Analyzing our Spring Reading Assessment Data
| What targeted actions did we take to address our school’s learning focus? | Staff engaged in many specific actions such as: -explicit teaching of text features and teaching and practicing reading comprehension skills (inferencing, summarizing) -used a variety of texts (picture books, novels, news articles) with a focus on authentic voices and stories -implemented consistent routines for engaging with texts -chunked text with dicussions after every new concept -engaged students in choral reading -cross-curricular use of reading strategies -primary classes focused on phonics at least 3x per week -staff collaboration to analyze student literacy assessment and plan next steps |
| What gap or problem do these actions aim to address? Why was this particular strategy/action chosen? | These actions aimed to directly improve students’ literacy skills in both decoding, and reading comprehension. |
| Based on quantitative and qualitative data (including feedback from scanning), how effectively has this strategy addressed the identified gap or problem? | Our Spring Reading Assessment data indicates growth in all areas.
Our students assessed as “emerging” at decoding is now 9%... decreased from 15% in the fall. Students “proficient” in decoding have increased to 55% from 47% in the Fall.
Students have also increased proficiency in all reading comprehension skill areas, notably:
-Students proficient in making connections have increased from 27% in the Fall to 44% in the Spring.
-Students proficient in inferencing increased from 36% in the Fall to 44% in the Spring.
Qualitative data also indicates growth such as: -students are more willing to read aloud in class -students are more engaged and asking better questions -students are more engaged with a variety of texts
|
| How will we move forward accordingly? What adjustments do we need to make if we have or have not achieved our goals? | -We aim to increase our focus on vocabulary and the meaning of words in contexts to support all students, but in particular, our English Language Learners. -We want to build these skills cross-curricularly in order to generate deeper thinking across subject areas. -We want to continue building empathy and connections through diverse, specific texts. -We want to see more and continued growth in reading comprehension. |
Updated:
Friday, July 3, 2026