i-Ready Assessment Data

Beginning of the Year Data (September)

iReady BOY Data.pdf

End of the Year Data (June)

iReady EOY Data.pdf

The data reveals that 65% of students in the class are performing below grade level in math, with 61% being one grade level below and 4% two grade levels below. Students seem to struggle the most with Measurement and Data, as well as Geometry.

To address these gaps, I pulled out small groups during lessons focused on these areas to provide targeted support and help strengthen their understanding. For the students who were scoring higher, I provided opportunities for them to demonstrate their knowledge in different ways, such as drawing their solutions, explaining their reasoning in writing, and solving problems using equations.

At the beginning of the year, only 17% of students were performing at or above grade level, while by the end of the year, 70% are now performing at or above grade level. Additionally, the percentage of students performing one grade level below dropped from 61% to 13%, and no students are performing two or more grade levels below, a positive shift from 4% earlier in the year.

This growth reflects differentiated instruction and small group teaching, which helped students not only improve their overall math skills but also provided higher-performing students with opportunities to deepen their understanding by explaining solutions in multiple ways

End of Year Reflection

At the end of this year, I feel that many students need to work on understanding the overall concepts and the reasoning behind why we do certain things in math. I plan to incorporate more real-life examples in lessons to make math more relatable. Additionally, next year, I will introduce math games on Fridays to help build students' math stamina and provide opportunities for them to practice and strengthen their math skills in an engaging way.

Assessment Summary Graph

Significant Growth:

Kinsley: Improved from 429 (BOY) to 451 (EOY), showing consistent and strong progress.
Oscar: Jumped from 405 to 433, demonstrating solid growth in math skills.
Brooklyn: Progressed from 402 to 435, one of the largest improvements in the class.
Evan: Increased from 383 to 419, showing a significant improvement in math performance.

Moderate Growth:

Ashley: Improved from 420 to 432, maintaining a steady upward trajectory.
Grace: Increased from 406 to 422, showing steady but moderate growth.
Christian: Grew from 401 to 428, reflecting consistent progress.
Lucy: Progressed from 398 to 431, a strong growth pattern.

Minimal Growth:

Ethan: Moved from 403 to 405, indicating only a slight improvement.
Effie: Grew from 367 to 395, showing minimal growth but still a positive trend.

Trends:

Overall Improvement: A majority of the students showed upward progress, with many jumping from below grade level to either mid or late first-grade levels.
Targeted Growth: Students who initially struggled, such as Brooklyn and Evan, made significant strides, likely due to targeted interventions like small group instruction.
Slower Growth: A few students, such as Ethan and Effie, experienced slower growth, indicating a need for further support or differentiation moving forward.

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