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This goal fits into to the 90 day plan by supporting students in their vocabulary development, along side with comprehension.

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Research has shown that when you teach vocabulary, you need to do so in context as much as possible and I think we are doing that in our classes very well. 

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Research has shown that when you teach vocabulary, you need to do so in context as much as possible and I think we are doing that in our classes very well. 

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ELD time is focused on speaking and writing so this develops their vocabulary usage and responding to questions. 

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ELD time is focused on speaking and writing so this develops their vocabulary usage and responding to questions. 

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These goals fit into the context of the 90 Day Plan, because one goal is for I and other teachers to encourage growth. This applies to students' building their vocabulary and vocabulary skills.

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I do see that students have made gains individually in my class, but the focus is on understanding what words mean in context.  Also understanding how to read and answer a question correctly.  Many do not take the time to do their best. 

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I do see that students have made gains individually in my class, but the focus is on understanding what words mean in context.  Also understanding how to read and answer a question correctly.  Many do not take the time to do their best. 

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High fluency words and for many phonics is a strength. 

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High fluency words and for many phonics is a strength. 

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Appears to me that students do better decoding words and learning meaning of words, but the area of need is comprehension of literature and informative texts. 

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Appears to me that students do better decoding words and learning meaning of words, but the area of need is comprehension of literature and informative texts. 

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This fits into the 90 day plan by helping to support student growth, especially in regard to IEP needs, by focusing on vocabulary that will help us understand the texts we read informational and literature. 

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This fits into the 90 day plan by helping to support student growth, especially in regard to IEP needs, by focusing on vocabulary that will help us understand the texts we read informational and literature. 

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Grade Level: 64% tested.

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Due to this year's circumstances, I don't expect as much growth as in other years. However, I can work to ensure that students do not regress. In addition, my goals are for students to improve their vocabulary skills (context clues, building their vocabulary) and comprehension skills (summarize or retell narrative text, recognize key details and the main idea in informational text).

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Students have a good foundational skills they need to support their comprehension.

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My goals fit into the context of the 90 day plan by supporting student growth, specifically with a focus on academic vocabulary development.

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Continuing to support vocabulary growth and literature comprehension in these trying circumstances.

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Continuing to support vocabulary growth and literature comprehension in these trying circumstances.

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In class, grade level, and school wide the areas are all similar in area of improvement needed: 1-Comp. Informative, 2-Vocabulary, 3-Comp. Lit., 4-Phonics, then 5-High Fluency Words. 

# data[].attributes.subject
In class, grade level, and school wide the areas are all similar in area of improvement needed: 1-Comp. Informative, 2-Vocabulary, 3-Comp. Lit., 4-Phonics, then 5-High Fluency Words. 

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My goals are to meet my students IEP goals in regard to language. This includes being able to read information from text, informational and literature, and create products that show understanding of what was read.   

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My goals are to meet my students IEP goals in regard to language. This includes being able to read information from text, informational and literature, and create products that show understanding of what was read.   

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Continue to communicate with scores about their individual goals.   My goal is for some to show some form of growth on vocabulary development and comprehension this year, given the place we are in.

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Many students have strong phonics skills to build upon and are able to decode difficult vocabulary even if they don't know the meaning yet.

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Many students have strong phonics skills to build upon and are able to decode difficult vocabulary even if they don't know the meaning yet.

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Students in my class score very well on lit comprehension and have the building blocks in place to improve in vocabulary and informational texts 

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Students in my class score very well on lit comprehension and have the building blocks in place to improve in vocabulary and informational texts 

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Almost all students have strong foundational skills, including phonological awareness, phonics, and the ability to recognize high-frequency words. I don't believe the diagnostic assesses how well students can read aloud or pronounce the words, so that is unknown.

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This goal fits into the context of our 90 plan by continuing to implement vocabulary words, which goes hand and hand with comprehension and fluency that my students need to improve on. 

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This goal fits into the context of our 90 plan by continuing to implement vocabulary words, which goes hand and hand with comprehension and fluency that my students need to improve on. 

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Instructional implications seem to suggest that we should continue focusing on vocabulary and provide more opportunities for students to interact with informational texts.

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Instructional implications seem to suggest that we should continue focusing on vocabulary and provide more opportunities for students to interact with informational texts.

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My goal will be to have less students two or more grade levels below 4th grade level. 

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My goal will be to have less students two or more grade levels below 4th grade level. 

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Continue to move students forward. I don't expect to see a full years growth due to current circumstances, but students should not show regression. If students are showing growth and making gains that is a positive sign. I will continue to support academic vocabulary support as well as support lower level readers with foundational skill support.

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Students need to continue building their vocabulary. Currently, I have students practice using context clues during independent reading, so I will continue to implement that activity to help them read texts with new vocabulary.

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I notice my special education students weren't included in the overall 4th grade data. (sad face)

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I notice my special education students weren't included in the overall 4th grade data. (sad face)

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We need to come up with new strategies to deliver vocabulary support for our students to ensure engagement and comprehension.

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Students score well in foundational skills. The have the fundamentals to build upon.

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Some 4th grade classes seemed to regress from Fall semester to now.

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Ensure students are taking this test independently and continue with vocabulary and comprehension lessons.

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Ensure students are taking this test independently and continue with vocabulary and comprehension lessons.

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I notice some regression for all 4th grade from yellow to green. A slight decrease in red.

In our class we notice all students were now completing the assessment with no parent or sibling support.

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We need to continue supporting academic vocabulary development.

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I noticed that the students in our class showed some improvement in some areas, but regression in others. 

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I noticed that the students in our class showed some improvement in some areas, but regression in others. 

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Vocabulary and informational text still seems to be the main area of concern amongst all grade levels.

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I noticed that across the board some of the weakest areas are vocabulary and reading informational texts but some of the strongest areas across the board are Phonological Awareness, Phonics, and High-Frequency Words.

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I noticed that across the board some of the weakest areas are vocabulary and reading informational texts but some of the strongest areas across the board are Phonological Awareness, Phonics, and High-Frequency Words.

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Almost all students have a strong grasp of phonological awareness (100%), phonics (100%) and high-frequency words (70%). This tells me that they have little difficulty decoding words at grade level. However, far less students are proficient in vocabulary (25%), comprehension in literature (15%) and comprehension in informational text (10%). In summation, most students are able to decode, but they need more practice making sense of what they read.