the
beginning of the year). To help these students, I decided to increase the amount of time that I saw these students from three
times a week, to every day in a small guided reading or strategy group lesson. Additionally, I put into place a time at the end of
the day that would be used for intervention and extension activities.

This intervention time would allow my on or above grade level students the opportunity to engage in small group book clubs to
continue growing their interest in reading and talking about their reading. For my above grade level students, they would also be
asked to begin writing about their reading. The students below grade level would meet with myself or the special education
teacher in the classroom during the intervention to help support their individual needs in reading. At this point in the year, out of
the 11 students below grade level, five of those students were identified as having a learning disability in the area of reading. By
allowing the students the time to work with the special education teacher during this intervention time, they were able to get in
their allotted hours of time per their IEP, while still being able to stay for practice during the original reading block. Previously, the
students identified as having a learning disability were pulled out of the classroom for the independent practice portion of the
reading block.
Individual Student Data
Reading data
The data above was taken from the reading assessment administered in the beginning of the school year. The data shown
shares with the teacher the overall scores of each individual student in each sub-category. This report can be accessed by
choosing a specific student. The report interprets the data in each sub-category and offers suggestions for what the student
may already know. With this information, I was able to focus my instructional time with this student in a way that targeted the
areas he still needed additional work on. For example, with this student, i would not have needed to take the time to work on
practice with high-frequency words as he had already mastered this concept. However, I did spend time working with this
student on strategies for comprehending a literature text. As per the testing result suggestion for this section, this student was
given extra instruction in retell, describing characters, and identifying details from the given text.
The data above was taken from the reading assessment administered in the beginning of the school year. The data shown
shares with the teacher suggestions for what the student can already do and what the next steps for instruction should be. The
information presented is a more in depth dissection of what specific skills the student needed to work on. When clicking on
each subsection from the previous page, the system presents this information. This set of next steps was pulled from the
phonics section of the previous document. I was able to take this information and use it to plan lessons regarding syllable
count, word patterns, and decoding.

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