Category 5: Education Research

Entry 11 Data Analysis of a Unit

The candidate seeks, analyzes, and uses research and data to make wise judgments about
curriculum, instruction, and assessment.

This entry will analyze the data from one specific unit taught during the student internship.
The candidate will complete data tables and subsequent questions in response to prompt
11. There is no reflective essay for this entry, but reflective questions regarding data
analysis at the end of the data tables.

Examples of data that can be collected and examined prior to and after instruction include:
relevant standardized assessment data, student performance on previous tasks and units of
study, student self-assessment, teacher assessment of student readiness, student grasp of
essential concepts to be taught during the unit.

The goal of the analysis of this data is not to measure student understanding of low-level
identification items prior to instruction, but rather to anticipate and plan for student
growth in learning, comprehension, and higher-order thinking from instruction during the
unit. Thus, pre- and post- measurement should not be an automatic given, but rather a true
measurement of growth from the teaching of the student intern. The tables and
presentation of data can be modified from what is given below. The candidate should
consult with the cooperating teacher, university supervisor, and clinical instructor to
identify relevant sources of useful information for analysis.
N.B. ENTRY 11 SHOULD INCLUDE DATA FOR A FULL CLASSS, not just the 9 spaces for
scores. Furthermore, the Contextual Factors template should be completed in its entirety
and presented along with the data tables and accompanying questions.
 C&I UG PORTFOLIO 2

Contextual Factors Template

Total Number of Students in the School: 357

School Socio-Economic Make-Up (i.e., % free and reduced lunches): 68.35%

Class Class Class Class Class

1 2 3 4 5
Grade Level/Subject Taught K/Gen 1st/Gen 2nd/Gen 3rd/Gen 5th/Gen
Music Music Music Music Music
Number of Students in Classroom 21 18 17 15 20

Contextual Information: Class Class Class Class Class Student Learning Adaptations:
(List the number of students 1 2 3 4 5 (Describe at least one example of a
identified in each class you teach and strategy to provide equitable
identify the class in which you are opportunities, accommodations, or
teaching your unit) modifications you attempted for any
student identified within each
contextual characteristic)

Gender
Number of Females: M: 8 M: 9 M: 8 M: 9 M: 6
Number of Males: F: 13 F: 9 F: 9 F: 6 F: 14

Ethnic/Cultural Make-Up C: 7 C: 7 C: 6 C: 5 C: 8
Caucasian/White: AA: 4 AA: 3 AA: 4 AA: 1 AA: 4
African American/ Black: H:10 H:8 H:7 H:9 H:7
Hispanic/Latino: A:0 A:2 A:0 A:0 A:1
Asian/Pacific Islander: AI:0 AI:0 AI:0 AI:0 AI:0
American Indian/Alaskan Native:
In order to communicate as clearly
Language Proficiency as I can to students who may not
Number of English Language 6 5 4 7 4 always understand everything I say
Learners (ELL): verbally; I demonstrate what I ask
students to do before having them
try it.
To ensure that all students
Academic Performance understood concepts introduced as
Students Performing Blw:2 Blw:6 Blw:3 Blw:4 Blw:7 best as they could, I explained in a
Below Grade Level: Abv:19 Abv:12 Abv:14 Abv:11 Abv:13 way that allowed students to
Student Performing experience a concept visually,
Above Grade Level: auditorily, and kinesthetically.
When developing a seating chart, I
Students with Special Needs LD:1 LD:0 LD:0 LD:1 LD:0 placed a student with a hearing
Learning Disability: E/BI:0 E/BI:1 E/BI:0 E/BI:0 E/BI:0 impairment in one ear towards one
Emotional/Behavioral ADD:1 ADD:1 ADD:0 ADD:0 ADD:2 side of the risers so they would have
Impairment: DD:1 DD:0 DD:0 DD:0 DD:0 to rely less on their hearing aid.
Attention Deficit Disorder ID:0 ID:0 ID:0 ID:0 ID:0
(ADD): S/LI:0 S/LI:0 S/LI:0 S/LI:1 S/LI:0
Developmental Disability: AS:0 AS:1 AS:0 AS:0 AS:0
Intellectual Disability: G:1 G:0 G:0 G:1 G:2
Speech/Language Impairment: B/VI:0 B/VI:0 B/VI:0 B/VI:0 B/VI:0
Autism Spectrum: D/HI:0 D/HI:0 D/HI:1 D/HI:0 D/HI:0
Gifted: PD:0 PD:0 PD:0 PD:0 PD:0
Blind/Visual Impairment (VI):
O:0 O:0 O:0 O:0 O:0
Deaf /Hearing Impairment (HI):
 C&I UG PORTFOLIO 3

Physical Disability:
Other Health Impairment:
Military Connected Students 0 0 0 0 0 N/A

Contextual Factors Continued

Student Characteristics:
Describe the developmental characteristics of students in your classroom.
(Cognitive, Physical, Emotional, Social).
Students range from K-5th Grade so the developmental characteristics of each student varies based on their
age and grade level. Cognitively, the majority of the students are at a level expected for their ages. There are
a few students that are ahead or behind of their peers in terms of development. While these differences exist,
they are not drastic enough to merit any kind of separation from their peers. Only one student in the school
has a physical disability, all other students are developed at an expected level. Emotional and social
developments have the most diverse levels of the four. Students come from a wide variety of backgrounds
that affect their emotional development and social interactions with teachers and peers.

Highlight the prior knowledge and interests of students in your classroom.

In general, most students in the school have similar prior knowledge if they’ve attended the same school
since the beginning. There are students who are relatively new to the school that may be missing some of the
prior knowledge that their peers have. Interest of students generally are associated with whatever is currently
popular. Movies, books, TV shows, and video games seem to be the main interests.

Describe the implications these characteristics have on planning and instruction.

(e.g. What instructional strategies will you use to meet the unique learning needs of all your
students?)
When planning, I ensure that the activities required in class are not more than students can handle at their
current level of development. When introducing new concepts, I always build on prior knowledge and
explain any missing pieces of information to the class. Also, incorporating interests of the students into the
lessons seems to increase engagement.

Environmental Factors:
Describe district, school, and classroom environmental factors impacting the quality of education
for all of your students.
There is a shortage of paras in the school that work with individual students to help them understand in
classes. The music classroom is right next to the gym and the noise can be distracting at times.
 C&I UG PORTFOLIO 4

Describe community and family environmental factors impacting the quality of education for all of
your students.
Many of our students come from a lower socioeconomic status. Many times they are focused on events that
happened at home and have trouble focusing at school. Additionally, there is a large ELL population at the
school.

Describe the implications these factors have on planning and instruction.

(What instructional strategies will you use to address the unique environmental factors impacting
each
student?)
Sometimes the students in the gym need to be reminded to be quiet. Other than this, the only thing I can do to
help my students succeed at school is to make them feel as safe and as valued as possible. Explaining and
demonstrating seems to help my ELL students.

Contextual Factors Continued

Focus Students Information
Provide information about the two focus students you selected from the class in which you will be
teaching your unit that you feel would benefit from modified instruction. You MUST choose one
student with exceptionalities or an English Language Learner as one of your focus students.
Complete the chart below referring to these students only as Student A and Student B. Do not use
proper names.

Describe this student Why did you What did you find out Based on this
using information from select this about this student? information what
the Contextual student? Address characteristics are the
Information and Student from the Contextual implications for
Learning Adaptations Information and this student’s
Student Learning instruction?
Adaptations
Student This student has ADD I selected this Cognitive This student
A and appears to be student Ahead in terms of benefits from
development in
behind their peers in because they comparison to some of
creative tasks
social development. are very gifted their peers. that allows them
They have trouble but get to use their
focusing in subjects distracted very Emotional imagination.
like math and science easily when Well-developed When faced with
emotionally. Very
but excel in creative faced with less empathetic with their
less creative-
subjects. creative peers. based tasks,
assignments. partner work
Physical seems to assist in
their completion.
 C&I UG PORTFOLIO 5

Normal in terms of
development.

Social
Appears to be somewhat
behind developmentally.
Has slight difficulty
relating with peers.

Student This student is also I chose this Cognitive This student

B very gifted student This student is excels at
cognitively well-
academically but because they developed and ahead of
assignments but
occasionally has are very gifted their peers. often requires
trouble understanding but struggle someone to
directions because they sometimes to Emotional break down
are ELL. Emotionally, understand Emotionally, this student directions before
seems closed off from
this student seems directions. peers and teachers. They
they truly grasp
closed off. seem to have a difficult what is being
time opening up. asked of them.
Partner or group
Physical work seems to
Developmentally
speaking, this student is
help because
normal for their age. group members
can help them
Social understand.
This student is at an
appropriate
developmental level

Entry 11: Data Analysis Template

Pre-Assessment Data
Student Scores by Objective on the Pre-Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall %

1Ger 100 100 100 100 100 100

2Div 100 100 100 100 100 100
3Bry 100 100 90 80 90 92
4Am 100 80 70 70 80 80
 C&I UG PORTFOLIO 6

5Jal 100 100 100 90 80 94

6Syn 100 100 100 100 90 98
7Mer 100 80 80 70 80 82
8Bryl 100 100 100 90 90 96
9Na 100 90 90 90 90 92
10Lys 100 80 80 90 100 90
11Rub 100 70 70 70 60 74
12Mich 100 100 90 80 90 92
13Ty 100 100 90 100 90 96
14B 100 100 100 100 100 100
15Lyr 100 80 80 90 80 86
16Mac 100 80 80 90 70 84
17Blo 100 100 100 100 90 98
18Is 100 90 80 90 70 86
Focus A 100 100 100 90 90 96
Focus B 100 90 80 90 90 90

What do these data mean for instruction during the unit?

The majority of students seem to have a decent understanding of the necessary knowledge
for the unit. A single review day may be useful for some students but nothing too in depth
seems to be needed.

What do these data mean for instruction for the Focus Students
during the unit?
Both students performed fairly well with their objectives. I could possible help Focus
Student B understand slightly more in order to raise their confidence in the subject.
 C&I UG PORTFOLIO 7

Formative Assessment Data

Student Scores of Two Selected Formative Assessments
Student Formative 1 Formative 2

1Ger 90 100
2Div 80 100
3Bry 80 90
4Am 70 80
5Jal 80 90
6Syn 80 100
7Mer 70 90
8Bryl 80 100
9Na 70 90
10Lys 70 100
11Rub 60 80
12Mich 90 90
13Ty 90 100
14B 100 100
15Lyr 70 80
16Mac 70 90
17Blo 90 100
18Is 80 90
Focus A 90 100
Focus B 70 100

How did the data from these formative assessments impact

learning during the unit?
After the first formative assessment, I realized that there must have
been some area that I had failed to explain properly due to the
average score. After discovering what it was, I was able to explain it
and future concepts in greater detail to help the scores for the
second formative assessment.
 C&I UG PORTFOLIO 8

How did the data from these formative assessments impact

Focus Student Learning during the unit?
Focus Student A didn’t struggle too much with the assessments due
to their creative nature. Focus Student B misinterpreted some of my
original directions. For the second assessment, I was able to explain
what was being asked more clearly for them and other students who
struggled with the first assessment.

Post-Assessment Data
Student Scores by Objective on the Post Assessment
Student Obj 1 Obj 2 Obj 3 Obj 4 Obj 5 Overall %

1Ger 100 100 100 100 100 100

2Div 100 100 100 100 100 100
3Bry 100 100 100 90 100 98
4Am 100 90 70 90 90 88
5Jal 100 100 100 100 100 100
6Syn 100 100 100 100 100 100
7Mer 100 100 100 90 80 94
8Bryl 100 100 100 100 90 98
9Na 100 100 90 100 100 98
10Lys 100 100 90 90 100 96
11Rub 100 90 80 90 80 88
12Mich 100 100 100 100 100 100
13Ty 100 100 100 100 90 98
14B 100 100 100 100 100 100
15Lyr 100 90 100 100 90 96
16Mac 100 100 90 90 90 94
17Blo 100 100 100 100 100 100
18Is 100 100 100 100 90 98
Focus A 100 100 100 100 100 100
 C&I UG PORTFOLIO 9

Focus B 100 90 100 100 100 98

What does these data mean for learning during the unit?
I am pleased that the scores from the pre to the post assessment
improved so much. The lowest scores went from a 74 to an 88. I
believe that this indicates that learning took place in the unit.

What does these data mean for learning for the Focus Students
during the unit?
Both Focus Students showed improvement in the unit. With creative
outlets for Student A and one on one explanations for Student B,
scores were able to improve and learning was able to take place.

For future instruction, what have you learned about how

students learn and the efficacy of your instructional style?
What would you change, if anything?
I have learned that students work well in groups as long as they are
given clear directions and are occasionally reminded to stay on task.
Additionally, I believe that allowing students a chance to explore
and create with the concepts learned is an effective strategy. The
main aspect I would change of my unit is that I would have
explained concepts in more depth before the first assessment.