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Khan - Draft of Data Analysis

The document presents an analysis of third-grade students from a Title I school in Covington, GA, detailing their demographics, assessment performance, and areas for improvement in math skills. It highlights that the overall mean score for a math assessment was 7.18, with specific weaknesses in rounding and complex problem-solving. An improvement plan is proposed, focusing on enhancing instruction and providing accommodations for students needing additional support.

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0% found this document useful (0 votes)
42 views6 pages

Khan - Draft of Data Analysis

The document presents an analysis of third-grade students from a Title I school in Covington, GA, detailing their demographics, assessment performance, and areas for improvement in math skills. It highlights that the overall mean score for a math assessment was 7.18, with specific weaknesses in rounding and complex problem-solving. An improvement plan is proposed, focusing on enhancing instruction and providing accommodations for students needing additional support.

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ak15899
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You are on page 1/ 6

Alaina Khan

FRIV 7236
KA Part 2

Section 1-Students

This data includes information from students in third grade from a Title I public school in
Covington, GA. The school is located in a rural area. Students are between the ages of 8-9
years old. There are a total of 17 students with 8 girls and 9 boys. 4 students are in the MTSS
process and receive both Early Intervention Support for math and academic interventions.
There were no students who had disabilities who tested at this time. However, 3 of these
students qualified for an IEP by the end of the year. 7 students have qualified for the gifted
program. This group of students includes 7 African Americans, 9 Caucasians, and 1 Asian
American student.

Section 2-Course
Third grade students receive math, reading, grammar, writing, science, and social studies
instruction all from one teacher. All of the instruction is based on the Georgia Standards of
Excellence. This summative assessment and data is from the 2023-2024 school year from Unit
4. This end of unit assessment covers rounding, place value, addition, and subtraction. This
assessment based on our unit 4 objectives from the Math Georgia Standards of Excellence:

The objectives this assessment measures are:


1. Students will be able to read and write multi-digit whole numbers up to 10,000 using
base-ten numerals and expanded form.
2. Students will be able to use place value reasoning to compare multi-digit numbers up to
10,000, using >, <, and = symbols.
3. Students will be able to use place value understanding to round whole numbers up to
1,000 to the nearest 10 or 100.
4. Students will be able to fluently add and subtract within 1,000 to solve problems.

Section 3-Descriptive Analysis

The table below shows the students’ names, the question numbers, and whether they got the
answer correct or not. 1 means the answer is correct, and 0 means the answer was incorrect.
The overall mean is 7.18. The standard of deviation is 3.36. This means that the data was
moderately dispersed from the mean. There are 4 students who only got 4 or less questions
correct out of 11 which stood out as outliers.

Nam MS MC MC MC MC MC MC MC MC FR FR
Total
e 1 2 3 4 5 6 7 8 9 10 11
AB1 1 1 1 1 1 1 1 1 1 1 1 11
AB2 1 1 1 0 0 1 0 0 1 0 0 5
AD 1 1 1 1 0 1 0 0 0 1 0 6
AH 1 1 1 1 1 1 1 1 1 1 0 10
BK 0 1 0 0 0 0 0 0 1 0 0 2
CH 1 1 1 1 1 1 1 1 1 1 1 11
FD 0 0 0 1 1 1 1 0 0 1 0 5
GH 1 1 1 1 0 1 1 0 0 1 1 8
JC 1 1 1 1 0 1 1 0 1 0 1 8
JL 1 1 1 1 1 1 1 1 1 1 1 11
JS 1 0 1 0 0 0 0 0 0 0 0 2
LC 1 0 1 1 1 1 1 1 0 0 1 8
LM 1 1 1 1 1 1 1 1 1 1 0 10
PA 0 1 0 0 0 0 1 0 1 0 0 3
RX 1 1 1 1 1 1 1 1 1 1 1 11
SB 0 1 1 1 0 0 1 0 1 1 1 7
ZH 0 1 1 0 0 1 1 0 0 0 0 4

Overall Mean: 7.18


Standard of Deviation: 3.36

The table below represents the percentage correct for each question. According to the data, objective 3 is
where students need the most help. Question 8 had the lowest percentage correct at 41%. This question
was more difficult. The question asked which number out of the choices rounded to 800. This means that
the students needed to go through each answer choice and eliminate each response that did not round to
800. Question number 7 asked students directly to round the number 426 to the nearest 10, and 76% of
the students answered correctly. This tells me that the majority of students can round when given a
number and multiple choice responses. However, they need more help solving more complex problems.
Question 11 was the second question that was missed the most with only 47% of students answering
correctly which was also tied to rounding where students had to type the number that 335 rounded to.
Percent Correct for Each Question
The table below shows how students mastered each objective. 83% of the students mastered objective 1,
71% mastered objective 2, 55% mastered objective 3, and 67% mastered objective 4. This data will help
guide small group instruction. The students will have the opportunity to practice the objectives we need to
remediate and have the opportunity to take another summative assessment on Unit 4. Students who have
mastered all of the objectives will move on to learn the fourth grade objectives.

Section 4-Analysis of Students’ Strengths and Weaknesses

Students Strengths Weaknesses

AB1 AB1 received a score of a 1 This student shows no


on each question. Therefore weakness and will move on
this student can round, add, to work on the fourth grade
subtract, and compare math objectives for this unit.
numbers.

AB2 AB2 can compare numbers AB2 needs to work on


and write numbers in rounding, adding, and
expanded form. subtracting consistently.

AD AD can compare numbers AD needs to work on


and write numbers in rounding, adding, and
expanded form. subtracting consistently.

AH This student got 10 out of 11 This student shows no


answers correct. This student weakness and will move on
can round, add, subtract, and to work on the fourth grade
compare numbers. math objectives for this unit.

BK This student got 2/11 This student needs help with


questions correct. He added rounding, comparing
and subtracted correctly. numbers, writing numbers
using expanded form, and
adding and subtracting
correctly. This student also is
reading far below grade level
and does not receive any
accommodations for testing
at this time. This may have
prevented him in answering
some of these word problems
correctly.

CH This student received a score This student shows no


of a 1 on each question. weakness and will move on
Therefore this student can to work on the fourth grade
round, add, subtract, and math objectives for this unit.
compare numbers.

FD FD added, subtracted, and He needs to work on


rounded correctly. comparing numbers, writing
numbers in expanded form.
He also needs to continue
working on adding and
subtracting consistently.

GH GH got 8/11 questions He needs to work on addition


correct. He can compare and rounding.
numbers, write numbers in
expanded form, round, add,
and subtract.

JC JC received 8/11 questions He needs to work on addition,


correct and mastered most of rounding, and subtracting
the objectives. consistently.

JL JL received a score of a 1 on This student shows no


each question. Therefore this weakness and will move on
student can round, add, to work on the fourth grade
subtract, and compare math objectives for this unit.
numbers.

JS This student got 2/11 This student needs help with


questions correct. She rounding, adding, and
compared numbers and subtracting correctly. This
wrote them in expanded form student also is reading far
correctly. below grade level and does
not receive any
accommodations for testing
at this time. This may have
prevented her in answering
some of these word problems
correctly.

LC This student got 8/11 This student needs to work


questions correct. This on adding and subtracting
student can compare consistently when solving
numbers, write questions in word problems.
expanded form, and can
round. He can add and
subtract.

LM This student got 10 out of 11 This student shows no


answers correct. This student weakness and will move on
can round, add, subtract, and to work on the fourth grade
compare numbers. math objectives for this unit.

PA This student can add and Since this student only


subtract. answered 3/11 questions
correctly, she needs to work
on rounding, comparing
numbers, writing numbers in
expanded form, and adding
and subtracting consistently.

RX RX received a score of a 1 on This student shows no


each question. Therefore this weakness and will move on
student can round, add, to work on the fourth grade
subtract, and compare math objectives for this unit.
numbers.

SB This student can write This student needs to work


numbers in expanded form, on comparing numbers,
round, add, and subtract, solving more complex
rounding problems, and
solving word problems.

ZH This student answered 4/11 She needs to work on


questions correctly. She is rounding, comparing
able to add and subtract. numbers, writing numbers in
expanded form, and adding
and subtracting consistently.

Section 5 Improvement Plan

To improve reliability, I would add more questions on objectives 1 and 2. There was only one
question on each objective, so this may not give students the opportunity to show whether they
have consistently mastered these two objectives. The data also shows what areas I need to
focus on. I would add lessons to teach students how to solve complex rounding problems and
ensure these lessons were included the following year. Rounding, addition, and subtraction are
often objectives where third grade students need extra practice. Adding in a problem of the day
could help all students practice solving word problems during direct whole group instruction.
Third grade is the first time students begin testing on the computer. They often need extra
modeling on how to read the test questions correctly, and how to use their scratch paper
appropriately. I would use this data to form small groups, so students have the opportunity to
practice, remediate, or accelerate, and take another test on Unit 4. To address the removing the
reading barrier, these students are in the MTSS process. Qualifying for an IEP will help them
have accommodations to have the test questions read to them.

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