Last week I made an announcement to my class: “Soon we start district testing. You know what that means; desks in rows, dividers on your desks and updating our goals!”. Despite a few groans, I heard many cheers when the students realized they would be measuring their growth and seeing how they performed on their exams, specifically, in reading. I could hear them comparing scores and telling their classmates what number they expected to earn. One student, however, was not taking part in this……Benjamin.
Every quarter, the students in our district take part in testing to measure their growth in reading, writing and math through Galileo and Aimsweb plus. I look forward to updating goals with my students in one on one sessions.I also look forward to rewarding them when they meet their goals. Our classroom has a data wall featuring their scores (if they do not want their score posted, they have the option to not have it on the wall.) It allows students to have data discussions and for us to talk about HOW we grow in reading individually, and as a whole. When I progress monitor students each week, most of them rush up to my desk and glance at their score to see what score they need to improve. It allows me to see each student as a reader and to give feedback on how they can improve. It is time well spent.
As the class was settling down, Benjamin came over to me and asked me when I would put the date on the calendar for our reading fluency test. I could see the nervousness in his eyes as he fidgeted and pulled at his jacket. When he started the school year in August, he was labeled as “minimally proficient” and “intensive”, meaning he was reading far below grade level. His previous teacher told me about his struggles in reading: low self esteem, avoidance of work related to the standards, rushing through assignments and missing school days where testing occurred. I had thanked her for the information and went into the school year with the expectation that every student would grow, regardless of what information I had from the previous years. His mother had echoed the same concerns earlier in the year at conferences. We set goals together for Benjamin at home, and I let mom know that I would send her updates on his progress each time I tested him.
Looking at Benjamin, I could see him staring at the number next to his name: 26. Coming into third grade, students were considered proficient when coming into the classroom reading more than 84 words per minute. He had started at 5 in August, slowly making gains and charting his progress in his notebook each week. Still, there was work to be done.
A few students approached Benjamin and noticed his glum expression. Asking him if he was okay, I heard him respond by saying, “I want my reading score higher. I don’t know if I can get where I need to be.” He walked over to his seat and sat down, facing away from the class. I saw a few students huddled together, whispering as I set the timer for phonics. I had a feeling they were up to something.
But what was it? The reading test was 2 weeks away and I wondered where Benjamin would fall on the scale. I thought about it the entire drive home.
The next day as I was taking attendance, I saw a note on Benjamins desk. As he walked in, he opened it up. His face broke into a wide smile. I asked him what it said, and he slowly read, “You can do anything. I know you are a good reader.” Next to it was a smiley face and heart.
This pattern continued every day until the day of testing. I wondered who was writing the notes?
I let the class know that our reading teacher would be calling them to her room for testing in groups of five, starting at ten oclock. I high fived each of them and let them know they were going to do great. Charlotte stepped forward and told me that she wanted to share something. She told the class that she had written positive notes to Benjamin every day so that he would feel supported before the test. She felt sad seeing him sad and wanted to make his day. As the class listened to her speak, Benjamin came over and gave her a big hug, thanking her. Soon, the entire class ran to hug him, before Charlotte told them to all hug ME.
After recovering from the epic group hug, I saw the clock and began sending students. Benjamin asked to be first; he excitedly ran to line up and take his test.
At the end of the day, I looked up the data and posted the new scores on the board. The first thing Benjamin said to me when he came back was, “You know what? I know I didnt read as much as the other kids, but I wanted to this time, and I know I did a little better.” That made my day. Next to his name read: 37 words. Progress.
I wonder what his next score will be and where his new attitude will take him?
Rebecca Brinkman
Rebecca Brinkman is a third-grade teacher in Phoenix, Arizona. She has taught at the same school for her entire 15-year career. Her campus is a second home and it has a strong family feel to it. This is what draws her back every year. She is excited to begin her “Sweet 16th” year of teaching! She has taught 2nd grade for ten years and 3rd grade for five years. She has served as a team lead on her campus for six years. She earned a Masters in Education with a focus on Curriculum and Instruction from Arizona State University, as well as a Masters in Reading. She also earned her Bachelor of Arts in Education from Arizona State University. Rebecca achieved National Board Certification in the fall of 2019 in Early to Middle Childhood Literacy. She is passionate about building relationships and creating magic in the classroom for her scholars. She credits her former speech teacher as her reason for becoming an educator. She profoundly impacted her attitude towards school and self-esteem as a young student; Rebecca realized she wanted to make that same impact on children by helping them realize their strengths and pushing through personal challenges. Her second biggest passion is travel! She can often be found planning her next big adventure. She also enjoys hiking, reading, storytelling with The Moth, volunteering and bucket listing. The quote that resonates most with her is, “The dream is free, but the hustle is sold separately.”