In this session, educators will begin reviewing classroom diagnostic data, looking for patterns of student performance in one or more of the five components found within reading (i.e., phonological awareness, phonics, vocabulary, fluency, comprehension). Types of student diagnostic data will vary, depending on the universal screening system adopted by the county and the grade level taught by the educator. After the educator has identified patterns of performance among the students, s/he will target specific group of students for further testing.
Indicators targeted: 5.1
Materials
- Using Student Achievement Data to Support Instructional Decision-Making Practice Guide (Recommendation 1; pgs. 10 – 18)
- Activity 2.1.1: Sample Data Review Participants will need access to copies of the sample student data:
- Teacher Biography
- Fall/Beginning of the Year Testing Results:
- Winter/Mid-Year Testing Results:
- AR Summary Diagnostic Report (Yearlong)
- Activity 2.1.2: Teacher Benchmark/Assessment Data Review Participants will need access to copies of their most recent classroom data related to:
- Students’ diagnostic benchmark screening scores in reading (i.e., i-Ready, easyCBM, AIMSweb); it is preferable to include earlier benchmark scores to observe growth
- Scores for students’ reading levels (i.e., STAR Reading, Lexile Levels, AR Reading Ranges, etc.); it is preferable to include earlier benchmark scores to observe growth
- Other class level reading data (i.e., weekly comprehension scores, spelling scores, etc.)
- Activity 2.1.3: Reflect and Next Steps for Benchmark Data Review
Define Session Goals
The educator will…
- Analyze sample student benchmark data (i.e., iReady, STAR Reading) to determine levels of understanding across different reading subskills.
- Analyze their own student benchmark (may include, but is not limited to iReady, STAR Reading) and weekly performance data (i.e., comprehension tests, Accelerated Reader reports, etc.) to determine patterns of performance in one or more of the five areas of reading.
- Identify a subset of students performing similarly and below grade level.
Learn About the Recommendation and Reviewing Student Data
1. Teach educators how to collect and review a variety of data for student learning.
In order for teachers to make instructional decisions based on students’ academic needs, they need to collect, review, and analyze reading performance data from multiple sources. Before analyzing student data, it is important to consider, not only the type of data that is collected, but the purposes, advantages, and constraints that may be associated with each test that has been administrated.
Take a few minutes to read Collecting and Preparing a Variety of Data About Student Learning, part of Recommendation 1, located on pgs. 11 – 13 of Using Student Achievement Data to Support Instructional Decision-Making Practice Guide. Then, spend some time, either individually, or with an elbow partner, identifying the following:
- Various assessments used to monitor and inform classroom reading performance and their purposes
- Potential advantages of each assessment and the data it yields
- Potential constraints, including, but not limited to:
- When/how the assessment was administered
- How expansive, detailed, or applicable are the results
- Any assistance or level of support that may have been provided for the student at the time of test administration
- What additional assessment data might a teacher like to have access to?
Allow educators to share considerations of various assessments and their results and how these considerations may affect the types of instructional decisions teachers need to make.
2. Teach educators how to interpret data using sample benchmark data.
When reviewing student data, it is generally suggested that the classroom teacher identify both the overall strengths and weaknesses of the class, as well targeting strengths and weaknesses of specific students or groups of students. By focusing on both outcomes, the teacher is able to determine which reading skills need to be addressed individually, and which skills need to be targeted with the entire class.
Additionally, it is important that teachers review multiple data sources when looking at the reading needs of their students, so that they may have a more complete picture of what the student is able to know, understand, and do when it comes to particular reading skill or sets of skills. This process is known as triangulation:
“Triangulation is the process of using multiple data sources to address a particular question or problem using evidence from each source to illuminate or temper evidence from the other sources” (Hamilton et al., 2009, p. 14).
Take a few minutes to read Interpret Data and Develop Hypotheses About How to Improve Student Learning, part of Recommendation 1, located on pgs. 14 - 15 of Using Student Achievement Data to Support Instructional Decision-Making Practice Guide. Make note of any key ideas that stick out (i.e., the process of triangulation).
Allow educators to share any notations they made while reading through this section.
Let’s look at some sample class data together and draw possible conclusions about the students’ performances in Activity 2.1.1: Sample Data Review. Pass out the following documents (see below) if educators do not already have access to them. Allow 20 – 25 minutes for whole group discussion regarding students’ performances, starting with initial observations identified by the presenter. Allow educators to contribute to the conversation, while the facilitator writes down the observations on chart paper (or other display) for the whole group to reference. Lastly, have the teachers assist the facilitator in identifying 4 – 6 students who are performing similarly and below grade level.
- Teacher Biography
- Fall/Beginning of the Year Testing Results:
- iReady Report
- STAR Reading Report
- Winter/Mid-Year Testing Results:
- iReady Report
- STAR Reading Report
- AR Summary Diagnostic Report (Yearlong)
Overall Class Observations
What observations can be made regarding overall class strengths and weaknesses (including, but not limited to the following):
Strengths:
+All students passed their AR reading goals (AR Summary Diagnostic)
Weaknesses:
-Approximately 80% of students stayed at the same level or dropped a level (Fall to Winter STAR Reading Reports)
Observations of Specific Subgroups
What observations can be made regarding class strengths and weaknesses for specific subgroups of students (including, but not limited to the following):
Strengths:
+Six of Ms. Teacher’s 14 students scored 85% or higher on their AR quizzes (AR Summary Diagnostic)
Weaknesses:
- Eleven students scored below benchmark (Winter STAR Reading Report)
Observations of Individual Students
What observations can be made regarding class strengths and weaknesses for individuals (including, but not limited to the following):
Strengths:
+Dontavia Smathers: Increased Vocabulary and Comp (Lit) scores, but decreased score in Comprehension (Info) (Fall & Winter iReady Reports); passed 53/54 AR Quizzes (AR Summary Diagnostics) +Everett Boyd: Increased overall placement from Grade 3 to Early Grade 5 (Fall & Winter iReady Reports)
Weaknesses:
-Raheem Klarkston did not show any growth in Comp (Info) (Fall & Winter iReady Reports), is at a Level 2 (Winter STAR Reading Report), & passed 4/8 AR Quizzes (AR Summary Diagnostics) Possible Focus Group of Students from Sample Data:
| Student | iReadyScores (Fall) | iReadyScores (Winter) | AR Summary Diagnostic | STAR Screening Report (Fall) | STAR Screening Report (Winter) | |||||
| Vocabulary | Comp (Lit) | Comp (Info) | Vocabulary | Comp (Lit) | Comp (Info) | Average % Correct 🡅 Goal = 85% |
Quizzes Passed/ Taken |
|||
| Raheem Klarkston | 3 | 1 | 1 | 4 | 2 | 1 | 58% | 4/8 |
Level 2 |
Level 2 (3.4 – 5.3) |
| Phillip Dawson | 1 | 1 | 2 | 1 | 2 | 3 | 68% | 14/21 | Level 1 (2.1 – 3.1) |
Level 1 (2.6 – 3.6) |
| JaQuez James | N/A | N/A | N/A | 3 | 3 | 3 | 81% | 15/17 | Level 1 (2.8 – 3.9) |
Level 1 (3.0 – 4.5) |
| Sonjanique Masterson | N/A | N/A | N/A | 3 | 2 | 3 | 94% | 8/8 | Level 1 (2.9 – 4.3) |
Level 1 (2.8 – 3.9) |
Collaborate
In small groups of three or four members, educators will have an opportunity to complete Activity 2.1.2: Teacher Benchmark/Assessment Data Review, where they will make observations regarding their own student performance data, noting both strengths and weakness in reading performance relative to the entire class, subsets of students, and individual students.
Allow 20 – 25 minutes for educators to review their own assessment results. Then, ask for volunteers to share a few of their observations. Note that educators may not have completed this assignment in its entirety after 20 – 25 minutes have elapsed. Note: Continued observations may take place after this session has ended.
Who would like to share with the whole group?
- What observations were you able to make about your students’ overall strengths? Which assessment results did you use to assist you in making this observation?
- What observations were you able to make about your students’ overall weaknesses? Which assessment results did you use to assist you in making this observation?
- What is an area(s) of strength for a particular subset of students? Which assessment results helped to in drawing this conclusion?
- What is an area(s) of weakness for a particular subset of students? Which assessment results helped to in drawing this conclusion?
- What individual strengths and weaknesses in academic reading performance were you able to identify specific to certain students? Which assessment results helped you identify these characteristics?
Reflect and Next Steps
Take five minutes to answer the reflection questions at the top of Activity 2.1.3: Reflect and Next Steps for Benchmark Data Review. Ask volunteers to share their responses to the reflection questions.
- Is there anything you learned during this session that confirms or contradicts what you already knew about reviewing student data?
- After reviewing your assessment results, identify a subset of students (anywhere from 4 – 6 students) that are performing similarly in reading and also below grade level. This group of students will become your focus group for the project you will complete for Reading Competence Five. After triangulating their reading performance, what are some initial observations you can make regarding this particular group of students?
Ask participants to bring their results from Activity 2.1.1: Sample Data Review and Activity 2.1.2: Teacher Benchmark/Assessment Data Review, as well as the sample assessment data/observations and their own assessment data/observations to the next session. We will incorporate the results of both into the next session.
Thank you for participating in today’s PLC session on Classroom Reading Benchmark Data Review!
