Achievement Report for BSLA Data (Year 0-3)

This report reviews the progress and achievement of Year 0-3 students at Glen Taylor School in the Better Start Literacy Approach (BSLA). Focusing on literacy areas like phonemic awareness, letter knowledge, vocabulary, reading comprehension, oral language, and writing skills, the data tracks Year 0-3 students' development throughout Term 4. The assessment data shows significant progress in these core literacy skills, highlighting both strengths and areas where further support can help. The graphs included reflect the progress of students who completed both the baseline and 10-week assessments, focusing on skills they were not yet proficient in at the start.

BSLA Tier 2 Students: Initial Phoneme Identity 

I'm so excited about the progress our Tier 2 students are making in picking up those initial phonemes! A bunch of them have hit or are super close to the target level, which is awesome to see. The jump from baseline to progress check shows that our current approach is really clicking for most of the group.

A few students have made some smaller gains, so I'm keen to keep supporting them with another 10 weeks of Tier 2 instruction in a small group. With just a bit more time, I think they’ll get there.

For the few students whose scores haven’t budged much, I’m looking forward to trying a more one-on-one Tier 3 intervention. I’m hopeful this will give them the extra boost they need with phonemic awareness.

And lastly, for the students who didn’t have a progress check, it’s because they already nailed it at baseline—they were hitting the target from the start! It’s been so rewarding to watch this progress unfold, and I can’t wait to see where we go from here!

BSLA Tier 2 Students: Letter-Sound Recognition

The data on Tier 2 letter-sound recognition shows great overall improvement with both Set 1 and Set 2 sounds. A lot of students made awesome gains from baseline to the progress check, which really shows that our current Tier 2 support is helping them build those letter-sound skills.

Some students made smaller steps forward, so I think an extra 10 weeks of targeted Tier 2 group work will help solidify the progress they’ve made so far.

Students Meeting Proficiency: Most students hit the proficiency target of 6 out of 8 on the progress check, showing they’re ready to move on to Set 2!

Students Not Yet Proficient: A few students have made progress from their baseline scores but haven’t quite reached the goal of 6 yet. With some extra practice and focused support in letter sound recognition, they’ll be in a great spot to meet the standard soon!

The Set 2 Letter Sound Recognition report shows that most students started with varied baseline scores below the target, indicating a need for continued support even though they had mastered Set 1. After receiving Tier 2 interventions, however, most students demonstrated strong improvement, with many now close to or meeting the target of 17 sounds. This progress suggests that Tier 2 support is effectively boosting their recognition skills. A number of students have now achieved proficiency and appear ready to move on to more advanced phonics skills. For those who haven’t yet reached the target, continued Tier 2 support should help them meet their goal before advancing further.

The baseline assessment revealed that only a few students met the proficiency target in phoneme blending, showing that most initially struggled. After Tier 2 intervention, however, there was substantial improvement, with many students making significant gains and reaching or nearing proficiency. The progress check results highlight a large increase in phoneme blending scores across the group, indicating that the intervention effectively boosted students’ skills. While most students progressed well, a few still require additional support to meet proficiency. Next steps include focusing proficient students on advanced phonics and reading skills, while providing continued Tier 2 or individualized support for those still working toward the target.