EDC 257 M1D1 Analyze Student Data

Last year years 48% of Mrs. Blakes class passed the AIMS reading test.
This means that 12 out of the 25 students meet or exceeds the standard.
This year using the AIT reading as a guide I would expect more students to
pass the AIMS test. Comparing the Q4 to last years AIMS test 8 out of the 12
students with learning codes increased their test scores and most increased
their test scores greatly. I would expect 19 students to pass the AIMS test out
of 25 students. That would mean 76% of the students would pass. I could
have incorrectly made a correlation between Q4 and AIMS test for this year.
Yes, there is a correlation between DIBELS and the AIMS scores. 13
students were at grade level on the DIBELS test and 12 students met or
exceeded the goal on the AIMS test. 8 students met the goal on both tests.
It is not a direct correlation but it is significant.
There are patterns in the quarterly AIT scores. 17 out of 25, or 68%, of
the students increased their test scores from Quarter 1 to Quarter 2 on the
AIT Reading test. This also means that 32% of the class did not increase
their AIT test scores from the beginning of the year to the end of the first
quarter. This as a teacher would bother me. I would ponder the reasons why
each student does not appear to make head way on this test. Could the
students just be getting back into the school groove? From Quarter 2 to
Quarter 3 84% of students increased their test scores. So this means 21 out
of 25students increased their scores. This appears that the majority of

students are making educational gains. This is the middle of the school year
and perhaps most of the students have hit their stride and are learning.
Quarter 3 to Quarter 4 only 12% of the students increased their test scores.
This drastic decrease in scores from Quarter 3 to Quarter 4 could mean that
the students were not focused. Perhaps the upcoming summer vacation is on
the majority of the students mind. Perhaps the school picnic was directly
after the test and most of the students were focused on the picnic and not
the test. Then again perhaps there was a change in the test. There could
be a change in where and how the test was administered also.
Mrs. Blakes class needs to work on print concepts, functional text,
elements of literature and persuasive text. The AZCCR Standards that I
would suggest for Mrs. Blakes class are: craft and structure, and integration
of knowledge and Ideas.
I think that Mrs. Blake would be wise to plan small group guided
reading. This way the students can work together socially and academically.
There are many different reading levels in the class room. The small groups
would work well handling this difference. Mrs. Blake is going to have to think
carefully when creating the groups so the dynamics build a positive
educational environment.
Burden, P.R. & Byrd, D. M. (2016). Methods for Effective Teaching:
Meeting the needs of All Students. Boston: Pearson.

English Language Arts Standards. Retrieved from

http://www.azed.gov/standardspractices/englishlanguageartsstandards/