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Overall, I have seen more growth in the area of phonics and word work based on students' DSA scores. I agree with what others have said about how specific the DSA assessment is and how it breaks down exactly what students need. I believe that implementing word work groups every Monday and working on phonics with students throughout the week is what has encouraged such growth. However, I have not seen as much growth with fluency. So, my next steps are to be more consistent with Whole Class Choral Reading and reader's theater, and also to be more intentional with the passages or poems I choose.
Samantha Coleman

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I think the BLP Winter Assessments are a great tool to assess students progress so far this year and to determine their strengths and areas of growth.  I find the DSA to be very helpful because results from that assessment helps me to group my students easily as well determines what my word work instruction will be.  The fluency passage helps me as well.  It allows me to see what students need to work on during reading group. After giving the assessments I have notices that a lot of my students have improved on the DSA.  They are recognizing patterns in words and are applying that in their reading and writing. I did notice that most of my students are still struggling with diagraph.  My next steps will be to implement more word work with digraphs.  

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I think the BLP Winter Assessments are a great tool to assess students progress so far this year and to determine their strengths and areas of growth.  I find the DSA to be very helpful because results from that assessment helps me to group my students easily as well determines what my word work instruction will be.  The fluency passage helps me as well.  It allows me to see what students need to work on during reading group. After giving the assessments I have notices that a lot of my students have improved on the DSA.  They are recognizing patterns in words and are applying that in their reading and writing. I did notice that most of my students are still struggling with diagraph.  My next steps will be to implement more word work with digraphs.  

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My favorite assessment to give is the DSA. It tells me exactly what I need to work and helps me plan my focus in my small group. I have noticed that while all of my 5th graders have made substantial gains, they are still in the within word stage. My next steps are to continue to use my resources when planning word work and transferring their knowledge of written words to their reading. They other assessments are not very relevant to me or my students because they cannot read the 5th grade passages therefore they are not able to answer the comprehension and they don't even try when they are picking their answers.

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I really like given the assessments to my students. My favorite assessment to give is the DSA. I love how it breaks down which phonics features my students need assistance with. Even though it was not required to give the complete DSA, I really enjoy looking at the results and seeing what I need to teach. In terms of results. I see tremendous growth in my students on the Fluency passage. My students are reading more words with less mistakes when giving the winter assessments. Even though my students are not where they should be, in terms of grade level, they are showing growth. My next steps is to implement the whole group phonics lessons that my students need to be successful (blends/digraphs). I will also continue the implementation of guiding reading groups.

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I have seen a tremendous growth in students fluency between the fall and winter assessments. All students WPM increased, and many improved their comprehension question results. It seems that the WCCR is really benefitting my students. I still need to work on individualized fluency, but I'm thankful the time we've contributed to oral readings has been helpful. As for phonics, I did see growth, but not an absorbent amount. I currently only have three students in LN, with the majority of my class in WW and SJ. I feel like their lack of tremendous growth is a result of my inability to fit phonics in regularly. It is by far my weakest link. HELP :)

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The assessments can be frustrating for struggling students, the fluency passage especially is difficult for my struggling readers and I don't think it is an accurate assessment on their abilities. Most of my students have made improvements from the fall assessments. However I still feel like I get more accurate data from running records, so i administered those to my class as well. My next steps are to continue to group students based on what they need, and to continue to fill in any gaps they may have so that they can be successful.

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The assessments can be frustrating for struggling students, the fluency passage especially is difficult for my struggling readers and I don't think it is an accurate assessment on their abilities. Most of my students have made improvements from the fall assessments. However I still feel like I get more accurate data from running records, so i administered those to my class as well. My next steps are to continue to group students based on what they need, and to continue to fill in any gaps they may have so that they can be successful.

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I think the assessments from BLP are great tools.  With the exception of the fluency passage, I use all of the BLP assessments to guide my instruction.  My results from the DSA and fluency passages improved.    When my students took the DSA in the fall, most of my class was proficient with initial and final consonant sounds, but 10 out of 14 students were novice with short vowels and initial consonant blends and digraphs.  Now, only 3 out of 14 students are still novice with short vowels and initial consonant blends and digraphs.  In the fall, I also administered the PAT, KIDS, Letter ID with my Tier 3 students.  All of those students expect for 2,  moved to Tier 2 or Tier 1.  My next steps are to meet with my Tier 2 and 3 students for phonemic awareness or phonics skills.  My DSA results also showed me that most of my class needs instruction with affricates, so I have begun and will continue to use affricates during whole group word work.  

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I think the assessments from BLP are great tools.  With the exception of the fluency passage, I use all of the BLP assessments to guide my instruction.  My results from the DSA and fluency passages improved.    When my students took the DSA in the fall, most of my class was proficient with initial and final consonant sounds, but 10 out of 14 students were novice with short vowels and initial consonant blends and digraphs.  Now, only 3 out of 14 students are still novice with short vowels and initial consonant blends and digraphs.  In the fall, I also administered the PAT, KIDS, Letter ID with my Tier 3 students.  All of those students expect for 2,  moved to Tier 2 or Tier 1.  My next steps are to meet with my Tier 2 and 3 students for phonemic awareness or phonics skills.  My DSA results also showed me that most of my class needs instruction with affricates, so I have begun and will continue to use affricates during whole group word work.  

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I think the winter assessments are good because it is able to show growth or areas to still work on from the fall assessments. I feel these assessments are good because they show what the students are showing growth in and what they are still struggling on

I have ECE students, so not much growth was made, but I also know I need to be more consistent with my word work instruction. I will use results from the DSA for my students to help guide my word work instruction as part of my next steps.

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As I analyze my students’ assessments, I feel my students have made wonderful improvements from the fall. Students are more confident and aware of different word patterns which allows them to become more independent as readers and writers.  I have administered the DSA KIDS, DSA Screener, DSA Letter Name, Hearing and Recording, PAT, and DRA. The assessments are beneficial because it has allowed me to focus on each individual child to meet their needs. For my struggling students, I have created special interventions to meet their individual needs and focus on specific goals. The interventions have been very effected and successful and we continue to master each goal one at a time. All students can identify their letters and sounds and beginning and ending sounds of a cvc word. Majority of the students are working on middle sounds and initial blends and digraphs. I am very proud and enthusiastic about their future success! My next steps are regrouping my guided reading groups and creating more effective strategies to keep reading engaging.

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The BLP assessments are very beneficial to me and my colleagues in the reading lab. We saw huge improvements on the students fluency as well as their comprehension on the grade level reading passage. All of our students also improved significantly on the DSA. We entered all of our data from the fall and winter assessments into a spreadsheet to see improvements and we were able to exit 6 first grade students from the lab who were reading at a TEIR 3 level and are now on grade level and able to go back into their classrooms. This allowed us to pick up 6 new struggling first graders. Our next steps are to continue to focus on improving the students reading levels in the lab by using these assessments to focus our instruction.

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The fluency assessment showed a lot of growth, which was exciting for me to see. In the fall, there were 4 students who could not read any words on the passage. In December, there was only one student who could not read one word. The DSA results showed growth as well. I gave the screener as well as the stage assessments. Based on this data, I was able to re-group my students with new focuses. The winter assessments keep me on track and allow me to stay aware of each student's specific needs.  Next steps started with rearranging of groups. I have 2 groups that need strong focus in phonemic awareness. Two other groups are ready for blends and digraphs. My highest group is ready for more complex phonics, such as vowel teams. All groups also need comprehension and vocab focuses as well.

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The fluency assessment showed a lot of growth, which was exciting for me to see. In the fall, there were 4 students who could not read any words on the passage. In December, there was only one student who could not read one word. The DSA results showed growth as well. I gave the screener as well as the stage assessments. Based on this data, I was able to re-group my students with new focuses. The winter assessments keep me on track and allow me to stay aware of each student's specific needs.  Next steps started with rearranging of groups. I have 2 groups that need strong focus in phonemic awareness. Two other groups are ready for blends and digraphs. My highest group is ready for more complex phonics, such as vowel teams. All groups also need comprehension and vocab focuses as well.

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Looking at my data from the fall to the winter, I see lots of student growth. Almost all students were able to read more words correctly on the grade level passage. Many of increases were significant. The comprehension numbers did increase for some students, but I find it difficult to gauge comprehension for the students who did not read the whole passage. Some students appear to comprehend more because of lucky guesses. Looking at the DSA results, students also increased the number of words written correctly on the screener and I had more students move to the Within Word stage. My next steps are to pass along this information to the new teacher in my classroom and to also give the assessments to my ESL students to pinpoint their needs.

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Since I teach kindergarten, we did not have to administer winter assessments. However, we just administered DRA as well as HRSW. It was interesting to see their growth from DSA KIDS in the fall and HRSW. Some showed a lot of growth, but some did not show much. I have been able to use the information from HRSW and DRA to group my students for guided reading, as well as for MTSS interventions. 

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Since I teach kindergarten, we did not have to administer winter assessments. However, we just administered DRA as well as HRSW. It was interesting to see their growth from DSA KIDS in the fall and HRSW. Some showed a lot of growth, but some did not show much. I have been able to use the information from HRSW and DRA to group my students for guided reading, as well as for MTSS interventions. 

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In Kindergarten we have not administered any winter assessments for class. At our school we have given the DRA and hearing and recording sounds. We were able to use those assessments to help group our students and focus on their specific needs.

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Jordan Calhoun                    I really love all of the BLP assessments because they all give me great information on my students. The assessments allow me to group students based off of their individual needs in different areas. Most of the time my reading and writing groups are exactly the same or very similar. My favorite assessment would have to be the DSA. I find this one extremely beneficial especially in second grade. This assessment allows me to pin point exactly what spelling pattern(s) or feature(s) a student has mastered or still needs assistants with. I love the purpose of the fluency passage but I often find it very difficult for the majority of my students, which doesn’t allow me to gain much information from it. For the students that are successful with the fluency passage, I am able to get good information about their reading. I am very proud of my students this year, overall they have all made some progress this year. I believe that BLP assessments play a major role in their growth. These assessments give us the most important information that we need in order to teach and meet our student’s needs. My next step is implement the whole group phonics lessons that my students need to be successful (blends/digraphs). I will also continue to incorporate phonics into my guiding reading groups

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Jordan Calhoun                    I really love all of the BLP assessments because they all give me great information on my students. The assessments allow me to group students based off of their individual needs in different areas. Most of the time my reading and writing groups are exactly the same or very similar. My favorite assessment would have to be the DSA. I find this one extremely beneficial especially in second grade. This assessment allows me to pin point exactly what spelling pattern(s) or feature(s) a student has mastered or still needs assistants with. I love the purpose of the fluency passage but I often find it very difficult for the majority of my students, which doesn’t allow me to gain much information from it. For the students that are successful with the fluency passage, I am able to get good information about their reading. I am very proud of my students this year, overall they have all made some progress this year. I believe that BLP assessments play a major role in their growth. These assessments give us the most important information that we need in order to teach and meet our student’s needs. My next step is implement the whole group phonics lessons that my students need to be successful (blends/digraphs). I will also continue to incorporate phonics into my guiding reading groups

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- I think that the assessments are very helpful.  I feel successful when I see my students grow academically.  I find these assessments help to identify the areas of need with my students and then I am not wasting time.  All of my students showed growth, some was more that others is specific areas.  The assessments allowed me the ability to regroup my reading groups (DRA2).  I know this was not one of the assessments that had to be administered.  However, the information from this assessment along with the information from the KIDS, PAT, Hearing and Recording, PAST, MAP, and Sight Word assessments, I was able to group my students accordingly.  I feel I have the information needed to pinpoint the areas of concern along with the strengths to challenge more.

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- I think that the assessments are very helpful.  I feel successful when I see my students grow academically.  I find these assessments help to identify the areas of need with my students and then I am not wasting time.  All of my students showed growth, some was more that others is specific areas.  The assessments allowed me the ability to regroup my reading groups (DRA2).  I know this was not one of the assessments that had to be administered.  However, the information from this assessment along with the information from the KIDS, PAT, Hearing and Recording, PAST, MAP, and Sight Word assessments, I was able to group my students accordingly.  I feel I have the information needed to pinpoint the areas of concern along with the strengths to challenge more.

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-I think the assessments are beneficial. I like being able to see the growth my students have made. It makes me feel more successful. I also like being able to pinpoint the exact needs of my students. However I do not like the fluency passages this year. They are unrealistic for a first grade level.
- I noticed that all of my students improved in some way. Many of them only improved a little but I was glad to see some improvement.
- My next steps are to form/update small groups based on the DSA results. I feel like for first grade the DSA is the most beneficial test. I am able to see exactly what phonics features my students need to work on.