Assignment #1 Data Collection

PART ONE: This data collection was taken in my first placement of fall 2022. This is

a first grade class made up for 18 students; 10 boys and 8 girls and five identified English

language learners. This pre-test is an introduction to a patterns unit where students will

practice identifying, describing, extending, creating, and transferring growing and

repeating patterns. ( SOL 1.14) In the assessment, the students were tasked with

extending, creating, and transferring to gauge their current level of understanding and

create appropriate instruction that will meet the needs of all learners. This pretest was

given using Quizizz which is an online platform designed for completing assessments. I

chose this platform because it is kid friendly and gives great insight on student results

including question accuracy and time data. The Pre-test data shows students were skilled

in recognizing a repeating pattern and extending but lack the ability in extending

growing patterns and identifying the rule of the pattern. This data showed they were

technically on grade level as they were proficient in the kindergarten objective which

tells me I don't need to spend to much time backtracking on the basics of patterns rather

move on to the 1st grade objectives. Additionally , the data shows some students

drastically knew much more than others which indicates the need for differentiation and

remediation. While some students need more practice on extending, it would be vital to

give more readiness differentiation to those students who have already demonstrated

proficiently and those students who pick up on the skill more easily than others
Pre-test questions

Pre-test results
PART TWO:

One of the first data driven activities chosen based on the data was to allow the

students to use STEM materials and/or math manipulatives to create patterns to

make basic repeating patterns. After analyzing the pre-test data, it was evident

some students did not understand the concept of patterns so after giving explicit

instruction using an anchor chart the students were given hands-on experience so

they could visualize the concept. After making the patterns, the students had to

explain their patterns to a partner using key vocabulary. The next activity that was

used for data-driven instruction was for students to practice identifying and

creating a core of a pattern. Based on the pre-test data. Students struggled with

identifying the core of a pattern and extending a pattern so this would be good

practice to strengthen that skill. The students were given manipulatives and were

tasked with creating a pattern then trading with other students to first identify the

core then extend the pattern. The students would then tell their partner if they were

right or wrong and correct if needed. The next area of struggle the data showed

was students were able to identify the difference between a repeating pattern and

growing pattern so after a explicit instructional lesson on it , the students

participated in a kahoot game where they had they were shown a patterns and had

to determine if the pattern was a growing or repeating by choosing the right

answer choice After each question, the teacher review the correct answer and

correct any misconceptions. The next data-driven activity is for the students to

practice transferring a pattern using three types of patterns ABABABABABAB,

ABBABBABBABB, ABCCABCCABCC) using linking cubes with 12–15 cubes

in each. Some overall instructional changes that were made based on the data were

pacing changes . While the 1st grade level team had previously planned out how

to pace out introducing each pattern objective, the suggested otherwise. For

example; we planned to spend a week on extending repeating patterns; however,

since the students were proficient in this, we spent more time defying core and

extending a growing pattern. Another instructional data driven change was using a

co-teaching model where I taught an objective some students were were in and

my CT taught another objective with the students who weo struggled with that

objective and then we switched if the data suggested This was done because in

order for the students to receive all the instruction needed

*students working with manipulatives to practice extending repeating and growing

patterns, transferring patterns and identifying a the core of a pattern*

*There were no student worksheet samples, as my CT did not allow worksheets
for math only hand-ons assignments*

PART THREE

Post-test questions
Post-test results
 After two weeks of data driven instruction and assessment the students were

tasked with a post test using the same questions in addition to one additional

question. I used the same questions so I could get an accurate gauge on a student's

growth. After analyzing the data, it was evident that students showed tremendous

growth in regards to question accuracy. Initially, with the pre-test, the overall

question accuracy was 55 percent however the post test question accuracy was 77

percent so the students increased their accuracy by 22 percent. All of the activities

completed after the pre-test was driven from the data in regards to what the data

showed with areas of struggle. The pre-test data showed a lack of understanding of
the concept of patterns so a lot of activities were foundational and hand-ons in

order to give the students a visual representation so they could comprehend. In

addition, the students were introduced to new standards like transferring a pattern

and or/or determining if a pattern is a repeating or growing pattern. While the

students showed growth in identifying a core, and determining the type of a

pattern. The data showed the students had problems with extending growing

patterns so I would target this for remediation in small groups. I would also give

more small group instruction to students who showed little growth. However, it is

important to note that while some students showed more growth than others— all

students showed growth from the pre-test to the post-test. One area of growth for

myself is ensuring all students are not completing the same activities if not needed.

While I did differentiate some instruction, looking back; I see more areas to

differentiate to help students gain more practice in those weaker area s.