Tracy Kimball

ELM-490

November 22, 2019

Yusra Millenbaugh

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 0

Proficient
(80%-89%) 0 2

Partially
Proficient
2 11
(70%-79%)

Minimally
Proficient
13 2
(69% and below)

Post-Test Analysis: Whole Class

The students were able to learn about a variety of community helpers. They loved playing a
matching/memory game and they also enjoyed guessing who the community helper was when a
description was read to them. They were able to verbally give information about their community
helper. Writing sentences about their community helper was a challenge for most of them, as they
are still learning how to write sentences. They enjoyed working in small groups to create their
collages and also to present them to the rest of the class.

The community helpers unit (it was a three week long unit) was very informative for the students. They
knew some things about various helpers and they gained valuable knowledge about other helpers. Students
started to learn how to write sentences, capital letters, and punctuation. I would suggest to work on
teaching the students more about how to write sentences more before this unit to help them feel more
confident in their writing.
Post-Assessment Analysis: Subgroup Selection

The subgroup is made up of two students, one girl and one boy. The boy does have an IEP, the
girl is a proficient first grader.

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

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 0 1

Partially
Proficient
1 1
(70%-79%)

Minimally
Proficient
1 0
(69% and below)

Post-Assessment Analysis: Subgroup

These two students worked well together. The boy was able to easily prepare the collage with the
pictures that had been chosen by the two of them (the girl was absent the day the collage was
started). Together they were able to decide on the facts that they would use for their sentences and
their presentation.

Both students in this subgroup gained knowledge of various community helpers over this unit. They
participated in multiple activities throughout the unit and worked very well together. The boy was able to
verbally tell me what he wanted to write for his sentences, I then wrote it on a small white board and he
copied it to his paper. With his delay, writing clearly is a huge challenge, however the white board strategy
is helpful for him.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
(90%-100%) 0 0

Proficient
(80%-89%) 0 1
Partially
Proficient
1 10
(70%-79%)

Minimally
Proficient
12 2
(69% and below)

Post-Assessment Analysis: Subgroup and Remainder of Class

Overall the rest of the class did well and gained knowledge about various community helpers. It
would be helpful to have spent more time on how to correctly write a sentence and what should
be included in a good sentence prior to the unit. I would also suggest to potentially have more
community helpers come in and speak to the class about their jobs. I believe this would make
more of a connection for the students.

After completing the unit, students will be able to identify at least five community helpers and
state their importance to the community.