Introduction

Rigorous and measurable academic growth is the hallmark of an exceptional educator. Furthermore, considerable scholastic development is transformational in young children's lives. For example, kids with proficient reading and writing skills often exhibit improved brain connectivity, vocabulary, and comprehension skills. Furthermore, avid readers and writers are often empathetic and persistent, lifelong qualities that will enable my students to succeed in all educational domains. Thus, extraordinary student academic achievements can transcend my classroom and enrich children's lives long-term.

To get a full picture of each learner's academic ascent, I utilize both quantitative and qualitative methods. I strongly believe this balanced approach is the ideal way to track each child's growth. Furthermore, strategic qualitative and quantitative assessments help me personalize my instruction to meet every student's needs.

Qualitative analysis of student learning happens multiple times a day in my classroom, a best practice. One qualitative method I use is "on-demand" writing. During on-demand writing, students are asked to write in a select genre for 20-30 minutes unassisted. I ask children to complete an on-demand task at the beginning and end of our six writing units. This provides students with multiple opportunities to share prior and acquired knowledge. Consequently, student tracking and investment in writing is routine and purposeful. Their writing is also placed on the Teachers College kindergarten writing rubric to norm expectations. Through the rubric, I am able to monitor development and gather valuable information. For example, the data is pivotal in adjusting whole group instruction, creating small groups, and designing targeted individual writing conferences.

In addition, I utilize quantifiable data frequently. Quantifiable assessments are paramount in creating a multi-dimensional picture of student growth throughout kindergarten. For this reason, I administer the quantifiable Fountas and Pinnell (F&P) assessments multiple times a year to monitor student reading. The tests assess conventional reading methods as well as comprehension skills. The data I gather from the F&Ps help me gain a richer understanding of each child's unique literacy learning needs. From there, I am able to adjust my planning and execution accordingly.

Multiple times a year, I share my qualitative and quantifiable data with students and families. This sharing is vital to investing and engaging both children and parents in personal goals. I also create take-home materials aligned to each child's writing and F&P assessments, furthering home learning and parent partnerships. Additionally, this knowledge provides all parties with access to kindergarten goals and resources, as well as the space to advocate for ongoing learning needs.

Below, I demonstrate my use of qualitative and quantitative data to measure student growth throughout the year. I also reflect on the ways I adapt my teaching based on data and communicate these shifts to kids and families alike, creating a united front.

Quantitative Data: F&P Reading Levels

Overview

Currently, my students take Fountas and Pinnell (F&P) assessments four or five times a year. The F&P assessments are nationally recognized formative reading tests. The tests assess critical reading skills such as decoding, fluency, and comprehension for K-8 students. The assessments are given in a one-on-one setting to promote observation of student reading behaviors.

The tests can be a powerful literacy tool for several reasons. For example, I use the F&P running records to track meaning, syntax, and verbal cues as well as student self-corrections and errors. In addition, the F&P comprehension conversations surpass basic retelling objectives, illuminating student critical thinking. These detailed assessment features help me pinpoint each child's strengths and learning gaps. Furthermore, I administer the tests and am able to tabulate each child's data quickly. Consequently, I am able to promptly implement any necessary learning changes. For example, I can seamlessly shift literacy components such as: independent and instructional reading levels; read aloud, shared reading, and phonics lessons; strategy and instructional small groups; and partner and individual conferences.

Finally, because the data is highly accessible (each reading level is associated with a letter) I can promptly discuss test results with children. This purposeful reflection not only invests kids in their reading development, but also strengthens the bond of teacher and student. Ultimately, my children feel seen and heard as we cheer on their accomplishments and generate next steps.

Explaining the F&P assessment results to families is simple. I tell parents that our goal in kindergarten is to end on a level D or higher. In addition, children should grow at least one year in reading. Ultimately, to reach one or both goals, each child's reading muscles must be strong. And much like there are a plethora of muscles in the human body, there are many muscles or strategies in reading. Thus, I train families (along with kids!) on the range of reading techniques we use, ensuring united support (see buttons below). When I began purposefully enlisting families and making quantitative data driven decisions, my student's average reading scores consistently surpassed 1.6 years of growth (see below).

Running records (RR, see below) are one-on-one tools utilized to diagnose reading miscues and track fluency. They are also a prominent part of F&P tests. As a result, I complete RR between F&P assessments. RR reveal each child's process when stuck on a word--do they rely on meaning? Syntax? Or visual clues? The RR not only generate fresh data, but also get children comfortable with the procedure. At the conclusion of every RR, I reflect on the outcome with the student. These discussions increase student investment, as they are celebratory and goal-oriented. Thus, my teaching can be data-driven and adaptable.

F&P Reading Tracker

Please note: If a child was frustrational or instructional A, they are listed as AA as they are not independently reading on an A level.

Above is my reading tracker from September 2019 to May 2020. The average student growth was 1.63 years, showing a transformational change in my students' reading abilities.

At the BOY, 11 of 14 kids were non-readers. In fact, when shown the level A book title, one student asked: "What's with all the numbers?" Consequently, initial phonics and guided reading lessons focused on letter names and sounds, and high frequency words. I chose these topics to support early conventional reading. In addition, 10 students at the BOY lacked one-to-one correspondence and print awareness. Thus, I reinforced these concepts in whole and small group shared reading sessions from September to November. By mid-November, one-to-one correspondence was no longer an issue, as all 11 kids progressed to levels A and B.

Because 11 of 14 students possessed minimal decoding skills, I utilized reading strategies and checklists from Jennifer Serravallo. These tools helped me confer with students and elevated my guided reading groups throughout the year. For example, children learned how to read through a word early on, making the jump from B to C easier for all.

In addition, I administered a RR and comprehension conversation every one to two weeks. These informal assessments helped me monitor student progress in a format similar to the F&P tests. At the BOY, only 5 of the 11 students scored proficient on their reading comprehension. Thus, the RR and comprehension conversations fueled student investment, empowering children to read with precision and better their F&P scores. Furthermore, private reading with leveled texts and interactive read alouds helped students build the focus and stamina necessary to read critically. Hence, I used power teaching methods, providing multiple entry points and opportunities for practice.

Three of my students, however, entered K with early first grade reading levels. Thus, I immediately adjusted my small groups, individual conferences, and weekly book selections to challenge my established readers. For example, I pulled teaching points from our EOY fiction unit in September, ensuring my high flyers engaged with character studies and rich inferring skills. I selected these lessons because all three students showed limited comprehension skills at the BOY. As noted above, I utilized reading strategies and checklists from Serravallo to confer with my high students as well and pulled them into a guided reading group multiple times a week. In addition, I administered a RR and comprehension conversation every one to two weeks. The RR was a terrific way for my gifted students to monitor their fluency, as all three scored 2s on their BOY F&P fluency section. Thus, my overall instruction seamlessly toggled between K and first grade material. The value of the BOY F&P test can not be understated--I would never have known the range of my student's abilities if not for the initial quantitative assessment.

My data also showcases ongoing student and parent investment. Despite a global pandemic, I provided students with the tools they needed to succeed. Robust zoom instruction via one-one conferences, small groups, and reader's workshop lessons daily fueled student growth. If not for my adjusted teaching strategies, children would have only grown between 1-1.25 years according to March F&P data (round 4). Thus, I was determined to provide students' personalized and purposeful support in whatever way I could during COVID. For example, students and parents received emailed feedback everyday of remote learning on their reading work. Hence, student growth from March to June is compelling evidence of the strong communication and collaboration between myself, parents, and kids. Furthermore, ongoing student development during virtual learning, highlights my children's strong investment in our individual and class reading goals.

Individual Samples of Student Growth

Below are the BOY and EOY reading assessments for students 1-3. As I assessed, I wrote down every word the children said to get a holistic picture of their reading and thinking. Furthermore, the tests are hand copied from the originals to ensure they are easy to read. By the EOY, every child was on or above grade level in reading. In addition, every student grew at least 1.41 years and the class average was 1.63 years.

Student #1

Student One began as a non-reader. Although the child did a marvelous job of "reading", they lacked the concept of print and phonemic awareness skills necessary to conventionally read. After one year of differentiated guided reading groups, phonemic and phonics instruction, and a firm foundation in print concepts this child soared. They also learned how to think critically about texts, improving their comprehension score from a 4 (limited) to a 7 (excellent). Student One ultimately grew 1.58 years in reading and became an avid reader with an affinity for nonfiction texts.

Student #2

Although Student Two was an instructional A and had some knowledge of snap words, they lacked "sound power" or decoding skills. Furthermore, they did not possess consistent "pointer power" or one-to-one correspondence. After one year in K, however, this child also grew 1.58 years in reading. This student benefited from a regular decoding small group, private reading stamina tracker, and ongoing RR with a focus on fluency.

Student #3

Student Three was unique in that they entered kindergarten reading on an early first grade level. It would have been easy to overlook this child's gift, as they were a reluctant participant at the beginning of the year. The BOY test, however, revealed their love of literature. By co-teaching with our learning center specialist and collaborating with first grade teachers, I was able to generate unique teaching points catered to this student's needs. For example, this child learned a range of additional reading strategies empowering them to start reading with more feeling and phrasing or "scooping". Although I was teaching reading levels ranging from kindergarten to second grade over the course of 2020-2021, every student received the tailored instruction they needed. For example, this child was able to read and comprehend an early 3rd grade text by the EOY. Thus, the child grew 1.83 years in reading, a true transformation.

Quantitative Data Reflections

Utilizing standardized reading assessments such as the F&P can sometimes feel impersonal. Yet, when the teacher notes individual strengths and areas of growth using a normed system, remarkable data-driven differentiation can occur. Thus, I was able to provide each student with personalized support, ensuring every piece of balanced literacy was calibrated to serve them. Consequently, I was able to meet with children and families regularly to set and discuss purposeful reading goals. Furthermore, I implemented a wide-range of in-school and home supports to help each child reach their fullest potential. In September, 27% of students were on or above grade level for reading. By June, despite a three month COVID shutdown, 100% were reading on or above grade level. Thus, my students' literacy thrived beyond my classroom. This significant academic growth also sets my students up for reading success in first grade and beyond. Young avid readers, for example, are more likely to go to college. Consequently, my students' reading scores have the potential to open lifelong doors for them.

Because I have completed F&P assessments for six years, I am able to note trends with precision providing more proactive support, as early intervention is key. I am, however, a lifelong learner and relish in new opportunities to engage students and families in tailored learning.

Qualitative Data: Writing

Overview

Student writing is a very important feature of my qualitative data. Children, for example, are asked to complete a writing sample without assistance at the beginning and end of every unit. These "on-demands" are then rated on a rubric, providing frequent opportunities for students to showcase their growth in a variety of genres. The on-demands are foundational in assessing and developing student's writing. Writing often conveys student thinking and learning. Thus, access to a consistent and rigorous series of qualitative writing tasks helps children develop fundamental skills utilized beyond kindergarten.

At the beginning and end of the year, students were asked to write true stories. These identical writing tasks allow children to showcase their growth in structure, language conventions, and craft. Due to developmental spelling progressions, I transcribed their writing for both prompts (see highlighted yellow sentences).

Rubric and exemplars

Below is the Rubric for Narrative Writing from Teachers College. My school uses this rubric to evaluate student writing.

Individual Student Writing Samples

Below are the BOY (September 2018) and EOY (May 2019) writing assessments for students one through three in the narrative genre. At the end of the BOY test, I wrote down every word the children said to me about their piece to get a holistic picture of their storytelling abilities. In addition, a rubric was completed after each BOY and EOY writing task.

For the BOY, I asked children to write a true story. Many students began drawing and were "done" within 5 minutes. I chose an open-ended on-demand not only to collect data on students' prior knowledge, but also to determine next steps in my teaching. The only prompts given were: "Write and draw as much as you can!" and "Keep going!". This qualitative diagnostic tool provided important information, helping me understand what students retained from pre-k and their independent oral communication--and in some cases writing--abilities.

Student #1

As shown above, Student One began as a non-writer. Although the child told a brief oral story, they lacked the craft and phonemic awareness skills necessary to conventionally write. Furthermore, this child put their head down two minutes into the test and seemed discouraged by the entire writing process. After one year of differentiated writing small groups, phonemic and phonics instruction, and handwriting work, this child soared. Student One moved from exclusively pre-k scores from the BOY to mostly first grade scores by the EOY.

Student #2

Student Two also began as a non-writer. This child, however, loved to draw and tell stories. Thus, with the right skill set, they had the potential to become an avid writer. After many writing strategy small groups and extensive personal coaching, Student Two flourished. Overall, the child grew 1.5 years in writing, a remarkable accomplishment.

Student #3

Student Three was unique in that they wrote an entirely fictitious story for their BOY narrative piece. This child was very reluctant to write true stories for the first few weeks of K. With the right support from a partner and kid-friendly rubric, however, they began to excitedly attempt narrative writing. Moreover, small group work on transition words and word wall usage all culminated in two years of writing growth.

Qualitative Data Reflections

When looking at all three students' BOY and EOY writing, remarkable growth is evident. 80% of my students began the year below grade level. Moreover, the class' average scaled score was 2.3, equating to mid-year pre-k level work. For example, all three children did not have a single letter, let alone word, written on their BOY assessments. Yet by the EOY, children were writing stories with speech bubbles and detailed sentences across three pages. Upon further reflection, however, my children did not label consistently on every page, a teaching point I utilized the following year. Overall, these student samples not only showcase improved spelling skills, but also better elaboration, organization, and craft abilities. For example, all three students used transition words in their EOY pieces, a first grade skill. Giving my children regular opportunities to showcase their independent writing skills has, and will continue to be, paramount in my instruction. Overall, my students grew an average of 1.7 years in writing, surpassing our class goal of 1.5 years. This significant academic development ensures students will be successful in writing beyond kindergarten, as they now see the power of their voices.

Conclusion

Exceptional educators utilize both quantitative and qualitative assessment methods. When used effectively, both methods can help children reach their fullest potential. Consequently, I use both methods daily, weekly, monthly, and yearly to gather data and guide my instruction. To achieve dramatic academic growth, however, I must continue to design differentiated and rigorous learning experiences. Simultaneously, I must leverage key stakeholders to help children reach their goals. Only then will students achieve transformational results.

Implementing and reflecting on Teachers College writing rubrics and F&P assessments have helped prepare my students for a lifetime of joyful learning. My childrens' results on both tests are remarkable. Thus, when data guides instruction and collaboration, all learners can soar. Above all, my students have developed foundational english language arts skills and will relish in academic opportunities beyond kindergarten.