Student Learning Analysis

Introduction

Overview:
In this student's learning analysis, I will be working on the students’ growth in my kindergarten
class. I will be working over 2–3 weeks on Unit 2 from Bridge Math. This unit covers numbers
up to ten in multiple ways. I will be using the data I collected from the pre-test and formative
assessments to plan instructions to provide support that they have needed to master the concepts
of this unit. At the end of Unit 2, I would have used the post-test to see their growth in
understanding the concept of writing numerals from 0 to 10 that represent a number of objects.

Context:
For this Student Learning Analysis, I collected the data based upon student's who are enrolled at Wattles
Elementary School in Troy, Michigan. The Wattles Elementary is one of the diverse school in the Troy
School District. According to www.usnews.com/education/k12/michigan/wattles-elementary-
school-249078 the student demography's are a majority of 47% Asian or Asian/Pacific Islander and
39.3% white. There is about a less than 15% are African America/ Hispanic/Latino and others.

Classroom:
The teams' ability level varies based on subjects and language. However, for this assignment, I
focused on math because, after taking the benchmark assessment, I felt I needed to work closely
with most of my students based on the results. I figure out that some students need smaller group
instruction than others. Also, I have noticed that some of them need a concrete level of activity
and a lot of support because of the language barrier.

Students:
In my classroom, I have a total of twenty students, including twelve boys and eight girls. My
classroom is very diverse; about 48% of the students are Caucasian, and about 40% are Asian.
The other 12% of the students are roughly African American and Mexican. There are three
students in my class with an IEP for speech and two with severe ADHD, including autism
spectrum disorder. They both are in a Level 4 room, and throughout the day, for some subjects,
they come to the class. One of the students is in the process of getting either an IEP or a 504
plan. Also, I have four students who are English Language Learners (ELL). They get the
appropriate support throughout the day to meet their individual needs and grow.

Instructional Implications:
Looking through the information above brings to mind a lot of educational implications. I really
need to help a couple of my students with their comprehension of mathematics. Language
barriers, in my opinion, are the main cause of the problems. Even if the mathematical concept
is unique, I believe that setting up a small group with a variety of tools, including manipulatives,
can help them understand it better. Furthermore, I think that since modeling and clear
instructions will help students envision concepts and draw links between them, they will
support their learning.

***Learning Goals
Learning Goal #1
Students will be able to count up to 10 objects one by one, saying the
numbers in the standard order and pairing each object with only one
number name.
Learning Goal#2 Students will be able to count up to 10 objects confidently and answer
"how many?" questions by applying their counting skills to various
arrangements.
Relevant Standards K.CC.4a. Count up to 10 objects one by one, saying the numbers in the
standard order and pairing each object with only one number name.
K.CC.4C. Count up to 10 objects arranged in a line, rectangular array, or
circle, write to answer “how many?” Questions.
Appropriateness These objectives, in my opinion, are suitable for my kindergarten since
they will further the development of the key ideas covered in Unit 1 about
quantity recognition and counting, number sequence, one-to-one
correspondence, cardinality, and subitizing. On the other hand, this unit
presents the concept of 10 frames and highlights the number combinations
that result in 5 frames.

Learnin Type of Time of Details

g Goals Assessment Administering
I provided it to my students based on Unit 2.
The students worked by themselves on this at
#1 Unit Pre- Early October their tables. I gave them the pre-test and told
#2 Test them to try their best to answer those questions,
not to copy or look at others' papers. I assured
them that it's okay if they don't know some of
the answers because the purpose of this is to see
their understanding of this unit. This just
showed me what they knew. I used this
information to group them up based on their
levels of understanding and a group that needed
 more support and would work with me more
frequently.

Appendix C

Students delved into the world of Two-Color

Ten-Frames. They explored the visual aid of
Instruction: ten-frames using two colors, gaining a hands-on
#1 U2M2S1 Mid October understanding of numbers.
Two-Color
Ten-Frames Moving on to Unit 2, Module 2, Session 2
U2M2S2 (U2M2S2), the focus shifted to Building a
Building a Number Rack. This involved practical activities
Number Rack to reinforce numerical concepts, providing
students with a tangible grasp of counting up to
10 objects individually, uttering the numbers in
sequence, and associating each object with a
specific number name. These engaging
exercises aim to solidify their foundational
understanding of counting and numerical
relationships.

#2 U2M3S2 Late October These interactive activities and games further

U2M3S5 hone their counting skills, empowering them to
Craft Stick adeptly count up to 10 objects. The combined
Tallying, activities in these sessions equip students to
Part 1 apply their counting prowess to diverse
Dots, Tallies arrangements, ensuring they can effectively
& Numbers respond to "how many?" inquiries with
Bingo confidence.

#1 Late October
#2 The exit tickets checked if students got the
Exit Tickets day's lesson. If yes, they could work on their
1-3 own; if not, they got extra help in a small group
before teaming up with a partner. This way,
everyone went at their own speed and
understood things well before moving on.

#1 Post Early in The post-test for Unit 2 is a wrap-up, checking

 #2 Assessment: November what students learned. It aligns with state
Individual standards and my goals. How well they do
paper guide my teaching approach. It's a roadmap to
assessment, support each student based on their progress
score toward the learning goals. Appendix D
Appendix G

Student Learning Analysis: The class averages have shown an excellent

upward trend across the unit, indicating that my math instruction is having a
positive impact on student performance. It is evident that the unit has grown
generally, even though the post-test, the most recent review, revealed a
slight fall that requires improvement. The results of my evaluation, which
focuses on student development, confirm the effectiveness of the
instructional strategies.

After closely examining the pre-test, I saw a significant problem area: a few students had trouble
counting the objects individually and determining how many there were. In line with my learning
objectives, Appendix C is an example of a pre-test, and it highlights the need for more practice in
information transfer and using different representations for a concrete understanding by
illustrating a common error. Appendix D is an example of our post-test.

Looking at Appendix B, it's clear that the students in this group consistently improved from the
beginning to the end of the unit, with minor variations. Specifically, from the pre-test to the post-
test, there was significant growth. Examining their work reveals that as the unit advanced, so did
their ability to count up to 10 objects individually, say the numbers in order, and match each
object with a specific number name. This progress is evident, with most students going from 0%
on the pre-test to achieving higher scores on the post-test. It indicates that the supports in place
for these students were effective in fostering their growth.

When looking closely at the group's mistakes, many students, like Student C in Appendix E,
made simple errors. These mistakes are unusual considering their usually good work. It seems
Student C might have rushed or not taken enough time. While these errors are easy to fix, they
affected the score, making it not truly reflect their everyday ability. This emphasizes the need for
careful attention in assessments.

Reflecting on the quizzes of my regular small group, I observed significant transformations.

Consider Student A, who joined the small group for the first time, facing challenges in counting
up to ten. Recognizing the importance of a solid understanding of one-to-one correspondence
and cardinality for the math curriculum, I provided the support outlined below. The results were
remarkable. In Appendix F, we can witness the student's progress from struggling with counting
and answering "how many" to performing these tasks without error.

Reviewing the results, it's clear that almost every student showed growth in their understanding
of counting and answering "how many." Some improved in showing their work and using
different strategies, while others enhanced their understanding of the questions.
 Most growth was seen in avoiding simple errors, such as rushing through or miscounting by one
or two numbers. In Appendix A, it's evident that 95% of the students scored 60% or higher. The
majority achieved perfect scores, answering all questions correctly. I'm genuinely impressed by
the results and the efforts put in by each student. It's great to witness such significant growth.
Overall, it's a positive outcome, and I'm pleased to see the progress made by the entire class.

Certain success stories, such as Student A's increased cardinality after targeted help (Appendix
F), show the effectiveness of tailored intervention. With the help of these targeted interventions,
children are guaranteed to understand the foundational ideas required for the advancement of the
math curriculum in the future.

To begin, Appendix G shows that 45% of the students can illustrate the objective of the lesson
because it showed that they got an A. Another 25% are simply not in there yet, in the A range,
but they are in the B range. While the 20% and 5% are actively working toward showing the
objective. I am thrilled to see that more than half of the students in the class are displaying the
goal right away, but I want to draw attention to the 5% of students who have not yet
demonstrated either learning goal. This comes from a student in my class who is having
difficulty understanding the material. Upon reviewing all of his errors, I can tell that he still
requires more practice on a one-on-one basis for correspondence and cardinality issues.
Furthermore, it's evident to me that he requires practice slowing down and checking his work.

In reviewing the small group results detailed in Appendix H, it's encouraging to observe that half
of the students have already achieved full proficiency, scoring 100%. The remaining students are
actively working towards reaching the same level of proficiency, demonstrating progress toward
their goals. The identified errors, primarily related to issues with corral counting, one-on-one
correspondence, and cardinality, provide valuable insights for targeted support. Future efforts
will be dedicated to enhancing these specific skills to address the root causes of the observed
errors.

This comprehensive research not only affirms the overall improvement of students but also
serves as a clear guide for refining teaching strategies and fostering continuous skill
development. The findings provide a solid foundation for informed and effective approaches to
further elevate student achievement in the future.

In summary, I am pleased with the results, as they indicate overall student growth and provide
clear insights for developing their abilities moving forward.

Instruction Provided: At the start of each unit, students get a math partner to help each other
work in their workplace. We discuss expectations for being a good math partner, focusing on
being helpful, inquisitive, and respectful. I match partners based on factors like personality,
classroom relationships, math ability, and pre-test scores. I try to pair responsible friends of the
same level and avoid distractions caused by negative behavior or incompatible abilities.
Occasionally, I pair a higher-performing student with one who needs a positive mentor. These
partnerships meet after the day's mini-lesson.
Between assessments, we have a daily math mini-lesson that introduces new strategies and
concepts in 15 minutes or less. After the lesson, students face a formative assessment, usually 1-
3 problems not covered in the mini-lesson. They share their answers with me immediately, either
by showing me, using their fingers, manipulatives, or pointing on a classroom chart. This helps
me gauge understanding, like an "exit ticket." If there are mistakes, students get a chance to
correct them, and if needed, they join my math small group. This ongoing assessment helps
troubleshoot issues as we go through the unit.
In a small math group, I work with 3–4 students who are struggling with the current math unit.
We sit on a classroom back table, and I have an assigned white board for everyone. We use them
and manipulatives. First, we go through assigned problems and then move on to homework. If a
student has a question, I address it right away to keep them engaged. This time also includes my
regular small group students who need extra help after mini lessons. Since there's a gap in
abilities, I keep the lessons short for a slower pace. The goal is to boost confidence and
personalize learning. I always group students who often attend in small groups together to make
it a positive experience. I praise them for taking control of their learning and fostering
independence and confidence.

Adjusting Instruction: To start, I use a pre-test to understand where students stand before
diving into a unit. This helps me form math partnerships based on their needs. If a student scores
well, I provide more challenging materials tailored to their abilities and allow them to help others
who need help when they work in small groups (workplace).

Throughout the unit, I use quick, informal assessments, like exit tickets, to gauge daily
understanding. Students share their work through various methods, such as showing me in
person, using their fingers, or creating patterns using manipulatives. This ongoing assessment
helps me identify who needs extra support. Students requiring more assistance join me during
small group sessions, if needed.

Continuous feedback is crucial during these assessments, (Appendix E) with a focus on

pinpointing errors and guiding students toward improvement. More formal assessments, like
quizzes for everyone for two weeks, act as checkpoints. If a student consistently struggles, they
may join my small group for extra support.

The final formal assessment, post-test, wraps up the unit. I provide feedback on quizzes, discuss
mistakes, and answer questions to prepare students for the final assessment. This test helps me
evaluate if learning goals have been achieved or are still in progress.

After reviewing the data, I plan to adjust my small group instruction, adding new students and
reshuffling partnerships. Some students may benefit from a change to minimize distractions and
improve focus. Daily counting of objects using manipulatives will be introduced to enhance
proficiency, addressing a common challenge among students. These adjustments aim to better
support students' learning needs and foster a more conducive math environment.

Student Growth: Examining student development, I'm inspired by the advancements,

particularly in my small group. Student C, a focus, initially faced challenges but showed
substantial improvement. While quiz #3 highlighted fundamental issues, targeted one-on-one
sessions, where questions were welcomed or advanced problems tackled, played a pivotal role.
Appendix E, an "exit ticket," showcased the student's deep understanding, evolving into a mentor
role, and a subsequent more than 80% score on the final test reinforced this growth.

Examining the entire class, Appendix A reveals a consistent upward trend, demonstrating steady
improvement without dramatic drops. Vertically aligned instruction seems effective, urging
students to enhance their understanding continually.

Concluding Remark: In conclusion, I'm pleased with the results. Over half the class achieved
complete proficiency, and the other 25% are struggling, and they will receive dedicated small
group support. This data underscores significant student growth, aligning with my goals. Moving
forward, continuous assessment and feedback will remain a priority. The importance of frequent
check-ins and personalized support emerged as crucial elements in fostering student
achievement. This approach ensures no student is left behind and contributes to a comprehensive
understanding of each student's math journey.

Reference

www.usnews.com/education/k12/michigan/wattles-elementary-school-249078
Appendix
Appendix A post-test results out of 20 students (1 absent)
11
10
9
8
7
6
5
4
3
2
1
A- 100- B 93- C 79- D 65- F 51
94% 80% 66% 52% 46%

Small Group Score for Unit 3 (appendix B)

Student Pre-Test Quiz 1 Quiz 2 Quiz 3 Post-Test
A 0 3/5 7/7 8/8 8/8
B 0 1/5 3/7 6/8 6/8
Appendix
C 1/8 2/5 3/7 Appendix
2/8 7/8
C
D 1/8 3/5 5/7 D 7/8 8/8
 Appendix F
Appendix E
Whole Class Student Achievement
of Learning Goal #1 and #2 Ap- Smal Group Achivement of
pendix G Learning Goal #1 and #2
(Appendix H)
5%
45% 25%
20%
50%
25%
25%

A. B. C. D A B. C
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