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Running head: ANALYSIS OF ASSESSMENT

Analysis of Assessment

Mae Jones

Grand Canyon University REA-515

Katherine Tuszynski

Oct 26,2022,
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Running head: ANALYSIS OF ASSESSMENT

Analyzing Data

During our PLC meeting, we learned that our second graders scored low. Group

members expected a higher score. Seventy-five percent of the second graders scored average

or below average. Based on fluency and phonics skills, the student's scores was examined.

We will explore ways to improve the low score and identify students' strengths and

weaknesses in this document. This document aims to provide ways to help students who

struggle to read.

Strategies

` A decision was made to continue meeting every week. They also decided to

concentrate on fluency and phonics since these are the areas where the students are

struggling. Low scores make it imperative to continue meetings and analyze, observe, and

adjust lessons as needed. (Provini, C. 2012). In the first strategy, students will divide into

smaller groups instead of being placed in whole groups. We will introduce phonics and

fluency in these smaller groups according to their level. We will train students to select books

according to their level and abilities. Students can independently read to build their fluency

and pair in groups to learn from their peers who aren't struggling with fluency and phonics.

Steps and Goals

The steps and goals are to ensure the students increase fluency and phonics. Must put

the implementation of strategies and plans put in place immediately. As the students improve

in fluency and pronunciation, the goals and steps will be to make sure they are making

progress. To achieve success with the strategies teachers must implement plans immediately.

(Hitt, S. 2017). Progress needs to be monitored and observed. Teachers are encouraged to

research and implement the strategies as soon as possible. As teachers implement the goals
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Running head: ANALYSIS OF ASSESSMENT

and steps, the team will continue to have meetings and strategize on how to help the needs of

the students. There are different learning styles among students, so they should be exposed to

other reading options when it comes to reading. As an example, one student might be a visual

learner, and if so, the teacher should design several lessons that a visual learner will

understand. We will begin focusing on strategies to help learners in the classroom at our next

PLC meeting. It is the responsibility of the teachers to ensure the success of the students

entrusted to them, and the students and teachers can celebrate success and achievement

together. Keeping track of student's progress is easy for teachers and students. The

involvement of students in their learning motivates them to succeed and achieve in the

classroom.

Resources

Students' scores divide into high, medium, and low. Students will be place in groups

based on their scores. Depending on each group's needs, will introduce texts and recommend

that they should be implemented slowly at first and then increased as the students gain

proficiency. When selecting books, it is critical to observe what books the groups are

interested in reading. Teachers should consider students' culture and backgrounds (Burnham,

K. 2020). The recommendation is that students work in groups weekly for about 20-30

minutes. Reading strategies recommended that twenty to thirty minutes of reading time be

allowed daily.
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Running head: ANALYSIS OF ASSESSMENT

References

Burnham, K. (2020, July 31).5 Culturally Responsive Teaching Strategies. Retrieved from

Northeastern University:https://www.northeastern.edu/graduate/blog/culturally-responsive-

teaching-strategies/

Hitt, S. (2017, August 11). Setting S.M.A.R.T Goals as an Educator. Retrieved from achieved

core: https://achievethecore.org/aligned/setting-s-m-a-r-t-goals-as-an-educator/

Provini, C. (2012). Best practices for professional learning communities. Education world.