Overall, 80% of my students met the proficiency goal of 80% on the unit I

taught. The chart below shows the percentage each student received and
shows which students did not meet the 80% level of proficiency. As shown
below, students 2, 3, 4, 5, 7, 8, 9, and 10 met the proficiency level of 80% or
higher. Students 1 and 6 fell below the 80% mark. Looking at these two
students overall performance begs the question, Which areas did they
perform less than adequate on?

Post Test %
90
85
80
75
70
65
1.0

2.0

3.0

4.0

5.0

6.0

7.0

8.0

9.0

10.0

Student Numbers

I analyzed the data, looking for the areas in which these two students
underperformed. I examined the data for students 1 and 6, looking at the
standards they need more practice with. I then created charts based off of
the data, so I could closely look at each standard.

Student 1 Post-Test Scores per Standard

100%
50%
0%

Masluk Data Analysis Report

In studying the data for student 1, I discovered that the student struggled the
most in creating space between words. I believe a large reason why students
in general did not do as well with this standard is because I did not give
adequate attention to it. I often reminded the students throughout the unit,
but I did not give much direct instruction on this. If I were to teach the unit
again, I would make sure to create specific lessons in which this concept was
being focused on. The other standards that student 1 fell below 80% were all
at 67%. These standards were: writing left to right and top to bottom;
using ordinal numbers to identify a position; rhyming; reading and
writing to 30; talking about setting, characters, and event; and
brainstorming.
Each day when the students wrote, they practiced writing left to right and top
to bottom. I referenced doing so several times throughout the unit. However,
I realize that I could have more explicitly instructed the students on this
objective. This is one that will continue to be reinforced throughout the year.
We also practiced using ordinal numbers every, or almost every day at
morning meeting. I also provided other opportunities throughout the day in
which we could practice counting and identifying positions with ordinal
numbers. This data shows me that student 1 needs extra help in learning this
objective. Every day, we work on rhyming as a class. Student 1 needs extra
support in rhyming. However, as an average, the students fell below the 80%
mark on this standard. Because of this, I will continue reinforcing this
standard throughout the year. As I was teaching the unit, I learned that the
students do not learn the standard reading and writing to 30 all at once.
This proficiency does not occur until the end of the year. Students learn to
read numbers quicker than they learn to write them. Because most of them
are still learning, it is understandable that all of them fell below the level of
proficiency for this standard. (See chart below.)

Masluk Data Analysis Report

Average Student Pre and Post Precent per Standard

In talking about setting, characters, and event, I tried to teach this every
time I read a book. I formatively assessed them as I read a book. However, I
realize I did not give enough opportunities for the students to practice as I

Masluk Data Analysis Report

could have. Therefore, I believe this standard is one that needs more
reinforcement, and will continue to be reinforced throughout the school year.
In thinking about the standard brainstorming, I realized that I did not give
students enough opportunities to practice this. I introduced it in a writing
lesson, and practiced it a couple other times. I should have provided more
formative opportunities for the students. Or, this standard should not have
been summatively assessed. This standard is one that the students will
definitely come back to, as they are beginning to learn how to write. I believe
that I should have introduced this standard and formatively assessed for it
throughout the unit, but not summatively assessed for it. I should not have
expected my students to quickly master a concept as cognitively taxing as
this.

I learned a lot from looking at student 6s data as well. This student fell below
80% in the following areas: alphabetic principle; using ordinals to identify
position; rhyming; reading and writing to 30; talking about setting,
characters, and event; brainstorming; and leaving space between words.

Student 6 Post Test Scores per Standard

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Masluk Data Analysis Report

We worked on learning letter sounds every day, so there definitely were

enough formative opportunities. This data shows me that this student needs
extra support, outside of classroom instruction to work on learning letter
sounds. This was the student I worked with for my RTI project. I specifically
focused on learning letters and letter sounds, so it makes sense that student
6 scored lower than adequate in this area, as this was an area this student
needed support in.

Much of Kindergarten focused on repetition. I learned during my student

teaching that everything taught needs to be reinforced constantly. Because of
this, there were many students who did not understand something the first or
second time it was taught. For students who did not meet the goals at first, I
would reteach the concept, differentiating my instruction to ensure each
learners success. For example, my students were learning about the needs of
a plant. For some reason, they were not grasping the content. I taught this
information several different ways in order for the students to understand it.
First, I introduced it by drawing a picture of a plant on the whiteboard and
drew pictures of the needs. Then, we sang a song and used hand motions to
go along with the plant needs. After that, I showed the students a plant that
was in the classroom. I asked them what the plant needs to live. Throughout
the unit, we also grew our own seeds, and I continued to relate the needs to
our seeds. I used two assessments in which the students drew picture sof
what plants need to live (see photos # 2 & 3). Then, I facilitated a lesson in
groups, in which the students collaboratively pasted pictures of a plants
needs on a piece of paper (see photo #1). The students were beginning to
understand the concept after the above-mentioned formative assessments. I
provided one last lesson in which the needs of a plant were reinforced. The
class was split up into two teams, and each team acted out the needs of a
plant. Each team watched the other, guessing what each action represented.
I then administered a verbal assessment later on in the day to assess the
standard. (see picture # I provided many different opportunities to learn this
material because the students were not grasping the information at first. All
of the students received a 100% on post-assessment for this standard, which
tells me I successfully taught this information.

Masluk Data Analysis Report

Masluk Data Analysis Report

Masluk Data Analysis Report

4
While there were students who struggled to learn throughout the unit, there
were also a few students who wanted to be challenged. I noticed that some of
the students know all of the letters and most of the letter sounds. However,
there are some students who do not know all of the letters, and letter sounds.
Each day, I went over the letters and the letter sounds. For those students

Masluk Data Analysis Report

who already know them, I would challenge them to help me spell a word. For
example, when looking at rhyming words, I would write a word on the board,
and call on a higher-level student to try to read the word. I also challenged
these students by teaching them about the silent e. In this way, they could
continue learning to/practicing reading and gaining knowledge of new words.
Throughout my Exploring Plants and Animals unit, I learned a lot about
myself as a teacher. I learned that my teaching affected student learning
positively because I used multiple modes of teaching. I taught concepts in
various ways to try to appeal to all of my students learning styles. I also used
humor and silliness to meet my students where they were. I sought to
understand them as five and six year olds, and as a result, I strived to teach
them using materials and strategies they would find fun and interesting.
I think my teaching negatively affected the students because on several of
the objectives I did not directly instruct them on these skills in between
assessments. We worked on the skills along the way, but I did not collect
formal formative assessments of them. Brainstorming and Leaving Space
Between Words are standards that I did not formally assess in between the
pre and post assessments.
In looking at my overall teaching skills, I learned that I do well planning a
lesson, but when it came to planning a unit, which spans a longer amount of
time, I struggled at first seeing the whole picture. I had previously created
unit plans, but never executed the whole unit. While it seemed a bit daunting
at first, once I reached the middle and end of the unit, I began to see the
whole picture, and I felt more confident in teaching a unit.
I learned that my presentation skills got better as I taught. I was nervous
teaching that first lesson, but when you are teaching day in and day out, you
dont have time to be nervous. Instead of teaching seeming like a
performance on my part, it became more of me simply teaching the
information to my students.
In reflecting on my flexibility growth over teaching the unit, I realized that I
have become much more flexible. When first planning the unit, I was very
particular about which days I would teach which lessons. However, by the
end of the unit, I ended up cutting out some parts of my unit because I had to
teach longer on the needs of plants. My mentality shifted from, My unit has
to be executed perfectly as planned to Are my students learning what
theyre supposed to be learning?
In thinking about my first couple of weeks of teaching to now, I have become
much more firm in my classroom management skills. I am still working on
how to manage a specific student, but I am planning on implementing a
behavior strategy with him next week.

Masluk Data Analysis Report

10

In order to increase student learning on future units, I would look more

closely at the pre-assessment data to determine what specifically needs
further instruction. I would then adjust my unit accordingly. I would also make
sure each standard had multiple formal formative assessments, if students
are not grasping the concepts.