Analysis of Student Needs Assignment

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University of Louisiana, Lafayette *

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Mathematics

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Apr 3, 2024

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Name: Analysis of Student Needs Assignment: Complete the following items and submit to Moodle. 1. Who are your students? (Include basic demographics for the school or classroom you will focus on). You should include a table and a narrative describing the students included in your analysis. Grade Level 1 st Grade # Of Students 20 Females 11 Males 9 Caucasian 1 African American 12 Hispanic 4 Other Race (African American/Caucasian) 3 Below Grade Level 5 On Grade Level 7 Above Grade Level 8 Gifted 1 Speech Resource 3 ESS Resource 1 ESL/ELL Resource 1 Previously Retained in 1 st Grade from 2014- 2015 1 The students included in this demographic are my 1 st grade students from the 2015-2016 school year. This is 1 of 4 first grade classes in the school and the school is a part of the East Baton Rouge Public School System. The school receives many students from the local apartment complexes and is located in a low-income area. Many of the students receive little support at home and mostly come from single parent households with multiple siblings. There are 18/20 students that have attended this school the previous year in Kindergarten. Public schools in this area receive high student mobility and bounce from school to school around the district because of attendance zones. 2. Determine available data sources: List sources used here. (If you are not in a school, you can use data from Louisiana Believes in the assessment section. Select one school or district. I found data prior to 2012 to be more informative). Relevant student data includes a variety of sources of information. The Standards for Professional Learning state:

Student data include formal and informal assessments, achievement data such as grades and annual, benchmark, end-of-course, and daily classroom work, and classroom assessments. Other forms of data, such as those that cover demographics, engagement, attendance, student perceptions , behavior and discipline, participation in extracurricular programs , and post-graduation education, are useful in understanding student learning needs, particularly if they are analyzed by student characteristics. ( http://learningforward.org/standards/data#.VAO7GkhQayk ) Data Source How the information can inform practice: Developmental Reading Assessment (DRA) Scores The students are assessed on their reading level at the beginning, middle, and end of the school year to track progress on reading and comprehension. This allows for the teacher to determine how to move forward with the students from their reading level and comprehension in order to improve and prepare them for the next grade level. Each grade level has a starting point and an ending point for what reading level the students should be in the beginning, middle, and end of the school year. This is used for the teacher to creating Guided Reading small groups and shows the progress of each student. Educators Assessment Data Management System (EADMS) Pre- Test and Post-Test for ELA and Math in First Grade These assessments are created at the district level from the CCSS required for 1 st grade in ELA and Math. The assessments that are provided vary from grade level and content area. Kindergarten and 1 st grade are assessed in ELA and Math and Second-Fifth are assessed in ELA, Math, Science, and Social Studies. This assessment is taken at the beginning of the school year to determine what skills and standards students already know and do not know. EADMS system uses bubble sheets that are scanned into the system to determine which students missed which questions and the standards related to them. It creates a graph determining which students scored Unsatisfactory, Approaching Basic, Basic, Mastery, and Advanced. Weekly Assessments in All Content Areas These weekly assessments are given at the end of the week to assess students on the skills and standards taught during that week in each of the content areas. The results from the assessments show which students need re-teaching, re-testing, or enrichment based on their performance. 3. In your school or classroom, what are the students’ strengths? You can focus on a specific area (e.g., reading, math, science, social studies, Biology I, Chemistry, Algebra I). You can delete the example, and you can add more rows to the table. Strength Data to Support

Student behavior-School wide PBIS This school year, none of the students in my classroom had office referrals and any misbehavior in classroom was minimal and handled using classroom clip chart from A, B, C, D, and F. There are incentives (Eagle Bucks) in place through PBIS for good behavior, which include monthly activities when students use their Eagle Bucks earned to attend the activities. EADMS ELA Post-test scores high By the end of the year ELA Post Test 90% of the students scored basic and above. This shows that 18/20 students are proficient in 1 st grade ELA CCSS and are prepared for 2 nd grade. Students DRA reading levels All 90% of students DRA reading scores improved from the beginning of the year to the end of the year. 80% of students were on or above 1 st grade DRA reading level at end the school year. 4. In your school or classroom, what are the students’ weaknesses? You can focus on a specific area (e.g., reading, math, science, social studies, Biology I, Chemistry, Algebra I). You can add more rows to the table. Weakness Data to Support Math Addition and Subtraction Fact Fluency 1-20 Students are entering 1 st grade with low fact fluency of 1-10 and struggling to recall basic addition and subtraction facts 1-10 needed for problem solving and word problems. Students struggle to retain 1-20 fact fluency by the end of the 1 st grade. Completing writing piece using Writing Process The students are given 2-3 weeks to complete a writing piece (opinion, narrative, or informational) with daily assistance from teacher. More than 50% of the class is not completing the all steps of the writing process and do not have a final product by the due date. Students are feeling rushed to complete writing and not giving best work and therefore not understanding the writing process. Science and Social Studies Unit test scores Students are given a unit assessment after every Science and Social Studies unit. These assessments are not given to teacher by district like EADMS, but created by teachers. The students are preforming more on basic and below level (85%) on Science and SS as compared to ELA and Math 95% scoring

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basic and above. Constructed Response on weekly assessments Students struggle to completely answer all components of constructed response questions and do not write them in complete sentences when answering. On weekly assessments about 20% of students do not even answer the question or give one to two word responses. 5. Considering the information in the charts above , what are two SMARTE goals that are appropriate for these students? You may choose to set SMARTE goals for all students, or for subsets of students within this group. SMARTE Goal 1 : Students will improve in addition and subtraction fact fluency of 1-20 by passing weekly timed addition and subtraction with an 85% or better by the end of the 3 rd 9 weeks. SMARTE Goal 2: Students will have increased completion of a writing piece using the writing process from 50% to 75% by the end of the 1 st semester. Assessment: This assignment is worth 20 points. Each item is worth 4 points. 4 points – Question is completely answered. Table (if included) is filled out with a minimum of three items. Information is easy to understand. 3 points – Question is mostly answered. Table (if included) is filled out with a minimum of two items. Information is easy to understand. 2 points – Question is partially answered. Table (if included) is filled out with a minimum of two items. Responses are wordy or too brief to allow for easy interpretation. 1 point - Question is partially answered. Table (if included) is filled out with a minimum of one item. Responses are wordy or too brief to allow for easy interpretation.

Analysis of Student Needs Assignment

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