Mindset Works:

Brainology
Holly Kriehn

Student 1: PG
Mindset

Winter
(# of skills)

Spring
(# of skills)

Fixed

Mixed

Growth

Student 1: PG

Student one entered fifth grade reading

slightly below grade level on the Fountas and
Pinnell Running Record assessment and is ending
the year reading above grade level.

After taking the MAPs standardized test in fall,

student one was significantly below grade level,
performing at a beginning 4th grade level. In
winter, he significantly surpassed his Growth
Target on MAPs, placing him slightly above
grade level in Reading and increasing his
percentile ranking from 24th to 64th.
Therefore, closing the achievement gap.

Student 2: JS
Mindset

Winter
(# of skills)

Spring
(# of skills)

Fixed

Mixed

Growth

Student 2: JS

Student one entered fourth grade reading significantly

below grade level on the Fountas and Pinnell Running Record
assessment. Currently, she is reading at grade level
indicated on this assessment.

After taking the MAPs standardized test in fall, student

two was significantly below grade level, performing at end
of 1st grade level. In winter, she significantly surpassed
her Growth Target on MAPs, placing her at the middle of
third grade level in Reading and increasing her percentile
ranking from 4th to 26th.
Therefore, closing the achievement gap and working towards
grade level norms on MAPS. Even though MAPs suggests she is
not on grade level, her Fountas and Pinnell running records has
shown grade level achievement.

Student 3: MJ
Mindset

Winter
(# of skills)

Spring
(# of skills)

Fixed

Mixed

Growth

Student 3: MJ

Student one entered fifth grade reading slightly

below grade level on the Fountas and Pinnell Running
Record assessment and is ending the year reading
above grade level.

After taking the MAPs standardized test in fall,

student one was significantly below grade level,
performing at a mid 3rd grade level. In winter, he
significantly surpassed his Growth Target on MAPs,
placing him slightly above grade level in Reading and
increasing his percentile ranking from 4th to 16th.
Therefore, closing the achievement gap. Even though
MAPs suggests he is not on grade level, his Fountas and
Pinnell running records has shown slightly above grade level
achievement.

Student 4: JM
Mindset

Winter
(# of skills)

Spring
(# of skills)

Fixed

Mixed

Growth

Student 4: JM

Student four entered fourth grade reading significantly

below grade level on the Fountas and Pinnell Running
Record Assessment. Currently, he is reading at grade level
indicated on this assessment.

After taking the MAPs standardized test in fall, student

four was significantly below grade level, performing at end
of 1st grade level. In winter, he significantly surpassed
his Growth Target, placing him at mid third grade level in
Reading and increasing his percentile ranking from the 4th
to 14th.
Therefore, closing the achievement gap. Even though
MAPs suggests he is not on grade level, his Fountas and
Pinnell running records has shown slightly above grade level
achievement.

Student 5: RG
Mindset

Winter
(# of skills)

Fixed

Mixed

Growth

Spring
(# of skills)

Student 5: RG

Student five entered fifth grade reading slightly

below grade level on the Fountas and Pinnell Running
Record Assessment. Currently, he is reading above
grade level indicated on this assessment.

After taking the MAPs standardized test in fall,

student one was significantly below grade level,
performing at mid 4th grade level. In winter, he
significantly surpassed his Growth Target, placing
him slightly above grade level in Reading and
increasing his percentile ranking from 41st to 70th.
Therefore, closing the achievement gap.