Evidence of Student Learning

These graphs show the MOSL data for the 2017-2018 school year. The Mean Growth Percentile for the ELA Performance Task this year was 41, falling into the Effective Range. The second graph on slide two shows the growth between the Fall Baseline assessment and the End of Year assessment. All students showed growth.

These graphs show the MOSL data for the 2018-2019 school year. The Mean Growth Percentile for the ELA Performance Task this year was 76, falling into the Highly Effective Range. Significant growth was shown in the population of students with disabilities. Of the 11 students with an IEP, 7 students showed growth above the 50th percentile. Of those 7 students, all showed growth above the 70th percentile and four showed growth above the 90th percentile. All students showed growth.

This was the first year the 5th grade students at PS 97Q participated in the Math Performance Task. The Mean Growth Percentile for the Math Performance Task was 44, falling into the Effective Range. While most students (17 out of 22) showed growth between the Fall Baseline Assessment and the End of Year Assessment, my co-teacher and I were cognizant that the growth had not reached its full potential. We used this data to inform and guide our planning in mathematics for the next school year. It is important to note that the five students who did not show growth on this performance task did meet the promotion criteria as outlined in their IEPs.

The graphs on slides two and three show the growth between the Fall Baseline assessment and the End of Year assessment in ELA and Math, respectively.

This graph shows a comparison of MOSL data for the ELA Performance Task between my first and second year of teaching at PS 97Q. The improvement in the Mean Growth Percentile is demonstrative of my own growth in my teaching practices and responsiveness to student needs.

These graphs and charts show the Fountas and Pinnell reading levels for all students in my fifth grade ICT class for the 2019-2020 school year. The three assessment windows are June 2019 (EOY 4th Grade), September 2019 (BOY 5th grade), and January 2020 (MOY 5th grade). Due to building closures during the pandemic, we were unable to administer formal end-of-year F&P assessments. There are two graphs to show student growth: students with IEPs and general education students. Of 28 students, 10 students improved by one reading level, 17 students improved two reading levels, and 1 student improved by six reading levels. All students showed growth.

These graphs and charts show the Literably Reading Data for all students in my fifth grade ICT class for the 2020-2021 school year. The three assessment windows are June 2020 (F&P EOY 4th Grade), October 2020 (BOY 5th grade), and February 2021 (MOY 5th grade). Due to remote learning, grades 3-5 in our school adapted the use of Literably to assess students' reading levels virtually. Literably is an online program that uses a leveling system comparable to Fountas and Pinnell to assess students in reading fluency and comprehension. Growth is measured between October 2020 - February 2021. There are two graphs to show student growth: students with IEPs and general education students. Of 29 students, 18 students improved by one reading level, 2 students improved two reading levels, and 1 student improved by three reading levels. Eight students did not show growth. It is important to note that technological difficulties could have negatively skewed the assessment data - for example, students who are fully virtual and have microphone or sound input/output difficulties may not have been assessed accurately. The results of these assessments were used to drive instruction and form small groups with various levels of intervention.