STEP STANDARD 6

Presented to Dr. King

SEC590

Aaron Sutton
GCU Graduate Candidate
Step Standard 6 – Analysis of Student Learning

Post-Test Data: Whole Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
1 2
(90%-100%)
Proficient
1 3
(80%-89%)
Partially Proficient
4 8
(70%-79%)
Minimally Proficient
8 1
(60%-69%)

Post-Test Analysis: Whole Class

Based on the data provided by the post-Assessment, many of the students have met or exceeded the proficient expectations. This is due to
multiple learning styles being addressed as well as teacher facilitating throughout the entire unit. The rubric that measured the performance-
based assessment was designed by the state to practice and develop the expected writing from the state mandated assessments, which is
something that the students were already familiar with. Teachers within this educational organization are using this rubric school wide. The
one student who did not meet the requirements did show growth independently. This student is also one of the three who receive any
aspects of Title 1 or IDEA504 services.
93% of the students met the proficient requirements based on the option to include and support their opinion. They were able to incorporate
multiple disciplines based on the design of the lesson. Students were engaged at least 95% of the time, except for two students leaving the
class to have their IDEA504 services met. There are three students who receive IDEA504 services. The third student is described in more detail
in the following section. Students also were required to submit closing and exit tickets which allowed for me to be able to guide and
accommodate all students who may have displayed any levels of confusion or lack of knowledge after mini-lessons.
Post-Assessment Analysis: Subgroup Selection
There was one student who receives IDEA504 as well as counseling. This third student is Severely Emotionally Disturbed as well as suffers with
extreme Learning Disorders. This student demonstrated interest and individual growth of 62%. This 68% individual growth is why it is included
on this chart.
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
0 2
(90%-100%)
Proficient
0 3
(80%-89%)
Partially Proficient
1 2
(70%-79%)
Minimally Proficient
2 1
(60%-69%)

Post-Test Analysis: Subgroup

Each of these students has shown enormous growth in this unit based on their interest level. The various assignments catered to creative
styles of learning as well as allowing these three students to display leadership characteristics. The three students each have learning
disorders, two are labeled as severe learning disorders. Two are also labeled as emotionally disturbed, one of them is both as well as receives
counseling which interrupted their learning. They did not achieve the baseline of minimally proficient but did have an extraordinary level of
growth in their scores. The student with a severe learning disorder and Emotionally Disturbed classification scored a 0% on the pre-test and
an 62% on the post-assessment.
Moving forward, the students receiving IDEA504 services will be allowed to have modified assignments more often. They did receive their
accommodations, but the assignments may have been an overload.
Post-Assessment Analysis: Subgroup Selection
There was one student who receives IDEA504 as well as counseling. This third student is Severely Emotionally Disturbed as well as suffers with
extreme Learning Disorders. This student demonstrated interest and individual growth of 62%. This 68% individual growth is why it is included
on this chart.
Post-Assessment Data: Remainder of Class

Number of Students Number of Students

Pre-Test Post-Test
Highly Proficient
1 2
(90%-100%)
Proficient
1 3
(80%-89%)
Partially Proficient
4 6
(70%-79%)
Minimally Proficient
5 0
(60%-69%)

Post-Test Analysis: Remainder of Class

Being that 80% of the student body do not receive IDEA504 services, they were able to grow and retain the knowledge based on the different
types of assignments. None of the students in the remainder of the student body scored less than proficient on the post assessment.
Post-Assessment Analysis: Remainder of Class
These students each completed daily exit tickets and discussions in which they took notes that helped them develop their essays, which was
the performance assessment at the end of the unit. Most students engaged in the essay due to the fact that their interest was peaked by the
theme of the lesson which was about history and how it is represented in media.