Taylor Lawrence

6. Analysis of Student LearningShowcase Lesson(s) (LO 1.1) (APS 3)

TWS Standard
The teacher uses assessment data to profile student learning and communicate information
about student progress and achievement.
Note: The term analyze in TWS 6 means to determine whether the intervention brought about
the desired results. You can also examine the data in ways that reveal the relationships, patterns,
trends, etc. that can be found within it.
Task
Analyze your assessment data, including pre/during/post assessment data summary (formative)
to determine students progress related to the lesson objective(s) in your "showcase" lesson. Use
visual representations and narrative to communicate the performance of the whole class and
three (3) individual students (one low, one average, and one high performer).
*Conclusions drawn from this analysis will be provided in TWS section 8 - Reflection, SelfEvaluation, and Professional Development.
Prompt
In this section, you will analyze data to explain progress and achievement toward "showcase"
lesson objective(s) demonstrated by your whole class and three (3) individual students (one low,
one average, and one high performer).
A. Whole class
a. To analyze the progress of your whole class, create a table that shows pre- and
post-assessment data on every student for each lesson objective(s).
b. Next, create a graphical summary that shows the extent to which your students
made progress (from pre- to post-) toward the learning criterion that you
identified for each "showcase" lesson objective(s). (These assessments should be
identified in TWS section 4 - Assessment Plan).
c. Summarize what the data table and graphical summary reveal about the impact
the interventions had on student learning. Also include any relationships, trends,
patterns, etc. the data show.

Whole Class:
Lesson Plan 1:
Total Class
Percentile:
Students Letters
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
(high)
Q
(low)
R
(middle)
S
T
U
V
W
X

Activity 1:
Ability to name and give
examples of the four needs
for survival
A
W
F
S
O
O
O
O
X
P
P
X
X
X
X
X
X
X
X
P

O%
70%
100%
85%

O
O
X
X
P
X
X
X
X
X
P
X

O
X
X
X
X
X
X
X
P
X
X
X

O
X
X
X
P
X
X
X
P
X
P
X

O
P
P
P
P
O
P
O
X
O
O
X

0%
60%
85%
85%
55%
75%
85%
75%
70%
75%
45%
100%

85%

0%

RTI

P
X
X
X
O
P

X
X
X
O
O
P

X
X
X
X
O
P

X
X
P
P
O
P

85%
100%
85%
60%
0%
40%

Said breath

Key
100% accuracy: name and give an
example of each
No answer or example even with prompt

Percent in
Accuracy

COMMENTS

ESOL
Said house
inside of
shelter
ESOL
Shy student
Said house
Said home
Gave up on S

Distracted

Said house
Said house
ESOL
Tends to not
work to get
help.

Accuracy Chart
100%

-25%

Answer correctly and give examples with

Prompt
Able to name need but cannot give an
example

-15%

X/E

-15%

Mean: 63.3%
Median: 75%
Mode: 85%
Total Class
Percentage:
Students
Letters
A

Activity 2: Students were to glue all objects

inside of the fish take and color and name
them correctly.
Objs
Poorly
Algae and
Unable
outside colored
rocks not
to name
of tank
colored
needs
-5
X
X
X

Percent
in
Accuracy

Comments

95%

Fish outside
of bowl
Fish outside
of bowl
Colored
poorly

-5

95%

-10

90%

D
E
F
G
H
I
J

X
-5
X
X
-5
X
-5

X
X
X
X
X
X
X

X
X
X
-5
X
X
X

X
X
X
X
X
X
X

100%
95%
100%
95%
95%
100%
95%

K
L

X
-5

X
X

X
X

X
X

100%
95%

M
N

X
-5

X
-10

X
X

X
X

100%
85%

-5

95%

P
(high)
Q
(low)

100%

-10

90%

ESOL
ESOL
Fish outside
of bowl
Air bubbles
outside of
tank
Poorly
colored and
bubbles
outside of
tank
Bubbles
outside of
tank
Poorly
colored

R
(middle)
S
T

-5

95%

X
X

X
-10

X
X

X
X

100%
90%

U
V

X
-5

X
-10

X
X

X
X

100%
85%

W
X

X
X

X
X

X
X

X
X

100%
100%

KEY
Objects outside of tank
Poorly colored
Algae and Rock not colored
differently than water
Mean: 95.62%
Median: 95%
Mode: 100%

Accuracy
Chart
-5
-10
-5

RTI
Poorly
colored
Bubbles
outside of
tank and
poorly
colored
ESOL
Lots of
improvement
in coloring

Whole Class:
Lesson Plan 2

Student Letter
A

Animals in the land

habitat
X

Animals in the water

habitat
X

-4

F
G
H

X
X
X

-1
X
X

I
J

Do not have!
X

K
L
M
N

X
X

X
X

P
(high)

Q
(middle)

-1

R
(low)
S

-1

Comments
Poor cutting, one
picture upside down
and one sideways.
(ESOL)
One picture placed
sideways
Poor cutting, and
began to color the
sun.
Placement and
cutting issues.
Placed all animals in
the water habitat.
Was not given oneon-one instruction.
(ESOL)
Colored some of her
pictures even though
not instructed too.
Also, one picture
upside down, and
one picture
sideways.
Poor cutting and one
picture placed upside
down, two pictures
placed sideways
Poor cutting
Poor cutting and one
animal sideways and
one animal upside
down.
Was not cut correctly
and one picture is
sideways.
Put the frog in the
middle indicating the
frog lives on land
and in the water.
Perfect cutting!! I
believe that he
thought the picture
of the chicken was a
duck and that is why
he placed it in the
water habitat.
Poor cutting

Whole Class:
Lesson Plan 3
Pre Assessment:
Students
numbers
A

Color of Pumpkins

Coloring ability

Comments

He colored it a
bright red. We did
not discuss this
color as one of the
colors a pumpkin
could be.

B
C
D
E
F
G
H
I

X
X
X
X
X
X
X
X

X
X
X
X
X

J
K
L
(middle)
M
N
(low)
O
P
(High)
Q
R
S
T
Total:

X
X
X

X
X

X
X

X
X

A/B
X
X
X
Colored the
pumpkin the wrong
color: 1 out of 19
5%

A/B
X
X
Scribbled: 8 out of 19
42%

Scribbled
Scribbled
Scribbled
Very good
coloring!!
Scribbled
Scribbled
Scribbled
Scribbled

Absent
Scribbled
Overall
Accomplishment:
Technique: 58%
Color of Pumpkin:
95%

During Assessment:

Students
numbers

Verbally say the first

letter of their name

Ability to place their pumpkin in

the correct column according to
the first letter of their name.
X

D
E

X
X

X
-

F
G
H

X
X
X

X
X
-

I
J

X
-

X
X

L
(MIDDLE)
M

N
(LOW)

O
P
(HIGH)
Q
R

X
X

X
X

A/B
-

A/B
X

Comments
Was the first J name
to come and place his
pumpkin
Very quick to
respond also told me
the child who was
absent would go
there too.
First to come grab
his pumpkin when I
got to the letter C in
the alphabet.
Did not come when
his letter was called
in the alphabet but
could tell me what
his name started
with.
Was one of two letter
C names, she was
slower to respond
when I called letter
C.
Knew letter sound
but not letter name.
Was not paying
attention.
He knew the first
letter of his name but
was slower to
respond when I got
to his letter in the
alphabet.
He had to be told by
the other class it was
his turn to put the
pumpkin on the
graph. Although, he
knows the first letter
of his name.

Absent
During activity could
not recall by herself
the first letter of her

Whole Class:
Lesson Plan 4
Pre-assessment (puppet show) for letter C: (X=CHECK)
Student Letter

Participation

A
B
C
D

Absent
X
X
X

Letter recognition Letter

sound
Absent
-X
X
X

E
F
G
H
I
J
K

X
X
X
X
X
X

X
X
X
X
XXX-

COMMENT
S

Said 3 but
held up 4
fingers

L
(MIDDLE)
M

X-

N
(LOW)
O
P
(HIGH)
Q
R
S
T
Totals:
Percents:

X
X

X
X
X
X
2 out of 19
10%

X
X
X
X
Letter
Name:
2 out of 19
10%

Could not say

letter sound,
even after I
said it over
and over with
examples
No response

Sound:
5 out of 19
26%

Total at
100%:
54%

Overall I feel like many of them understood the letter and sound after the pre-assessment and
puppet show. I do however hope that the percentiles go up after the during and post activity.
Lesson Plan 4
Whole Class
During-assessment (book): for letter C
(Each section worth 25 points out of 100)
Student Letter

Participation

Identifies Letter
C/sound in text

A
B
C

Absent
X
X

Absent
XX-

Understands the
moral of the
story
Absent
X
-X

-X

E
F
G
H
I

X
X
X
X
X

X-X
X
X
X-

X
X
X
-X

Comments
Absent
Did remember
moral with
prompting
Did remember
moral with
prompting.

Did remember
moral with

prompt
J
K
L
(middle)

X
X

X
X
X

X
X
-X

M
N
(low)
O
P
(high)
Q
R

X
-X

X
X

X
X

XX

X
X

Absent
X

Absent
X

Absent
-X

S
T

X
X

X
X

X
-X

3 out of 18

Letter:
2 out
of 18

Totals:

Sound:
5 out
of 18

Did remember
moral with
prompt.

Absent
Did remember
moral with
prompt.
Did remember
moral with
prompt.
Total who got
100% correct:

Moral:
7 out of 18

Percentiles:
16%
11%
27%
38%
8%
Overall based on one more child being absent the letter recognition was the same, yet more children could
not point out or recognize the letter C or its sound in the text. I believe this is because the text did not
have many C words except for the word crayon or color. Although, I do believe that I will focus next time
on a book that has more words that start with the letter we are focusing on for the day.
Lesson Plan 4
Whole Class

Post-assessment: (Making the crayon boxes) Letter C activity

{each section worth 20pts out of 100)
Student letter

Letter name

Letter sound

Following
directions

Color quality

A
B
C
D
E
F
G
H
I
J

X
X
X
X
X
Absent
X
X

X
X
X
X
Absent
X
-

X
X
X
X
X
X
X
Absent
X
X

X
X
X
X
X
X
X
Absent
X
X

Ability to
tell me their
favorite
color.
X
X
X
X
X
Absent
X
-

K
L
(middle)
M
N
(low)
O
P
(high)
Q
R
S
T
Totals:

X
X

X
X

X
X

X
-

X
X

X
X

X
X

X
X

X
X

X
X

X
X

X
X

X
X

Absent
X
X
X
4 out of 18

Absent
X
X
X
4 out of 18

Absent
X
X
X
1 out of 18

Absent
X
X
X
0 out of 18

Absent
X
X
4 out of 18

Percentiles:
22%
22%
5%
0%
Overall I feel like my letter recognition went down, but my sound recognition went up.

22%

Assessments for Letters A-E (whole class):

Post-assessment (after I taught all of the letters above)
I believe that because one of the main objectives for 4-K is that they should be able to
identify, name, and verbally say the sound of each letter in the alphabet before they enter into
kindergarten, assessing them on this criteria was important. Below are my results:
Key:

Column 1: letter recognition

Column 2: letter sound
Column 3: name one word that begins with that letter sound
Check=acceptable
-Check= acceptable after prompt
- = No response/not acceptable
Assessment: Number of students who knew Letter recognition, Letter sound and one word that
begins with that letter out of 19 students. That number times 100 equals presentage of class
comprehension of objective.

Lesson Plan 5
Whole Class
Student Letter
A
B
C
D
E
F
G
H
I
J
K
L
(Middle)

Abilty to tell me what

kind of art work it was
X
X
AB
X
X
AB
X
X
X
X
-

Was able to answer

question 1
X
X
AB
X
X
AB
X
X
X
-

Comments

Broke his snake in half

Pulled cotton ball apart

Swirling in his chair and
reached for supplies without my
instruction.

N
(low)
O
P
(high)
Q
R

AB

AB

X
X

X
X

AB
X

AB
X

Said fa-lodge even after I

sounded it out, broke it apart
and gave other examples of the
same blend.

Copied another students art

work

S
X
X
T
X
X
Results: 2 out of 16 is 87.5% of students were able to tell me what type of
artwork it was (COLLAGE.) This is the same results for my first questions as
well.

B. Graphical Summary:
Clinical 1: Lesson Plan 1 and 2
Student
Letter
P
(High)
R
(Middle)
Q
(Low)

Lesson Plan
1
Preassessment

Lesson Plan 1
Postassessment

Lesson Plan 2
Postassessment

100%

100%

100%

0%

95%

83%

85%

90%

83%

Clinical 2: Lesson Plan 3-4

Lesson Plan
Lesson Plan 3
Student
3
DuringLetter
Preassessment
assessment
P
100%
100%
(High)
L
(Middle
100%
100%
)
N
91%
91%
(Low)
(Averaged)
(Averaged)

Student Letter
P (high)
L (middle)

Lesson Pan 4
Preassessment

Lesson Plan 4
During-assessment

Lesson Plan 4
Post-assessment

100%

100%

100%

100%

85%

100%

50%

63%
(Averaged)

80%

Lesson Plan 5 Post-assessment

100%
100%

N (low)

A/B

C:
Clinical 1
Lesson Plan 1-2:
When asked to point to the four different needs and name them I received
100% accuracy rate. My high level student showed the same 100 progresses. This tells
me that I should have had alternate or extra work for this student to do after they
finished their work. It seems that if they are getting 100% accuracy with no trouble
their work is too simplistic for them, and in the future may become bored. My middle
level student had a hard time with verbal instruction because he received a 0 on my
pre-assessment for lesson plan 1, but for my post-assessment for lesson plan 1 he
received a 95%. This lesson was not hard and did not need much verbal direction.
Although, my second lesson plan needed much verbal directions for completion, and
seeing as this student struggles with verbal direction I am not surprised that he
received an 83% for the post-assessment. I have concluded similarly for my low level
student. They scored low on the pre assessment that required auditory skills, but high
on the post assessments for lesson 1 which did not require much auditory skills,
because I showed them a visual. For lesson plan two I did not show them a visual, so
my middle and low-level student had to rely on just auditory directions, so they scored
lower on those. Next time I will make sure to include a visual aid with each activity
that I have the class do, and see if that will improve their scores when doing a tactile
assignment.

Clinical 2:
Lesson Plan 3-5
Overall I feel that my high level student was bored during most of the
instruction. I believe what would have benefited her more would have been to have
alternate assignments that focused more on team building strategies or goals; this
is where the student seems to be the least advanced. I have concluded similarly for
my middle level student except for lesson plan 4 the post-assessment. This student
struggled with work that needed a lot of patience, and this assessment portion of
the lesson plan needed just that. I believe that he was frustrated by not being able
to move around and had to be still, that when I started asking him questions after
the activity for the assessment he would of told me anything just to get out of the
seat and play. His results show just that. For my low level student thrived in math
oriented lesson plans, although suffered when it came to verbal responses. He does
have a speech impediment that makes it hard for him to verbally express his
answers. I believe that I should of catered to this more in my lesson plan
assessments and accommodations. He would of done better if he was given the
option to express the answers in some form of movement, or mathematical
response.

B. Individuals
a. Use pre- and post-assessment data and examples of the students
work to determine the extent to which these students attained the
lesson objectives.
i. Quantitative data: above
ii. Qualitative data: above in explanation of data. (clinical 1-2)
a. I believe it is very important to analyze data from a high, middle and low student
because all of my students fall in somewhere between them. So if I want to address
the concerns or instructional implications I noticed through my analysis of my high,
middle and low student I am very likely to improve the other students scores or
performance that fall within their range.

TWS 6 Student Learning

Whole Class Table pre; during; post
3 students table pre; during; post
discussion of the 3 individuals
Quantitative data
Qualitative Data
mechanics
total

Points
15
15
20
20
20
10
100

Grades

14
14
19
19
19
10
95