Student Learning
Embedded Files
2021-2022 Dibels TRC Growth Data
2021-2022 Dibels TRC Growth Data
As a school, one of the formal assessments we use to track and monitor reading levels is the Dibels Text Reading and Comprehension Assessment. The included samples of student data were collected over the 2021-2022 school year using this tool. After assessing benchmark reading levels in the fall of 2021, I was able to see that my students' results varied. Across the three grade levels in my classroom, most students were well below grade level, some were below grade level, and one student was on grade level. I used this information along with IEP information to guide my instruction and intervention practices throughout the school year. The following data reflects the growth of three of my students across three different grade levels (1st, 2nd, and 3rd) during the 2021-2022 year.
As a school, one of the formal assessments we use to track and monitor reading levels is the Dibels Text Reading and Comprehension Assessment. The included samples of student data were collected over the 2021-2022 school year using this tool. After assessing benchmark reading levels in the fall of 2021, I was able to see that my students' results varied. Across the three grade levels in my classroom, most students were well below grade level, some were below grade level, and one student was on grade level. I used this information along with IEP information to guide my instruction and intervention practices throughout the school year. The following data reflects the growth of three of my students across three different grade levels (1st, 2nd, and 3rd) during the 2021-2022 year.
jazz.docxJazmine 1st Grade
Jazmine 1st Grade
connor.docxConnor 2nd Grade
Connor 2nd Grade
christopher.docxChistopher 3rd Grade
Chistopher 3rd Grade
chart.docxAs can be seen in the included charts, all three students progressed two or more reading levels within the school year. Jazmine was not focused or cooperative for the BOY assessment, therefore the true level may have been higher. During in class reading, she demonstrated level E skills. Nonetheless, when comparing MOY to EOY she progressed two levels and was reading proficiently on grade level. Although Connor and Christopher remained below grade level, they made slow and steady progress.
Modifications and Differentiation
Connor has a classification of Autism. Early in the school year he would show great reluctance towards writing on paper. He formed large letters and had difficulty staying within and on lines. This frustrated him, he did not like the way his writing looked and was afraid of not "doing it right". For this reason, most of his writing tasks were completed on dry erase boards. The ease of being able to quickly erase when he was not satisfied with his letter formation took the fear of "messing up" away. The above work samples were collected towards the end of the school year. The digraph work samples were informal assessments in which I called out words, he repeated the words, tapped the words then spelled them. The vowel work sample was a small group activity in which students watched a video listening to and seeing words on the screen. They were to write and sort the words into long or short vowel categories. As can be seen Connor was successful in both activities. By the end of the year, he was not only able to decode words with digraphs but also encode. These activities were modified for Connor based on his individual needs, strengths and interests. Had he been expected to use pencil and paper as other students did, he may have escaped the activity halfway through due to frustration and fear. Connor did continue to work on formation, spacing and sizing during occupational therapy sessions and we incorporated suggestions into the classroom as much as possible.
Isaac has a classification of Autism. He was not able to remain seated for more than two minutes but loved numbers and anything math related. While First grade students were completing a number line counting activity, he practiced writing numbers on an easel number line. This modification served two purposes. The first was enabling him to be successful in completing a task. The second was an informal assessment of his number knowledge. He was non-verbal making it challenging to assess his true skills.
Isaac has a classification of Autism. He was not able to remain seated for more than two minutes but loved numbers and anything math related. While First grade students were completing a number line counting activity, he practiced writing numbers on an easel number line. This modification served two purposes. The first was enabling him to be successful in completing a task. The second was an informal assessment of his number knowledge. He was non-verbal making it challenging to assess his true skills.
Differentiated Word Study Activity
Differentiated Word Study Activity
Fun, Just Fun!
Fun, Just Fun!
Homecoming 2021
Homecoming 2021
Page updated
Google Sites
Report abuse