The purpose of the Student Academic Progress Standard is to ensure Virginia’s teachers track student academic progress throughout the school year and use the data to both inform instruction and communicate progress with various stakeholders. The Student Academic Progress Standard is important because it ensures Virginia’s students are progressing steadily toward their year-end academic goals. The Virginia Department of Education (2011) recommends several ways the teacher can meet the Student Academic Progress Standard, three of which are when the teacher:
1. Documents the Progress of Each Student Throughout the Year 2. Sets Acceptable, Measurable, and Appropriate Achievement Goals for Student Learning Progress Based on Baseline Data. 3. Uses Available Performance Outcome Data to Continually Document and Communicate Student Academic Progress and Develop Interim Learning Targets
I. Documents the Progress of Each Student Throuhgout the Year
During student teaching, I administered a Fountas and Pinnell running record for a student as a part of an overall program of monitoring his student academic progres
s. The student tested at level M at the end of the year. This put him at grade level. The student had tested at level J in the fall and level L in mid-year (both tests taken before I arrived), also scores that met grade-level goals. The documentation of student academic progress through the Fountas and Pinnell assessment showed steady reading progress for this student through the school year.
II. Sets Acceptable, Measurable, and Appropriate Achievement Goals for Student Learning Progress Based on Baseline Data
During student teaching, I observed a student who had come into the school year reading below grade-level. Based on this baseline data, he required reading intervention to meet a goal of reading at grade-level. As part of his intervention, I worked with him during small group work with the lowest readers. During the year, he continued reading below grade-level. Then, at the end-of-the-year test he tested at grade-level. The intervention based on the baseline data from the beginning of the year had very positive end-of-the-year results.
III. Communicate Student Academic Progress
During student teaching, I documented the progress of my students over my two-week poetry unit and shared the academic progress with my academic advisor. I compared the pre-test scores with my post-test scores and communicated the data via a record of pupil learning.
Record of Pupil Learning Student Teacher: Christine Mortlock Title of Unit/Lesson: Poetry Date(s) Taught: March 27, 2017-April 7, 2017 Grade Level: 2nd Grade Pretest: Date of Test: March 27, 2017 Number of Students (N): 17 * Mean grade 66.91/100 Range of grades 37.5%-87.5% Highest possible score 100% Post-test: Date of Test: April 6, 2017 Number of Students (N): 17 * Mean grade 77.21/100 Range of grades 50%-100% Highest possible score:100%
I also communicated the student progress to my advisor through a written reflection on the two-week unit. Click here for my Reflection on Student Academic Progress for the two week-poetry unit.
References
Virginia Department of Education. (2011). Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers. http://www.doe.virginia.gov/teaching/regulations/2011_guidelines_uniform_performance_standards_evaluation_criteria.pdf