Reading Learning and Growth

2024-2025

2025-2026

One important way areas of growth are measured throughout the school year are iReady diagnostics. Although not all students test well, the students noted here, made noticeable efforts to apply their developing knowledge and coursework practice, resulting in overall growth in their Reading. Please see the results and relevant data for both 5th and 6th graders during these past two school years in a self-contained setting:

Reading iReady Results (2024-2025)

Reflection on Growth and Areas of Need (2024-2025):

For Reading, almost 50% demonstrated growth by grade level or noticable growth in a targeted area (see listings further below)

Areas which were noted for improvement were phonics, vocabulary and comprehension.

In terms of phonics and vocabulary, 3/10 (30%) students demonstrated clear growth in their their iReady diagnostic results, and 2/10 (20%) students maintained growth in comprehension.

No growth was noted in 2/10 (20%) students.

Factors to consider:

● Reading levels at the beginning of the year averaged first grade level and not all students actively read outside of classtime, so students began the year with a considerable deficit in fluency and comprehension.

● Vocabulary and phonological awareness practice required consistent drills during classtime for students not completing assignments at home. Students also demonstrated insufficient background knowledge on several topics discussed and presented in informational text readings. Lessons required additional supplements to provide more context and discourse content.

● Several students at the beginning of the year were not inclined to discuss or offer their thoughts on readings so their ability to create inferences was limited. Role-playing, storyboards, and text connections were required throughout lessons to address this need.

Reading iReady Results (2025-2026)

Reflection of Growth in Reading (2025-2026)

Targeted areas remained as vocabulary, phonics and comprehension.

According to iReady MOY diagnostic results, vocabulary (which includes affixes to determine unknown words) specifically increased a grade level for 4 /7 students (57%).

Themes and central ideas were addressed in literature and informational text comprehension lessons and questions. 100% of students increased 1-2 grade levels in one or both areas of comprehension.

Notes from each year's data conferencing outlined instructional needs, methods to target areas of highest need and progress monitoring which tied into tracked IEP goals that sought to increase reading levels through word families, morphology reviews, and greater student discourse to promote improved reading comprehension and more cohesive writing responses.

The small group class setting allowed for frequent 1:1 conferencing with students and support from both teaching and paraprofessional staff. Please see examples of groupings with targeted standards and trackers used in the past two schoolyears to promote student progress in reading.

Glows in Reading (2024-2025):

There were instances of growth of 2 grade levels and more, among some students who paced themselves and agreed to seating with minimal distractions. A positive classroom environment that invited students to take chances and see errors and areas of struggle as opportunities to revisit and equip themselves with different approaches proved considerable factors among students who showed progress. These considerations were explored and discussed further in class after assessments.

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