KidWatching

Interpreting data is a task that is almost like putting together a puzzle. As I have watched my students both in observation and in data, I have pieced together things that they have learned as well as found missing pieces of their learning puzzle. It is amazing the growth that some of my students have shown from the beginning of the year. I do not feel like it is all a credit to my abilities as a teacher (and mainly because I was not here), but I feel that some of the growth in reading has come from them being at school and surrounded by words and text. Our students do not see many words or books over the summer months and can sometimes regress instead of progress during that time. I feel that the December STAR data depicts a better image of what their reading levels really are at the time of the test. This is a good thing because a lot of growth has taken place for most students. I noticed in my classroom that there were few students that did not show growth. These students either stayed at the same levels or they went down. I was able to pull data on them through Renaissance Place and target specific skills that they may be missing or need work in.

The Kidwatching study has helped me as a teacher be more aware of all the different ways that data can be used. It has helped me to target specific students. As a grade level this study has helped us to determine how to meet some of our students needs through an extra intervention time, using our current resources and ideas. Students will be leveled and our Urgent Intervention and Intervention students will get targeted instruction that meets their needs. The On Watch and At or Above Grade Level students will be working on targeted instruction that will meet their needs as well. In working on this data puzzel it is as if we have sat down and completed the edges and now it is time to fill it in.