The beginning of a new school year is all about getting to know your new students, showing classroom procedures and rules, making a new friend or two.. right?
The beginning of a new school year is all about data. Gathering any and all data about your new group of students to meet their instructional needs.
Let me begin by saying I strongly believe in the importance to using data to inform classroom instruction. It doesn’t make sense for me to teach my students to read multisyllabic words if they don’t have foundational reading skills mastered, nor does it make sense to spend weeks and weeks teaching addition facts that my students already know. I need to know what my students can successfully do on their own, and what skills they need to develop in order to teach them effectively.
This is how gathering that data has played out in my 2nd grade classroom.
During the 2nd week of school, I gave my students the math pretest. While this may not seem like a big deal, it’s the first time my students have taken a district test with a bubble sheet. It’s only 25 or so questions long, but for a 2nd grader it seems like as if it’s about 250 questions. I explain to my students that this test may be difficult now, but it’s to let me know what things they already know so I can teach them only the things they don’t know. I tell them that it’s okay if they look at the test and don’t know anything on it, because by the end of the year they’ll know everything on it. I still spend most of the morning wiping tears away from the faces of my 7 year olds (sometimes 6 year olds if they’re one of the younger ones) and telling them to do their best and that it is okay if they don’t know something right now.
Over the next 2 weeks, I have to administer a variety of literacy assessments. I like to start with the writing assessment to see what writing skills my students have, since it’s the easiest of the literacy assessments. Usually there aren’t tears over this test, unless their mine when I see that some students are still writing their name after 10 minutes of writing.
I have 2 sets of individual reading assessments to give my students, which are not painful in nature, but extremely time consuming. There’s the phonics analysis, where I figure out which skills my students can apply when decoding words and the Informal Reading Inventories, also known as IRIs, where I listen to students read, observe reading behaviors, and determine their reading level. The time it takes to give these 2 tests ranges from 10-30 minutes per students. When you have 26 students in your class, and you are the only one testing, it takes up quite a bit of time.
I find the data I get from these assessments to be accurate and reliable. The district math test tells me who I will need to challenge in math this year since they already have a good grasp on 2nd grade math skills, or even who should be in 3rd grade math. I learn who my reluctant writers are, and who my great storytellers are from the writing assessment. The reading assessments show me my emergent readers are, and who can read fluently. I also value the information I learn about my students from getting to know you activities, conversing with students, and observing my students interacting with each other in discussions or recess. It’s easy for these things to get put on the back burner to accommodate all the beginning of the year assessments, and I wish there was an easy way to get all of these things done in a timely manner.
I truly value the data I get from all these assessments, but I still don’t know – is data my friend, or my foe?
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