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11/18/2013 Lauralynn Defngin

Analysis of Student Learning 2

Student Performance Assessment Students in Ms. Js class are identified as numbers on mostly everything. They put their names and their numbers on everything. I am aware of the confidentiality of each student, so to protect them I will identify each student in numbers. Their numbers are their numbers alphabetically. Intro to 3 Students Chosen to Analyze Data There are three students that I will analyze data for. I chose a student who attends speech therapy every day, his number is . !nother student I chose was our resource S"#$ student, he is number %&. The last person I chose was a student who struggles with behavior, her number is '. Student number number is a student that attends speech every day. !cademically, student

is on grade level he (ust struggles with speech. )is writing is very sloppy, but he is

very organized with his thoughts and loves to use transition words in his paragraphs. )e grasps the concepts of math and understands it. *hen I first started teaching I noticed how +uiet and shy number was. )e said little to nothing. )e hardly participates and when he is called upon he

,eeps it short and simple and to the point. -rom the beginning I strived to gain rapport with him. I tried to find things that he is interested and tried to tal, to him about them. !s my time as his instructor continued he got more and more comfortable with me. I started to notice that he was comfortable with his peers, but when it came to adults he didnt say much and spo,e at a really low whisper where he could not be understood. I urged him to spea, up on numerous occasions, li,e when I am doing reading fluency tests. .ne day student number came up to me and said,

/0esterday I went to the par, and rode bi,es with my brother,1 then he wal,ed away. I was glad that he was ma,ing the effort to converse with me. It was then that I realized I gained an important relationship with him and he trusted me as an adult figure. !lthough we still struggle

Analysis of Student Learning 3

with him to participate and tal, in neighbor discussions, we still encourage him to do it. Speech has been helping a lot and I notice he is ma,ing an effort daily to tal, (ust a little more. Student number %& is our resource student. !cademically, student number %& is very low and struggles. )is math wor, is different from the rest of the class. *e give him math homewor, from a separate math boo, where the wor, is basic and uses models to help him. Student number %& is unmotivated in his academics. )e is pulled out of class for speech and reading groups. ! lot of time, when it permits, someone always sits with him to support him through his wor, and to help him on organizing his thoughts. )e has constant brea, downs. )e has several crying episodes a wee,. )e is easily distracted. In the beginning he did not bring his homewor, bac, to school. *e made a home visit and now his homewor, has been coming in every wee,. Student number %& recently has been having problems in stealing items from people in the classroom. .n numerous occasions he has confessed. *e continue to struggle in helping him become successful. ! lot of times he is fiddling in his des, and is not engaged in the lesson unless it his highly hands2on. )e gets along well with one of our behavioral students. They are best of friends. They are not a good combination together, but they both loo, out for one another. Student number %& has had a rough upbringing and has been through a lot since he was young. )is mother is a single wor,ing parent who adopted him from her sister. She supports both him and his sister. There are many underlying issues that student number %& has and I am glad that we did a home visit to ,now the underlying issues of his problems. I believe it is important as an educator to ,now why our students are performing at the level that they are at and why they are having low interest in learning. In student number %&s case, I now understand why he has his brea, downs, why he needs constant brea,s, and why he is unmotivated. )e has other issues he worries about at home and he struggles to find understanding with certain things happening at

Analysis of Student Learning

home. !s his educators we try our best to accommodate for him, but he needs to want to be successful and we are getting there slowly, but surely. 3astly, is student number '. !cademically, she is at an approaching level. She is almost there. Student number ' is one of our behavior students. She disrupts the class and has constant outbursts during the lesson. *hen I first got into the classroom she was definitely testing the waters. She has given me a hard time from day %. She had no respect for me and showed no interest in learning from me. #very day I struggled to teach this student. I made sure to stay firm on the procedures and rules that were set in the classroom. I played no games with her and I made sure she ,new that I was here to help her learn and that she could cooperate or her life for the ne4t few wee,s were going to be miserable and boring while I am teaching. She struggled to trust me. I made an effort to get to ,now her and to show interest in the things she finds interest in. I made an effort to tal, to her every day and to smile at her a lot. !fter couple of days, maybe wee,s she came around. Today she is one of my favorite students, and she gives me daily hugs. *e still are wor,ing at her behavior problems in class, but she is definitely wor,ing at it. She was definitely hard to wor, with, but I am glad I wor,ed hard in building that relationship with her. Analysis of Student Data The assessment I gave to students may be referred to in !ppendi4 5. I used the common assessment for living and nonliving things for third grade at #. #lementary School. I used the same tests for pre and post assessments. -igure 6.% will present pre and post2assessment findings for the whole class in my living and nonliving things unit plan. There are %7 students in Ms. Js class. They will be numbered %2%8. 9umber %: moved out of the school so we do not have a number %:.

Analysis of Student Learning !

.ne student received %: out %: on the pre assessment. The ne4t high score after %: was 7 out of %: only one student received that score. -our students answered & out of %: +uestions correctly. Two students answered ; +uestions out of %: +uestions correctly. Three students answered < +uestions out of %: right. Three students received out of %: on the pre assessment.

3astly, three students answered only 6 +uestions right on the test. .ne student was absent on $ay % of teaching out of my living and nonliving unit plan. -or post assessments one student received a %: out of %: score. This time it was a different student than the pre2assessment. -our students received a 8 out of %:. Two students received 7 correct out of %:. -ive students received & correct out %:. Two students answered ' correct out of %:. 3astly, 6 students answered < +uestions correctly out of %:. This time the lowest score was <. Two students were absent. Figure 2.1
Num ers % 6 Pre!Assessment <=%:2 <:> <=%:2 <: > ;=%:2 ;:> < ' ; & 7 8 %% %6 % %< %' %; 6=%:2 6:> 6=%:2 6:> 7=%:2 7:> &=%:2 &:> =%:2 :> <=%:2 <:> ;=%:2 ;:> =%:2 :> &=%:2 &:> =%:2 :> %:=%:2 %::> !bsent Post Assessment '=%:2 ':> &=%:2 &:> &=%:2 &:> !bsent &=%:2 &:> 7=%:2 7:> 8=%:2 8:> <=%:2 <:> 8=%:2 8:> 8=%:2 8:> '=%:2':> !bsent 7=%:2 7:> &=%:2 &:> <=%:2 <:>

Analysis of Student Learning "

%& %7 %8

6=%:2 6:> &=%:2 &:> &=%:2 &:>

&=%:2 &:> %:=%:2 %::> 8=%:2 8:>

Source: Living and Nonliving Common Assessment

Analysis of Class I realized that the class did fairly low on the pre assessment and that is normal being that I did not teach anything before giving them the assessment. #33 students did not do so well on the test. S"#$ student answered only 6 +uestions correctly. .ur speech students also did considerably low. The pre2assessment findings were (ust as e4pected. Student ?%', who received %: out of %: +uestions correctly, is one of our on level students who perform at a high level on occasions. Student ?; that received 7 out of %: on the pre2assessment was no shoc,. )e tends to ,now a lot for his age and surprises me with the things he ,nows. )e is also an on grade level student. Student Num er 3! Pre-Assessment Analysis Student number got ; right out of %: on the pre assessment. The first +uestion he got

wrong as,ed2 what will happen to the grass of a lawn in @tah if it is not watered in the summerA The answers wereB CaD it will get shorter. CbD It will turn brown and loo, dead. CcD It will grow longer and turn green. CdD It will stay the same. Student number chose CaD. The correct answer

is CbD. 5ecause this is a pre2assessment and they have not yet learned about living and nonliving things it is understandable that he chose the answer that he did. The ne4t +uestion student number got wrong was number ' and it as,ed2 a student

observes an un,nown thing. .ver time, the thing moves, grows, and reproduces. *hat does the

Analysis of Student Learning #

student now ,now about itA The answers were CaD it is dead. CbD It is nonliving. CcD It is alive. CdD It is a plant. Student number chose CdD. The correct answer is CcD it is alive. got wrong was number ; which stated2 a few of

!nother +uestion that student number

the characteristics of living things include growth, reproduction, and EEEEEEEEE. The answers were CaD color. CbD Movement. CcD Smell. CdD $reams. Student number answer is CbD movement. 5ecause student number chose CcD. The correct

did not get any formal lesson pertaining to

living and nonliving things, his answer is reasonable, but not correct. The last +uestion that student ? got wrong was number &. 9umbers &2%: are referring to the pictured environment. .n this test the environment was a fish a+uarium with a bubbler. 9umber & as,s2 what part of this environment is nonlivingA The answers are CaD fish. CbD "lants. CcD *ater. CdD Snail. Student ? chose CdD. This +uestion was ,ind of tric,y, but student ? was not paying attention because there is no snail pictured in the given environment. The correct answer was CcD water. Student "# Pre-Assessment-Analysis Student ?' got 6 correct out of %: on the pre2assessment. .ne +uestion student ?' got incorrect was number % which as,ed2 which list contains only nonliving things in an environmentA The answers were CaD snails, water, mushrooms, CbD soil, tree, worms, CcD sunlight, water, soil, and CdD roc,s, snails, grass. Student ? ' chose CbD soil, trees, and worms. The correct answer was CcD sunlight, water, and soil. The ne4t +uestion she got wrong was the ne4t +uestion number 6. This +uestion as,ed2 how do you ,now a dog is aliveA The answers were CaD it can see, hear, and smell. CbD It can move, grow, and reproduce. CcD It lives in a doghouse. CdD It has an owner who is alive. The

Analysis of Student Learning 8

student answered CdD. The correct answer was CbD. Most students in Ms. Js room would not ,now what reproduce means, so this +uestion would have been a hard +uestion for everyone. Student ?' got ; more +uestions incorrect and I can tell this sub(ect is a new concept and she never was introduced nor discussed living and nonliving things with family members or in previous grades. !s a pre2assessment I see what areas I need to hit in order for all my students to understand the concept. In student ?'s case I ,now that I need to pay attention to the small details that I might loo, over, because they are matters that students their age should ,now, but I need to remember that many of these students are #33 students and student ?' is definitely an #33 student and a behavioral student. !long with +uestion % and 6, student ?' also mar,ed incorrect answers for , <, ', &, 8, and, %:. Student "1$! Pre-Assessment Analysis Student ?%& got out of %: correct on his pre2assessment. Student ?%& is our resource student. .ne +uestion he got wrong was number ; which stated2 a few of the characteristics of living things include growth, reproduction, and EEEEEEEEE. Student ?%& circled the answer CcD smell, but in the blan, spot he wrote darne. I find this +uestion particularly interesting, because I always wonder what is going on in this little boys mind. .bviously, there is no connection that is being made. !lthough smell may be a reasonable answer it is incorrect, but that fact that he puts a whole different word in the blan, tells me that student ?%& lac,s test ta,ing s,ills. !nother +uestion I was loo, at is < which as,ed2 what will happen to the grass of a lawn in @tah if it is not watered in the summerA Student ?%& got the right answer, but mar,ed it wrong. This signifies that he is not paying attention and did not use his time wisely. I ,now this because instead of ta,ing his time ta,ing this test, he rushed through it. *hile wal,ing around and watching everyone ta,e this test I noticed he was done a lot earlier than other students. )e

Analysis of Student Learning $

also drew pictures on his test signifying he was bored and ready to move one past this test. Student ?%& is ,nown for (ust guessing on tests and usually has someone read the tests to him to help him through it. 9o one was available during this assessment to sit with him and support him through this test. !long with +uestions ; and & student ?%& mar,ed incorrect answers for %, , ', &, 7, and 8.

Lesson #1- Taught on 10-0 -1! Students turned in a chart that they filled out with living or nonliving things. This chart may be referred to in !ppendi4 5. They answered yes or no if the item needed air, needed water, needed food, produced an offspring, and if the item moved. Students were to pic, si4 items then answer the +uestions in a chart. The last two numbers as,ed how many of the items were classified as living and the last +uestions was the same e4cept as,ing about nonliving. I noticed that some people did not +uite understand the last two +uestions and put answers that were irrelevant or it didnt ma,e sense. -igure 6.6 shows how the whole class did on this lesson ?% assignment. Figure 2.2
Num ers % 6 Assignment "1 ;=7 7=7 7=7 < ' ; & 7 8 ;=7 ;=7 7=7 7=7 7=7 7=7

Analysis of Student Learning 10

%% %6 % %< %' %; %& %7 %8 7=7 ;=7 7=7 7=7 7=7 !bsent ;=7 7=7 7=7

Most of the class understood how to do this assignment. Some students did not understand the word re"roduce even though we barely (ust went over what it meant. !nother thing I found interesting was for those students that ; out of 7 correct those student did not read +uestion & and 7 thoroughly. If they carefully processed the answer they would not have gotten those numbers incorrect. I even went over this assignment with the whole class and told them e4actly what I wanted them to put for those two answers. Many students in Ms. Js class struggle with following directions. Instead of reading directions they would rather as, me what they need to do. I constantly tell them to read the directions and they will find out what they have to do. They read the directions and then say, /ohhhhF Thats what their as,ingA1 So, if these students would train themselves how to follow directions and read +uestions thoroughly we would have had a lot better outcome. This assignment correlates with the pre and post assessment because of them having to classify and ,now the characteristics of living and nonliving things.

Analysis of Student Learning 11

Student "3 Student ? is one of our on level students and does pretty well in grasping concepts being taught and he follows directions pretty well. 5ecause of speech problems, he hardly ever as,s for help, but I do my best to observe him during lesson delivery and while testing. Student ? received an 7 out 7 and answered all the +uestions for each item correctly. 9ow that student ? understands certain ,ey vocabulary and is ,nowledgeable about the characteristics of living and nonliving things I am certain he can answer +uestions that he got wrong on the pre2assessment correctly. Student "# Student ?' is our behavioral and #33 student she got a ; out 7 on this assignment. She filled out the chart correctly for the most part, but when it came to +uestions & and 7 she (ust answered some #ere for both answers. Gather than put the number of living and nonliving things li,e it as,s that was the answer she put. Student ?' is definitely one of our students that struggle with following directions and paying attention to detailed instructions. Student "1$ Student ?%& is our resource student and gets many accommodations for assignments and tests. $uring my unit plan I hardly had any time to sit with student ?%&, but I believe he did +uite well on his own during this unit. Student ?%& s,ipped +uestion & and 7 altogether. This is why he got ; correct out of 7 on this assignment. !s I observed him fill out this assignment I realize that he was ta,ing his time and wor,ing through each +uestion. )e did not rush through it li,e he usually does with other assignments. )e raised his hand a couple of times as,ing +uestions about certain words, even though the definitions to these words were on the board. I was glad he was ma,ing progress in becoming more independent in his wor,.

Analysis of Student Learning 12

Lesson #$- Taught on 10-0%-1! The ne4t assessment was a Murder Mystery activity. I collected students complete sentence e4plaining whether the suspects of the Murder Mystery were living or nonliving. 5ecause of time we only got to clue ?< and finished the rest of the clues and solved the mystery together as a class without having the students write complete sentences because of lac, of time. The Murder Mystery !ctivity will be found in Standard III 3esson "lan ?6. Students turned in their complete sentences about the living and nonliving things and why they are living or nonliving. The class did +uite well. The lights were off during this activity and students were put into Murder Mystery groups and sat in groups of s while solving the mystery. #ach group was given a flashlight and the lights being off had a special effect on the lesson. Students loved this lesson and were highly engaged. I read each clue with my flashlight and the flashlight in each group rotated after every clue. Since time ran short for this activity, we stopped writing at clue ?< and I huddled all %7 students on the ground in a circle with a flashlight, the suspect chart, and as,ed +uestions about each suspect li,e does it need waterA $oes it need airA $oes it move on its ownA $oes it reproduceA #tc. *e crossed off living and nonliving suspects as we solved the Murder Mystery together. This was one of the lessons that was being observed by my supervisor and she was very impressed with the way students were so receptive to the activity and how engaged they were. *e all had a blast learning and solving the Murder Mystery. The writing for the most part was evaluated. Student "3 Student ? had complete sentences and gave me accurate reasons why suspects were living or nonliving. )e was engaged throughout the whole lesson. )is writing proves to me that he understands living and nonliving things and the characteristics of living and nonliving.

Analysis of Student Learning 13

Student "# Student ?' is a student that is hard to ,eep focused for a long period of time. #ven though the lesson was +uite long, student ?' did great throughout the whole lesson. She was highly engaged and interested in what we were doing. )er sentences were well written and complete. She e4plained why each suspect was living and nonliving by naming characteristics. She was very motivated and wor,ed hard the whole activity=lesson. Student "1$ Student ?%& was highly engaged in the activity and sat right ne4t to me on the floor answering +uestions regarding suspects to the murder. )e wor,ed hard in his group, but he did not turn in his writing. *hen I wal,ed around the class while students were writing he had a thing or two on his paper, but it did not get to the turn in pile. Student ?%& struggles with his writing and is nowhere near
rd

grade in writing. *e continue to wor, at his writing. )is writing

is never on the line provided and he mi4es up all ,inds of letters and sometimes ma,es things up. !lthough he did not turn in anything I ,now he did not write a single complete sentence, but he e4plains characteristics of living and nonliving things verbally well. Lesson #!- 10-10-1! 3esson ? went well. Students were engaged and loo,ed forward to science all day that day. I showed a picture of a fish a+uarium that had water, fishes, roc,s, plants etc. in it. I as,ed students to name different items and classify them on their T2chart as living or nonliving. *e wrote an e4ample on the board together and we wrote a complete sentence. !ll students (ust wrote the name of the items in the a+uarium, forest, and flower2bed in living or nonliving, but did not provide full sentences. *e discussed why they were living or nonliving as a class through guided instruction of in neighbor sharing or table collaboration.

Analysis of Student Learning 1

Student "3 3oo,ing at student ? s wor, I ,now that he understanding why items are living and nonliving. )e struggles with his writing and spelling, but I still understand what he means. Student "# 3oo,ing at student ?'s T2chart assignment, I ,now that she understands the characteristics of living and nonliving things. She was also participating +uite a bit during this lesson and was very engaged throughout this lesson. Student "1$ Student ?%&s writing is hard to understand because of his letter confusion. )e wrote a lot on his living and nonliving T2chart, but the only word I can ma,e out is fish. )e did put the fish in the living side. Student ?%& can e4press himself better verbally than in writing. )e participated and told me why items were living and nonliving. In Student ?%&s case I would grade him verbally as an accommodation, because of how much he struggles in his writing. Lesson #&- Taught on 10-1'-1! 3esson ?< was another lesson that was being observed. This lesson was a scavenger hunt. Students were put into the same groups they were in for the Murder Mystery. Students were grouped into s. #ach group was given a scavenger hunt paper. #ach group was designated a scribe to chec, off items that were identified in two different environments. The first environment we visited was the playground. Students loo,ed around for living and nonliving things and mar,ed them off on the scavenger hunt paper. #ach group was on tas, and my supervision and I were impressed with how receptive these students were during the lesson. Students were on tas, and wor,ing hard and all students were cooperative. The groups that students were in were groups that I designed so to help our behavior and struggling students.

Analysis of Student Learning 1!

Mainly the scribes in each group were the leaders and ,ept everyone right on schedule. Students were timed each environment. The ne4t environment student observed was around a tree and grass area. Students noticed aunts carrying items. Students were also to notice interactions between the living and nonliving items in each environment. $uring our debriefing session we were able to discuss some of the interactions of living and nonliving things in the environment. Students had a lot of fun and wor,ed hard in their scavenger hunt. 5ecause each student was in groups this assignment was more as a group wor, and individual assignment was not given during this lesson. Lesson #(- Taught on 10-1)-1! 3esson ?' went well students classified items again in groups. There was a writing to be turned in, but I accidentally sent it home with them. This lesson was a short mini lesson and all students were engaged and had a great time. $uring observation of discussions I ,new that all students understood the concept of living and nonliving things. Post Assessment- *iven 10-1 -1! $uring the post assessment I made a mista,e in giving the test as a tic,et out to recess. Students rushed through it and although the scores were much better than before I believe that all students could have done better on it. I believe the validity of the test was accurate in the things that I taught them during the unit. -igure 6.% presents the scores of pre and post assessments. Student " 3 Post Assessment Analysis .n the post assessment, student number answered received & correct out of %:. Student ?

different problems incorrectly than the pre2assessment. !ll the +uestions student ?

Analysis of Student Learning 1"

answered incorrectly on the pre2assessment are answered correctly on the post assessment. Student ? could have got %: out of %:, because recess was right around the corner and he ,new it, student ? rushed through the assessment so to have a full recess. Student "# Post Assessment Analysis Student ?' made a great improvement even though I ,now she could have gotten %: out of %: on the post assessment. Student ?' made a huge improvement from her 6 out of %: on the pre2assessment to & out of %:. She wor,ed hard through this unit and I believe she could have gotten a better score if she would have ta,en her time and read each +uestion thoroughly. Student "1$ Post Assessment Analysis Student ?%& read and answered his post assessment on his own. )e (umped from out of

%: on the pre2assessment to & out of %: on the post assessment. Student ?%& wor,ed hard during this unit and it reflected on his post assessment. )e answered of the same +uestions from the

pre2assessment wrong, but I believe if I would have read it to him and if would have tested at a better time in the day he could have gotten an even better score. Com%arison &et'een 3 Students -igure 6. shows the comparison between pre and post assessments among student ? , student ?', and student ?%&. Figure 2.3

Source: Pre and Post Assessments

Analysis of Student Learning 1#

Su grou% Post Assessment Com%arison +LL average scores com"ared to the rest o, the class average scores. 5ecause I chose one behavioral=#33 student, one speech student, and one S"#$ student I will compare test scores with #33s to the whole class, speech to the whole class, and S"#$ to the whole class. -igure 6.< shows #33 students average test scores to the rest of the class average on the post assessment. !ll #33s post assessment scores averaged out to be about ;'>. The rest of the class post assessment averaged out to &;>. Figure 2.(

Source: Post Assessment

SP+- scores com"ared to #hole class average score. Ms. J only has one student that is S"#$. )e received & out of %: on the post assessment that brings his percentage grade to a &:>. The rest of the class on average received about &6>. -igure 6.' will present this information in a table. Figure 2.#

Analysis of Student Learning 18

Source: Post Assessment

S"eech students average "ost assessment score com"ared to the rest o, the class average. -igure 6.; shows the average of Ms. Js students that attend speech classes compared to the rest of the class post assessment average. !fter averaging out all students going to speech on a daily basis I got &&>. .ne speech student was not present the day the post assessment too, place. So the average score was among only out of the < speech students. The rest of the class

post assessment average score came out to &%>. Figure 2.)

Source: Post Assessment