How I Measure Student Growth.
In order to measure student growth in my classroom, I looked at student's reading levels in both the beginning and end of the year. For mathematics, I compared students beginning of the year assessments with their end of the year assessments. Below is a chart with students reading levels at various points during the year. For math, I have created a chart which list students scores for their beginning of the year and end of the year assessments.
Rationale.
Literacy:
I chose to use the reading levels of my students to measure growth because this is linked directly to reading comprehension and fluency. However, many students entered 4th grade at different reading levels. I was simply looking for progression throughout the year. According to the Fountas and Pinnell literacy Continuum, students are to enter 4th grade at a level Q and leave 4th grade at a level S. Though some of my students did not end the school year on a level S, that does not mean that they did not make reading progress. For example, a student who entered 4th grade at a level J, but left at a level L, still made significant growth in reading fluency and comprehension.
Math:
I compared beginning of the year assessments to end of the year assessments in order to determine growth in mathematics because both of these assessments are designed to determine what 4th grade math skills students possess. By comparing both assessments I was able to see what grade level content students knew in the beginning of the year with what they knew at the end of the year.
I chose to use the reading levels of my students to measure growth because this is linked directly to reading comprehension and fluency. However, many students entered 4th grade at different reading levels. I was simply looking for progression throughout the year. According to the Fountas and Pinnell literacy Continuum, students are to enter 4th grade at a level Q and leave 4th grade at a level S. Though some of my students did not end the school year on a level S, that does not mean that they did not make reading progress. For example, a student who entered 4th grade at a level J, but left at a level L, still made significant growth in reading fluency and comprehension.
Math:
I compared beginning of the year assessments to end of the year assessments in order to determine growth in mathematics because both of these assessments are designed to determine what 4th grade math skills students possess. By comparing both assessments I was able to see what grade level content students knew in the beginning of the year with what they knew at the end of the year.
A Snapshot: Literacy Growth
A Snapshot: Math Growth.
Analysis of Student Data.
Out of 21 students, 9 are either at or above the grade level target of S. In addition 9 students out of the class also jumped two or more reading levels by the end of the year. 2 out of 21 students have reached the end of the literacy continuum. They have surpassed the 4th grade reading level expectation of an S. They are reading at a level Z, which is the expected reading level for students by the end of 8th grade.
In Mathematics, 6 out of 9 students scored a 79% or higher on the end of the year assessment. Thus, 66% percent of students were able to show mastery of 79% or higher of 4th grade content by the end of the year. Even for the students who did not demonstrate this level of mastery, they did make a significant increase in their level of mastery from the beginning to the end of the year. For example, Ja'khi Booker increased his assessment score by 37%. He scored a 13% in the beginning of the year compared to a 50% at the end of the year. As educators, we want our students to master at least 70% of grade level content. However, those students how make significant progress, even it they still might be below the grade level target, are still making significant academic gains.
In Mathematics, 6 out of 9 students scored a 79% or higher on the end of the year assessment. Thus, 66% percent of students were able to show mastery of 79% or higher of 4th grade content by the end of the year. Even for the students who did not demonstrate this level of mastery, they did make a significant increase in their level of mastery from the beginning to the end of the year. For example, Ja'khi Booker increased his assessment score by 37%. He scored a 13% in the beginning of the year compared to a 50% at the end of the year. As educators, we want our students to master at least 70% of grade level content. However, those students how make significant progress, even it they still might be below the grade level target, are still making significant academic gains.