1. Which additional data did you gather to inform your thinking on the problem?
I gathered attendance data, past SST data and past years teacher’s concerns (if any),
2. After analyzing all data, what do you believe are the root causes of the problem you have identified? Comment on: organizational culture, external factors, organizational structure, student demographics, instruction and preparation, and curriculum.
None of these students have had academic SST’s completed in previous years. 1 student has had a behavior SST in 2nd grade, but behavior has not been an issue this year.
All students in this group have regular attendance except two. Of these two, one has missed 23 days with 3 tardies days of school. The other has missed 17 days with 13 tardies. The root causes for these absences have been illness. Otherwise, when they are healthy they have regular attendance, though the second student is frequently 5 or less minutes tardy. At the beginning of the year this was due to anxiety he was having about 3rd grade. We have since support this issue and he now more regularly gets to school on time.
I believe the root cause is slightly different for each child. As each as a different home situation and learning strengths. However, two trends I see are that those students with lower Oral Reading Fluency (ORF) have lower Weekly Assessment data than those with higher ORFs. The Weekly Language Arts Assessment is a teacher created assessment that is based upon the focus standards from that week. It is built in Illuminate’s Item Bank using questions that are aligned with the focus standards. They range from 10-20 questions depending on the number of standards that week. So I think there is a connection between their decoding skills and their ability to work independently to demonstrate their understanding and reading comprehension.
3. Based on an outcome you would like to attain for the target group, write 1 goal and 2-3 objectives that support that goal.
I hope to see my students reading fluency, Lexile, and weekly language arts assessment scores increase at a reasonable level for each student. For example, it is reasonable to expect fluency to increase by 20 words between now and the end of the year. I would also expect to see Lexile scores go up by 50-100 points over the whole year. Students in this group will read fluently at 110 word per minute (or more) and close the gap between the level of work they produce/depth of the process they go through in reading comprehension and the level their IRI score indicates.
Goal:
Students will demonstrate an improvement in reading comprehension.
Objectives:
- Students will increase their reading fluency by 20 words per minute (wpm) or 110 wpm (whichever reached first), as measured by DIBELS Next Generation Oral Reading Fluency assessment
- Students will develop their independent reading comprehension as shown by their Lexile score with a gain of 50-100 points over the school year.
- Students’ class work will reflect their present levels and ability in reading comprehension to more closely align with the Instructional Reading Level (IRI) scores.
CCSS.LA.3.RL and RI .CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.LA.3.RL and RI .3.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.LA.3.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.LA.3.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.LA.3.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
CCSS.LA.3.RF.3.4.a - Read on-level text with purpose and understanding.
CCSS.LA.3.RF.3.4.b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.