AIMSWEB STUDENT GROWTH ANALYSIS

V. Perez
SY 19-20 (Fall to Winter)
Smart
Goal
Student’s Name Fall %tile Winter %tile SGP ROI Comments
Met?
Y/N
Aguon, Izick 29 29 55 1.27 YES
Did not take Winter test;
Albania, Brandon 14 NO
SPED CST
Borja, Alayjah 30 26 45 0.93 YES Tier 1 Placement
Cruz, Von 12 22 85 2.20 YES
Dohrres, Vanessa 2 2 75 1.33 YES
Espera, Rayken 49 34 25 0.33 YES Tier 1 Placement
Student transferred to my
Frank, JT 3 1 5 0.23 class after Winter
benchmark.
Herwin, Jassity 66 68 65 1.60 YES
Ilesiuyalo, Serphin 11 18 75 2.07 YES
Kap, Kya-Stina 44 45 65 1.47 YES
Karsom, Mosrak 2 2 75 1.33 YES
Lairopi, Laviana 60 67 75 1.88 YES
Magofna, Henry 58 39 15 0.13 YES Tier 1 Placement
Munoz, Austin 75 73 55 1.20 YES
Pangilinan, Rence 74 42 5 -0.73 YES Tier 1 Placement
Payumo, Anela 86 76 35 0.58 YES Tier 1 Placement
Purigay, Jan 5 4 55 0.80 YES
Rain, Tianna 20 24 65 1.60 YES
Solomon, Jerich 86 84 55 1.41 YES
Sumang, Rafael 86 32 5 -2.53 YES Tier 1 Placement
Intensive Intervention
Conducted – could have
Titer, Karsuviann 13 12 45 1.04
NO seen tier transition if Spring
Benchmark taken
Ueda, Jaynor 14 20 75 1.93 YES
Velasco, Prince 44 46 65 1.53 YES
 AIMSWEB STUDENT GROWTH ANALYSIS
V. Perez
SY 19-20 (Fall to Winter)
My students have shown growth from their Fall Benchmark assessment to their Winter Benchmark
assessment. Of the 23 students, 20 of my students showed a Student Growth Percentile (SGP) of
50% or more, while 3 of my students did not meet the 50%.

* Brandon Albania was referred for Special Education after conducting a CST. He was identified
with a specific learning disability with low working memory. Intense intervention is needed for
Brandon. He struggled with grade level words and phonics. When conducting progress monitoring,
Brandon’s off-level survey placed him at 2nd grade Reading level.

* JT Frank was transferred to my class after the Winter Benchmark. He had difficulty with oral
reading, especially words that included blending and diphthongs. I began progress monitoring and
intense interventions with JT using flashcards for grade level high frequency words, reading log,
repeated and assisted reading, phonics, and phonetic awareness. When conducting progress
monitoring, JT’s off-level survey placed him at 3rd grade Reading level.

* Karsuviann Titer struggled with blending, diphthongs, and fluency. Upon observation, Karsuviann
would second guess the word, even if she knew it. When conducting progress monitoring,
Karsuviann’s off-level survey placed her at 4th grade Reading level.

These students did show growth on their progress monitoring data. I believe they would have done a
better job during the Spring Benchmark.