2.2.

2 Analysis of the Assessment Data and Student Learning for Each of the Two Focus Students

a) Focus Student 1 surprised me with her results on the pre and post assessments. I was not shocked with the pre assessment score. However, I was taken aback by her improvement on the post-test. I am extremely impressed with her effort and improvement as a result of this lesson. By looking at her work samples, it is obvious that she has worked hard on this assessment and achieved progress toward the learning goal. Focus Student 2 also did really well with this assessment, which I was expecting. He also did a good job while answering the extra questions that were given to him as a challenge. According to his work samples, has made a tremendous amount of progress toward the learning goal. b) For Focus Student 1, my modifications were required. However, she does a great deal better on assessments when she is given an oral assessment with one-on-one time. I believe that this type of assessment allows for less pressure on her. She seems more comfortable when taking a test that is being read to her. I believe that this type of modification is a good one for her and had a lot to do with her improved results. For Focus Student 2, I believe that my modification was a good idea. He enjoyed the challenge and seemed less bored with the assessment. I could tell that the extra problems really challenged him and required a lot of thought. I will continue to modify his Math assessments in this way. c) For Focus Student 1, the partner work was a huge benefit. This allowed for her to gain extra help from someone other than myself. The two benefited off of each others strengths in addition and subtraction of two digit numbers. For Focus Student 2, the most effective strategy was working with the manipulatives. He thoroughly enjoyed working with the tens and ones rods. He also volunteered each time to work a problem on the board. This allowed for him to show off what he knew. d) As I did with the rest of the class, I called the two focus students to the Guided Reading table and had a short conference with them about their pre and post test. I showed each student how they improved from the first test to the second test. I also discussed with the students what they could work on to help them in the future before we move on to three digit addition and subtraction.