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Assessment & Data Examples

Here is an example of a progress monitoring data sheet for one of my fifth grade Title students. She has Dyslexia so it was important for me to use evidence-based practices while working with her. I have begun Language Essentials for Teachers of Reading and Spelling (LETRS) training and each activity I use in this small group is research-based. This spreadsheet shows that according to the Quick Phonics Screener diagnostic assessment, this student needed extra practice with VC and CVC words in October. In order to move on to the next skill, this student would need to decode five words containing that skill with at least 4/5 or 5/5 of the word read correctly, three times in a row. We then focused on blends, digraphs, silent e, and finally vowel teams. With list 2 for vowel teams, the student did not meet the 80% of above threshold for accuracy which showed that she needed more practice with those particular vowel teams. According to the Phonics 95 continuum, this student moved up three steps in the 2020-2021 school year and is able to work with more complex words and spelling patterns.

Here are examples of running record scores from one of my fourth grade Title students. I had done a BAS running record on her in the fall to determine that her instructional level was L. This spreadsheet shows that I began instruction, utilizing the Leveled Literacy Intervention (LLI) at level M, in order to best fit the other two students in the group. However, as noted, she was able to achieve an overall score of instructional on her first level M running record. This student was able to progress from a level L to a level Q during the 2020-2021 school year. Level L is considered a second grade reading level and level Q is a fourth grade reading level. This student showed two years worth of growth in one year utilizing this intervention.

Here are examples of data points from four of my kindergarten Title students. I worked with these students during my Title group time each day, as well as a separate English Language Learner support time twice a week. I mainly focused on letter sound production and recognition with these students. I utilized the Lively Letters intervention and these students showed tremendous progress. Each student came in knowing 0-1 letter sounds and finished the 2020-2021 school year knowing 17-26 letter sounds.

Here are examples of data from my prekindergarten classroom for the 2019-2020 year. The first spreadsheet shows how many uppercase letters my students knew when entering prek in August. The second spreadsheet shows how many uppercase letters my students knew at the beginning of March. The grading scale was determined using the Ohio Early Learning Assessment. I am proud of the growth that they were able to achieve.

Here is an example of an informal assessment that I had created for a prekindergarten classroom. I had taken an assessment that was utilized during the 2019-2020 year and modified it to better fit the needs of my students.

Here is an example of data taken from the Heggerty curriculum assessment for preschool students. The first table shows how my students had done on the assessment at the beginning of the 2019-2020 school year. The second table shows how my students had progressed at the middle of the school year.

Here are samples of exit tickets that I used as formative assessments for second grade social studies lessons on accountability and respect. When they were finished, students marked their exit tickets with a green line, an orange line, or a red line. The green line meant that students would place their exit ticket into the "Got It!" drawer. Students knew that this meant that they were confident in their knowledge about the material. The orange line meant that students would place their exit ticket into the "Almost!" drawer. Students knew that this meant that they were confident in their knowledge about some of the aspects but still needed some more practice. The red line meant that the students would place their exit ticket into the "Not Yet!" drawer. Students knew that this meant that they needed more practice with the material but also that they would benefit from some more support from me.

Here is a sample of a checklist that I used in a third grade classroom. This was used for a lesson about identifying and recording properties of a rock. Students were asked to bring in their favorite rock from home (rocks were provided for students who did not have one). Each of the criteria columns related to a concept that students were asked to record about their rocks. This checklist was used at the end of a mini unit.