Dramatic Academic Growth
Academic gains are the ultimate door opener – they are the foundation of a truly transformational teacher. Students make dramatic levels of academic growth (that is measurable and rigorous). Families know the level of rigor necessary for college and career readiness in the 21st century.
As a teacher, it is my job to support and push my students, to make sure they reach their goals and find the best means to get them prepared for their continuing academic careers. Throughout the past several years, as my teaching style has adapted and the curriculum has changed, my students have been taught in several different styles. This allowed me to meet my students where they are, to push them using the materials and strategies that teach them in a way that best enabled them to explore the information. Not every student learns the same way and it is crucial that I continue to practice and adapt my teaching to make sure that each student is getting what they need to be successful academically. In this section, you will see several examples of student writing and math data. These are just two ways to show the growth and knowledge that my students have gained. This data can be measured both both quantitatively and qualitatively through progression of their writing and growth in math skills through their iReady math testing. Although there are many other forms that I measure my students success by, these two methods are specific, measurable, attainable, relevant and timely throughout their year in first grade.
Qualitative Data
I use qualitative data as a means to assess my students by evaluating their writing progression throughout the year. Writing is a critical way to evaluate my students as it is necessary in every single aspect of their learning. Although this concept is taught as a portion of English Language Arts (ELA), writing is used in math, science and social studies as well. Each of these subjects requires different specifics in writing styles; these styles are based off of the general understanding of writing structure. Not only does this impact academic growth, but also directly impacts their college and career readiness. To help guide students through their progress in writing, I use a couple of different rubrics and strategies to make sure they are getting the best support they can in order to improve their writing. In this section, the growth of three different students will be illustrated through their work, as well as the rubrics that are used. The rubrics are provided to the student and their family to outline what skills need to be worked on in order to continue supporting and encouraging each students' growth.
Quantitative Data
I use iReady as an online diagnostic assessment and as a primary source for tracking academic growth in math for my students. Previously used from second through 12th grade, iReady is new to first grade. iReady is an adaptive online assessment that students take three to four times a year. This assessment measures their numbers and operations, algebraic thinking, measurement and geometry skills. These four sections are aligned to the Common Core State Standards, including how the standards are separated into different sections. As the test goes on, iReady adapts the questions to the appropriate level based on answers given so far. Throughout this section, I outline the different measures this test provides and the ways that I am able to rely on the data to best support my students and their academic needs.
Conclusion
During this school year, my students' growth has been exciting to watch and has helped me, as a teacher, grow as well. They have pushed the boundaries of their knowledge and my expectations with how much they have grown. Both iReady data and their writing samples exemplify the large amount of growth they have attained and how possible it is to push the limits on their academic achievement. Many students came into this school year struggling to recognize numbers, number sentences, letters, words, etc. and by March of the same school year, the majority of students had met their year long math goal! By using iReady data to structure my small groups, the modes in which I am teaching and the centers and independent work that students are completing, I am able to meet students where they are and make sure they are getting what they need. Introducing and teaching writing in more than just one subject allows for more opportunity to be push and support students to make sure that they are successful and ready for second grade. Beyond moving from grade to grade, structuring the teaching and testing to optimize growth, I am able to help set them up for their future (college and career readiness) as well as give them the room to ask for more, potentially exceeding the goals they set at the beginning of the year. The growth that I have seen this past year has been exciting to watch and has inspired me to reflect and adapt, making sure that I am continuing to give my students what they need to be successful.
Resources used throughout this section
English Language Arts Standards, Writing, First Grade. (n.d.). Retrieved March 24, 2019, from http://www.corestandards.org/ELA-Literacy/W/1/
Stages of Writing. (n.d.). Retrieved March 25, 2019, from http://www.mecfny.org/wp-content/uploads/2015/06/StagesofWritinghandout.pdf
Stages of Writing. (n.d.). Retrieved March 25, 2019, from http://www.mecfny.org/wp-content/uploads/2015/06/StagesofWritinghandout.pdf
The images used throughout this section are either my own or are in a public domain.