A-3. Provide evidence you know how to analyze assessment data. Summary of Assignment 1.

This is assignment is intended to place students into instructional groups based on their formative assessments in Letter Name Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency. Explanation of Assessments 2. Letter Name Fluency (LNF) is an assessment given individually between kindergarten and 1st grade. LNF assesses the students ability to recognize and name each individual letter. The student is given a sheet of paper with several individual letters, lower and upper case, and has to read as many as possible in 1 minute. If the student fails to give a response within 3 seconds, the examiner gives the student the answer and marks the question incorrect. In order to receive credit, the student must tell the name of the letter, not the sound. The student receives credit for a letter if it is self-corrected. Letter Sound Fluency (LSF) is also given individually to the student during kindergarten. LSF measures the students ability to recognize initial sounds of spoken words as well as their initial sounds. The student is given a sheet of paper with several letters and has 1 minute to say the sound of as many letters as possible. If the student does not answer within 3 seconds, the examiner tells the student the answer and marks the question incorrect. The student receives credit for a letter if it is self-corrected. Phoneme Segmentation Fluency (PSF) is an assessment given individually to the student. This is a skill that is generally assessed between kindergarten and 1st grade. PSF measures the students ability to segment three and four phoneme words fluently. The student is given a paper with several words and must identify the phonemes of each word. PSF lasts for

1 minute but if the student does not give an answer within 3 seconds the examiner gives the answer and marks the question incorrect. Also, if the student fails to name the sound of any of the first 5 words, the test is stopped and the student is given a 0. The student receives credit for a word if it is self-corrected. Nonsense Word Fluency (NWF) is an assessment that is given individually between kindergarten and 2nd grade. NWF measures the students knowledge of the alphabet and how to sound out words. The student is given a list of made up words and must sound out, or say, as many as possible within one minute. As with PSF, if the student does not answer within 3 seconds the question is marked incorrect and if the student does not get any words (1-5) correct the test is stopped and a score of 0 is given. The student receives credit for a word if it is self-corrected. Test Results 3. Miss Ketows class scored well overall in all assessment. Most students were in the 90%ile in all areas. Every student except for Paige Turner and Scott Free scored average, above average, and well above average on all four assessments. Students scored very well in LNF assessment. Scores for LSF were also good but there is a larger gap between the lowest and highest scoring students. PSF scores were consistently high except for one student, Paige Turner who scored well below average. The students in this class have a strong understanding of PSF. NWF, like LSF, showed a large gap between the high and low scores. Interpretation of Data 4. I used NWF to create my instructional groups. Using this assessment I created 4 groups of students. Group 1: Barbie Dahl, Robin Banks, Al Gee, Ella Mentry Group 2: Milo Minute, Ann Chovie, Harrison Fire, Scott Free

Group 3: Candi Barr, Rick OShea, Betty Cann Group 4: Rusty Nales, Anna Mull, Neil Down, Paige Turner I grouped the students based on their ability in NWF but also referred to the other assessments as well. I placed a higher and lower student in each group but did not place THE highest and lowest in the same group. I believe this would cause frustration for both students. There should be a stronger and weaker student in each group but their abilities should not be completely opposite of one another. For example, Barbie Dahl scored a 103 on NWF and Paige Turner scored an 8, therefore, I did not place them in the same group especially since these students scored consistently high/low over all four assessments. I placed Barbie Dahl with students who were not below or well below average. For Paige Turner, I originally intended on placing Milo Minute in her group because he had the fourth highest NWF score (62) but scored above and well above average in all other assessments. I decided on placing Rusty Nales, in her group because even though he had the second highest NWF score (85) he scored average and above average on the other assessments. I filled in the remaining spots in each group with the remaining students but trying not to vary abilities too much. Diagnostic Assessment 5. Understanding the personalities of each student would be helpful when creating instructional groups because I would not want to place two students who love to talk to one another in the same group regardless of their ability. Students who are prone to outbursts or have emotional issues also need to be taken into consideration. If the instructional groups are kept for all content areas then I would need to know how the students abilities in math and science too. Reflection

6. It was very time consuming to look over the data on each student to determine how they should be grouped. How instructional groups are constructed can determine how well each student learns as well as contributes to classroom management. It is also difficult to place students in groups based only on assessments since teachers will usually take into consideration other factors like personality. I made several modifications to my groups before I felt comfortable with them. I didnt like relying on one assessment to group the students but it got overwhelming to refer to the other ones since there could be a gap between the students abilities. References 1. University of Oregon UO Dibels Data System. Center on Teaching and Learning. Dibels Phoneme Segmentation Fluency. https://dibels.uoregon.edu/measures/psf.php 2. Aimsweb. Administration and Scoring of Literacy.
www.aimsweb.com/uploads/pdfs/EarlyLiteracy6pp.ppt.pdf