Returning students begibook.review.growth.trackernning of the year reading scores can be a tough experience.  In my first year, I made the decision to mask my students actual scores with letters, and it prevented me from truly investing them in where they were starting, why reading could and would change their lives, and how they would get there.  I want to provide some strategies for sharing beginning of the year reading scores with students in a way that empowers them to take charge of their reading and strive for growth and joy. 

The way you choose to provide your students with their initial scores is entirely up to you, your vision, and your teaching style.  Some prefer a full-class share out accompanied by discussion about the larger injustice (say, if you’re teaching an 11th grade class where the class reading-level average is 6.8; there is more to talk about than just individual scores).  Others prefer to build closer personal relationships through one-on-one conferences.  Check out some strategies below. 

Full class share out:

Oscar Perez, DC ‘09

Check out this video of Mr. Perez sharing his students’ diagnostic data with them before they set goals for the year.  Notice how he presents class info publicly, while still allowing students to personally reflect and not forcing an uncomfortable disclosure of scores.  Instead he focuses on growth and possibility. 

This is a wonderful video, but again, you must follow a bit of a circuitous route to get there:

Step 1: Log into TFAnet

Step 2: Search on the Video Hub: “Oscar Perez” or “Let Students Know Where They Stand”

Step 3: Email Dale at Dale.Markey@teachforamerica.org if you’re still having trouble finding it

 

One-on-one feedback:

Conferences: Many teachers choose to hold one-on-one conferences with students to return their initial reading scores, talk about what that score means, introduce goals, and map out a personalized reading plan to accelerate the score.  This planning might include:

  • Discussing first books to read from a teacher-selected group
  • Calendaring out reading habits and practice over the course of the next month and setting books read goals for those weeks
  • Setting a mid-year reading goal to work towards

 

I have always felt that honesty is the best policy.  I am very open with my students—where they are now is not their fault; but if they choose not to improve, they have no one to blame but themselves.  This platitude is accompanied by my solemn promise that every single student will find and read their favorite book of their lives this year.  And I commit to helping them find that book. 

 

Some additional resources:

Check out this folder for more materials to help in returning BOY reading scores and setting goals with your students!

  • A individualized sheet for returning reading scores and sharing mid-year and year-end goals
  • A goal-setting tracker
  • A weekly goal reflection and re-setter PowerPoint and handout
  • A diagram that I draw to show kids how achieving our class goal of growing 2 years and continuing to achieve that goal each year will allow readers to catch up and exceed their grade-level—this was super helpful to draw for my students that had low BOY scores and needed to build hope.
  • A PowerPoint that I have used on days when I return these scores at the beginning of the year