At Swaney Elementary, we monitor our students’ progress regularly. We want to insure that students are learning and use the data to make informed decisions about teaching and learning in the classroom.
In the area of reading, we take two different benchmark tests at the beginning, middle and the end of the year to measure student academic growth. One of these tests is called the Reading Inventory. Last year, comparing the beginning of the year scores to the end of the year scores, we were able to see a decrease in students performing below basic from 32% to just 12%. On the flip side, our percentage of students performing at the proficient levels and advanced levels of reading performance increased from 40% all the way up to 62%.
The other test that we give is the DIBELs assessment which measures reading fluency, accuracy and the students’ ability to retell effectively. At the beginning of the year we were seeing 70% of our students performing at grade level or above, 11% performing just below grade level standards, and 19% performing far below grade level expectations. Teachers set goals with their students and tracked their growth throughout the year and I am happy to report that by the end of the year, 80% were performing at grade level or above, 10% performing just below grade level, and only 10% performing far below. These percentages are evidence to the great work our teachers and support staff are doing each and every day and the relationship they build with the families to help see their students succeed. This year we’re committed to keep that momentum going in order for our students to continue to make great strides academically.
Below you can see the graphs from our beginning of the year assessments.
Reading Inventory (RI)- Second Grade - Fifth Grade
2017 2016 (Last Year BOY)
It is great to see the percentage of third grade students performing Proficient and Advanced increase significantly from the past year. We went from 40% all the way up to 57% performing at the higher levels on the RI. Overall, 31% of our 2nd through 5th grade students at Swaney are performing below basic in the area of Reading. Our teachers set performance goals with respects to fluency with each student in their class as well as setting classroom goals and grade level goals. Grade level collaboration and data driven dialogue will help us improve core instruction and help evaluate the supports that are put in place for our students who need intensive and supplemental support. Data notebooks have been created this year and a piece of our school improvement plan will be to take a closer look at data in order for it to be able to impact our instruction.
DIBELS - Kindergarten through Fifth Grade
The beginning of the year reading scores indicate that 63% of our students are performing at grade level or above. Fourteen percent of our students, indicated in yellow, are in need of supplemental support to bridge the gap and help them reach benchmark standards. Twenty three percent of students, indicated in red, are in need of intensive support. We have diagnostic tested the students performing below benchmark, to use determine what type of instruction and support is needed. We closely monitor each student’s progress and adjust the level of support accordingly. Our plan is to progress monitor our tier 2 and tier 3 students every other week to track their progress.
We are excited to have a math screening test in place this year called the Easy-CBM. This assessment gives us useful data that will help us make informed decisions about how to address the needs of our students specifically in the area of math.