1. What type of student achievement data did you analyze?
I analyzed several assessments for this check-in. Two students have CELDT scores from the past two years.
For the whole group I looked at 3 sets of standardized data collected by our site across multiple grade levels: DIBELS oral reading fluency (ORF), IRI (Instructional Reading Level), and Lexile. I also looked at reading comprehension assessments from the last unit we covered in Language Arts.
2. What were the main findings generated from the analysis of your data?
When I looked at the CELDT data I noticed the students are showing growth in all areas according to their scores. In reading, one student has progressed from a 2 up to a 3 in the past year. The other made growth, but due to the way it is scored slipped back from a 4 to a 3 in reading.
ORF: This group of students ranges from 48 words per minute to 90 words per minute. This is a wide range, yet the range for reading comprehension is not as wide.
IRI: These students all have and IRI level of 3rd-4th grade.
Lexile: The Lexile range however, is much more spread out and is 146-500, all scores that are considered below grade level.
Weekly Language Arts Assessments: The target group struggles with these assessments and they all are scoring below or far below grade level. The questions that most of them miss are linked to reading comprehension with informational text standards.
3. Share 5 questions that the data sparked.
4. Name 3 priority needs and mention which one of these seemed most urgent.
5. Which target group did you select to work with and why?
I chose to work with socioeconomically disadvantaged (which also includes 2 ELL students, but I’ve excluded those students who have an IEP). I selected this group for several reasons. First, this group needs reading support, but aside from the EL students they don’t presently receive additional support or progress monitoring under the way our site has presently structured intervention. Second, I chose to exclude the group of students with IEPs because the when included the target group doubled in size. (I presently have 7 students with IEPs.)
I analyzed several assessments for this check-in. Two students have CELDT scores from the past two years.
For the whole group I looked at 3 sets of standardized data collected by our site across multiple grade levels: DIBELS oral reading fluency (ORF), IRI (Instructional Reading Level), and Lexile. I also looked at reading comprehension assessments from the last unit we covered in Language Arts.
2. What were the main findings generated from the analysis of your data?
When I looked at the CELDT data I noticed the students are showing growth in all areas according to their scores. In reading, one student has progressed from a 2 up to a 3 in the past year. The other made growth, but due to the way it is scored slipped back from a 4 to a 3 in reading.
ORF: This group of students ranges from 48 words per minute to 90 words per minute. This is a wide range, yet the range for reading comprehension is not as wide.
IRI: These students all have and IRI level of 3rd-4th grade.
Lexile: The Lexile range however, is much more spread out and is 146-500, all scores that are considered below grade level.
Weekly Language Arts Assessments: The target group struggles with these assessments and they all are scoring below or far below grade level. The questions that most of them miss are linked to reading comprehension with informational text standards.
3. Share 5 questions that the data sparked.
- Why is there a discrepancy between the IRI and Lexile?
- Why do some of the students with very low ORF scores still have 3rd grade level IRI scores?
- Why do the students with grade level IRI scores still have a below grade level Lexile?
- The EL students in this group have higher oral reading fluency than some of the English only students, what can I do to also support these students?
- Is Lexile really a strong indicator of ability or is the format of the test causing inaccurate data to be collected?
4. Name 3 priority needs and mention which one of these seemed most urgent.
- Increase reading fluency for those reading below 80 words per minute. I think that this is a big priority for the 3 students who have a far below score in ORF.
- Build reading comprehension skills with instructional level texts.
- Support reading comprehension strategies such as making inferences and connecting information across multiple texts. This is the top priority for students as this skill is required for reading to learn, comparing and contrasting, making decisions about the authors’ viewpoint and understanding what has been read.
5. Which target group did you select to work with and why?
I chose to work with socioeconomically disadvantaged (which also includes 2 ELL students, but I’ve excluded those students who have an IEP). I selected this group for several reasons. First, this group needs reading support, but aside from the EL students they don’t presently receive additional support or progress monitoring under the way our site has presently structured intervention. Second, I chose to exclude the group of students with IEPs because the when included the target group doubled in size. (I presently have 7 students with IEPs.)