STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and
analyze the post-test data to determine the effectiveness of your instruction and assessment.
Number of Students Number of Students
Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 1

Proficient
(80%-89%) 1 3

Partially
Proficient
4 2
(70%-79%)

Minimally
Proficient
2 1
(69% and below)

Post-Test Analysis: Whole Class

From the post test analysis it can be determined that in this small group we saw more growth. The
Student who tested proficient on the pre test moved to highly proficient and 3 of the students who
were at Partially Proficient moved into proficiency. Assessing the student who stayed at
minimally, the students barely missed the cut off score.

Looking at the instructional unit, I believe that students showed tremendous growth in being able
to identify which operation to use in a given word problem. While students did mess up the
calculation, I believe that this is something that will be rectified with more practice. Looking at
the unit and lining them up to my students IEP goals, I was able to see positive growth in their
ability to identify “How” to solve the problem.

Post-Assessment Analysis: Subgroup Selection

All the students that I have are on IEP’s, which is why they come to Resource. However, 2 of my
students are also labeled as ELL. This subgroup, especially in math, has a difficult time
recognizing the math vocabulary in the word problem.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

Number of Students Number of Students

Pre-Test Post-Test

Exceeds 0 0

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Meets 0 0

Approaches 1 2

Falls Far Below 1 0

Post-Assessment Analysis: Subgroup

Both of my ELL students were able to show some growth, with one of them moving from
Falls Far Below to Approaches. My ELL students were better in their calculation as
compared to the rest of the class, doing very well especially with multiplying decimals.

While I do feel that the subgroup showed growth and we will need to fine tune some things, I feel
I could have done a much better job if I had read them the word problems either individually or
just the two of them. Both of these students have shown a tremendous ability to comprehend
material spoken to them and I feel that if I re assessed them, they would be able to recognize the
vocabulary. I felt that the word problems were at their level, however, I could continue to use the
same supports and accommodations that they receive on their assessments and in the classroom.

Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Exceeds 0 1

Meets 1 3

Approaches 3 0

Falls Far Below 1 1

Post-Assessment Analysis: Subgroup and Remainder of Class

Compared to the rest of the class, the ELL subgroup showed the same growth as the other
students. Both students improved on their pre assessment scores, one moved into a different
category, which fell in line with the other students. Even the one student who stayed in Falls Far
Below range for both, showed growth from pre to post assessment. This was an accurate display
of what students were able to showcase. The one area the ELL subgroup struggled compared to

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the other students was in the area of recognizing which operation needed to be used in a given
word problem. However, throughout instruction and even on the post assessment, both the ELL
students did as well if not better on the aspect of multiplying decimals. The one area all students
continue to struggle in is in division.

Moving forward I have decided to refresh division and spend a couple days working through the
steps of division, the vocabulary, how to set up a division problem and allowing for student
practice. Taking decimals out of the division problem, my students still struggle with long
division problems and placing the numbers in the wrong spot per student work examples and 6th
grade math teacher observations and conversations. We have now started reviewing division facts
and creating an Anchor Chart for how a division problem is set up so they have a reference. We
will be using graph paper so that they can keep their work organized and see how the problem
should look. We will then jump back into putting decimals in the problem before moving on to
another area.

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