1. What type of student achievement data did you analyze?
2. What were the main findings generated from the analysis of your data?
The main findings generated from the analysis of my data include a huge discrepancy between one data source and another. For example, some students proved to be at grade-level with the STAR assessment, however, when I looked at their data from the SRI results, they were reading at a second grade reading level. For others, the STAR data indicated they were reading at 3rd grade while the SRI data revealed they were reading at a 5th grade level! For the majority of the class, both SRI and AR were more or less showing consistent results. But for some, if they were remarkably low readers according to one assessment, the other assessment would indicate they were reading at higher levels. I’m not sure what is causing those inconsistencies.
3. Share 5 questions that the data sparked.
*What are the next steps for each student?
*Even though these students are about a year behind in their reading, some have made significant improvement since the day they started 4th grade, while others are not improving, they are just remaining stagnant. What is causing some students to remain stagnant while others are showing significant improvement and will probably reach their reading goal by the end of the school year?
*What have their experiences been like in the past, regarding reading? (This will yield soft data that can help me determine which approach to take.)
*Even though I am focusing on their English reading, I can take a look at their Spanish DRA to determine what types of comprehension questions they still need more work on and help them develop those skills, since they are transferable skills.
*As I cross-check the data, the data shows consistent results for some students, but for others it shows that they are more successful depending on the assessment being used. How can we close that gap of inconsistency? Should it be closed to reflect the student's true potential? For one particular student, the SRI reflects that they are reading at a fifth grade level, while the Renaissance reflects that they are reading at a third grade level. Traditionally, students score lower on the SRI, but in this case, this student scored two grade levels higher. Could there have been other factors involved that caused the student to have a lower reading score with the Renaissance assessment?
*Why does one set of data reveal a certain reading score while data from another source reveals a very different reading score?
*What steps could I take to close that gap so that both assessments indicate a higher reading score?
*Is one test longer than the other and students are just clicking on any answer to get it overwith?
*What do I need to focus on to support my students’ reading skills and consequently increase their reading levels?
*Are students understanding the questions?
4. Name 3 priority needs and mention which one of these seemed most urgent.
*Key ideas and details
*Inference and Evidence
*Summarize a story, drama, or narrative poem, describing the main characters, details, and key events including conflict and resolution
From these three priority needs, the one that seems most urgent is: Make inferences about characters' actions, traits, and motives based on details found in a story or play. According to the data, everyone in the target group seemed to be missing that element, which leads me to conclude that it is the skill that is most urgent at this time.
5. Which target group did you select to work with and why?
The target group I selected involves the five lowest readers who are not meeting grade level expectations. The reason I am choosing that particular target group is because they are the group of students who needs the most amount of support in order to meet grade level expectations, reduce their frustrational level, and increase their self-esteem by having them experience academic success. They will have input with respect to creating their new reasonable reading goals. I have found in the past that when I empower my students with participating in co-creating their new academic goals, they feel more motivated to take steps that help them reach, and in some cases exceed, their academic goals.
- The student achievement data I analyzed is from Renaissance Place. I specifically focused on data from the STAR Reading computer-adaptive reading test. This data yields information regarding my students’ current English reading levels. I also analyzed data from SRI (Scholastic Reading Inventory). In addition to that, I analyzed data from Mylexia, which has been found to “accelerate the development of critical foundational literacy skills in elementary and ELL students”.
2. What were the main findings generated from the analysis of your data?
The main findings generated from the analysis of my data include a huge discrepancy between one data source and another. For example, some students proved to be at grade-level with the STAR assessment, however, when I looked at their data from the SRI results, they were reading at a second grade reading level. For others, the STAR data indicated they were reading at 3rd grade while the SRI data revealed they were reading at a 5th grade level! For the majority of the class, both SRI and AR were more or less showing consistent results. But for some, if they were remarkably low readers according to one assessment, the other assessment would indicate they were reading at higher levels. I’m not sure what is causing those inconsistencies.
3. Share 5 questions that the data sparked.
*What are the next steps for each student?
*Even though these students are about a year behind in their reading, some have made significant improvement since the day they started 4th grade, while others are not improving, they are just remaining stagnant. What is causing some students to remain stagnant while others are showing significant improvement and will probably reach their reading goal by the end of the school year?
*What have their experiences been like in the past, regarding reading? (This will yield soft data that can help me determine which approach to take.)
*Even though I am focusing on their English reading, I can take a look at their Spanish DRA to determine what types of comprehension questions they still need more work on and help them develop those skills, since they are transferable skills.
*As I cross-check the data, the data shows consistent results for some students, but for others it shows that they are more successful depending on the assessment being used. How can we close that gap of inconsistency? Should it be closed to reflect the student's true potential? For one particular student, the SRI reflects that they are reading at a fifth grade level, while the Renaissance reflects that they are reading at a third grade level. Traditionally, students score lower on the SRI, but in this case, this student scored two grade levels higher. Could there have been other factors involved that caused the student to have a lower reading score with the Renaissance assessment?
*Why does one set of data reveal a certain reading score while data from another source reveals a very different reading score?
*What steps could I take to close that gap so that both assessments indicate a higher reading score?
*Is one test longer than the other and students are just clicking on any answer to get it overwith?
*What do I need to focus on to support my students’ reading skills and consequently increase their reading levels?
*Are students understanding the questions?
4. Name 3 priority needs and mention which one of these seemed most urgent.
*Key ideas and details
*Inference and Evidence
*Summarize a story, drama, or narrative poem, describing the main characters, details, and key events including conflict and resolution
From these three priority needs, the one that seems most urgent is: Make inferences about characters' actions, traits, and motives based on details found in a story or play. According to the data, everyone in the target group seemed to be missing that element, which leads me to conclude that it is the skill that is most urgent at this time.
5. Which target group did you select to work with and why?
The target group I selected involves the five lowest readers who are not meeting grade level expectations. The reason I am choosing that particular target group is because they are the group of students who needs the most amount of support in order to meet grade level expectations, reduce their frustrational level, and increase their self-esteem by having them experience academic success. They will have input with respect to creating their new reasonable reading goals. I have found in the past that when I empower my students with participating in co-creating their new academic goals, they feel more motivated to take steps that help them reach, and in some cases exceed, their academic goals.