Student Work

This collection highlights my students' engagement with key concepts, problem-solving strategies, and collaborative projects showcased on our bulletin boards and through various activities.

Each piece of work reflects my students' growth, creativity, and understanding of mathematics, demonstrating their ability to apply skills in real-world contexts.

I’m excited to share their achievements and the inspiring learning environment we've cultivated together!

Assessment & Data

Checkpoints

An essential aspect of teaching is monitoring student progress and using data to guide instruction. While data can indicate that a lesson or unit was effective, it can also reveal that an approach fell short and that student learning remains incomplete. I experienced this firsthand during my Grade 7 Unit #1 on Scale Drawings (NY.7.G) this school year (2024-25).

 

After my ICT class completed the initial checkpoint, it became clear that many students did not demonstrate mastery of the concepts. Analyzing their responses revealed a lack of conceptual understanding, which led to procedural errors. This prompted me to reconsider my instructional methods and focus on re-teaching the tested concepts in the upcoming lessons.

 

After implementing targeted re-teaching strategies and hands-on activities, I observed significant improvement in my students’ understanding and application of scaling. By the third checkpoint, many students demonstrated notable growth, successfully connecting the concepts to real-world problems and showing enhanced mastery in creating accurate scaled copies.

i-Ready Diagnostic

Beginning of Year i-Ready Diagnostic 2022-2023 Data

At the start of the 2022-2023 school year, all students took the i-Ready diagnostic test in mathematics. This adaptive assessment personalizes learning by accommodating individual abilities and is administered three times a year to support academic growth.

End of Year i-Ready Diagnostic Placement (Overall)

Key Movements: 

  • Number of students on grade level improved from 4% to 23%. 
  • The gap narrowed for students 3 or more grades below grade level from 49% to 24% 
  • On Average, students exceeded typical growth by 83%.

Student Snapshot: M.D (ENL)

The i-Ready diagnostic results for M.D. at the beginning of the year indicated that she was performing at an overall 3rd-grade level. During our initial data conference, we decided that M.D. would focus on two domains: Numbers and Operations, and Algebra and Algebraic Thinking. Even though M.D. scored lower in Measurement and Data, we chose the Algebra and Algebraic Thinking domain because it would provide greater support for Geometry and number sense development. Given that English is a new language for M.D., I believed she would also score better as her English language skills improved. This proved to be an effective strategy, as M.D. went on to improve in the Measurement and Data domain in subsequent diagnostic assessments. In the Middle of the Year Assessment, M.D. improved 3 grade levels to a 6th-grade level overall. She showed improvement in all measured domains, with the biggest gains in Algebra and Algebraic Thinking, and Numbers and Operations. By the End of Year Assessment, M.D. reached a 7th-grade level in math, improving 4 grade levels for the year. M.D. was directly involved in her improvement; she helped set goals for herself while I provided guidance and constant feedback on her progress. Together, we developed effective note-taking strategies. As an auditory learner, M.D. responded well to feedback, which helped her correct mistakes and develop better problem-solving strategies. In fact, M.D. learned to review problems and identify mistakes independently, ultimately enhancing the quality of her work.

2023-2024 State Test Exam

My students demonstrated remarkable growth from their 6th grade state exam to their 7th grade state exam. E.S. made significant strides, improving from a score of 2.2 to 2.94, just shy of reaching grade level by 0.06 points. This progress reflects E.S.'s dedication and hard work throughout the year. Meanwhile, G.V., N.S., and L.S. showcased exceptional improvement, all moving from below grade level to on grade level, achieving scores in the low to high 3 range.

A key factor in this growth was the implementation of the Illustrative Mathematics curriculum, which provided students with engaging, rigorous, and real-world problem-solving opportunities. This curriculum helped close the gap by fostering deeper understanding of mathematical concepts and encouraging collaborative learning. The structured yet flexible approach allowed students to explore ideas at their own pace, solidifying their skills and building confidence.

The achievements of my students highlight not only their individual efforts but also the effectiveness of the curriculum in creating a supportive learning environment.