It’s that time again — time to conduct middle of the year (MOY) reading tests on all of my students. These tests are time consuming, and since I don’t have a TA to help me out it also keeps me from meeting with guided reading groups on a daily basis.
I haven’t done guided reading in so long — it makes me sad. I feel like I’m not helping my students become better readers!
The good thing about these tests though is that I can really see progress. One of my students who started out on a K at the beginning of the year is now reading at an M, and though that isn’t technically “where he’s supposed to be” at this point in the year, it’s still on grade level and I’ll take that as a huge win. I have a newcomer from Mexico who started the year reading at a C and she’s now at an E — progress, my friends! Almost every one of my students has made growth since August in reading.
Almost every one.
What do you do with the kids who don’t make progress? The kids who digress instead of progress? This is something I’ve been struggling with lately.
Am I a bad teacher if this student isn’t making progress like all the others? What is it that I need to do to reach this particular child? How can I meet his needs while still meeting the needs of 22 other children?
With this one student I have, there is a behavior plan in place. He has a checklist for each chunk of our day (literacy, math, corrective instruction, science/social studies) and needs to be rewarded immediately if he checks the things off of his list. One of the things that is almost always on his checklist is to complete a worksheet (if applicable for that day) — he’ll complete the worksheet, but many times it will be completely incorrect. This checklist has helped with his behaviors of rolling around on the floor and straying away from the group on the carpet, and he is trying to participate more, which is wonderful, but there has been little to no growth academically.
Report cards just went out on Friday, and there wasn’t much improvement on his. He hasn’t passed a single common assessment all year, whether it’s been from the district or created by my third grade team.
I’m in constant communication with this parent, and I’m sure to praise his successes as well as let her know if there are any problems. The parent is well-aware of her son’s academic standing, and now I just don’t really know where to go with things.
So, truly — what do you do? How do you get a kid who isn’t making progress to make progress? How do you make sure that this child is even learning in your classroom?
All and any suggestions welcome, as always.