Presentation/Assigment

INSTRUCTION:

The student achievement chart is 

· a precursor to your lesson plan

· your entry point into the lesson…you will need your data to connect to the lesson you develop.

· Informs you of the students’ current knowledge of the topic or skill level of the content you are going to teach. 

Please submit your 

Student Achievement ChartLinks to an external site.

 with an analytical rationale about why this pre-assessment will help inform your instructional decisions in your lesson plan. 

You must make a hypothetical analysis based on what the data represents. What does the data lead you to believe (you must make assumptions if you did not create and distribute your own pre-assessment). Can be short (2-3 sentences), but must clearly indicate that you can interpret the data. 

For example, “Based on analyzing the current Regents data on English Language Arts, there was evidence that the students were able to read the literary passages with proficiency, but the data revealed that there were challenges with uncovering the multiple big ideas in the text.”

· Watch: 
Student Achievement Chart     

· Read about creating a 

Student Achievement Chart

. 
Review examples  through the links on the bottom of the document.

·
Using the data from your pre-assessment, create a 

Student Achievement ChartLinks to an external site.

· Student Achievement Chart 

Exemplar Introduction to Developing a Student Achievement ChartLinks to an external site.

 (SAC)

·
NOTE: The pre-assessment must be aligned and provide evidence of what the students’ strengths and immediate needs are on the core discipline that you will be developing in your lesson plan. 

·
Analyze Student Achievement Chart 

·
Based on grade level test scores, what can you infer about reading and math foundations ? How will you address this in your lesson?

· Determine Learning Objectives for your lesson

·

Writing a three-part objectiveLinks to an external site.

·

https://goalbookapp.comLinks to an external site.

NOTE: You may write a lesson in a content area (math, science, social studies or English), but all lessons must have a literacy focus or foundation that supports literacy development in that content area.

You will be expected to focus your work on creating a pre-assessment that will inform how you will instruct students in a literacy lesson.

Please do the same work, but instead for PK use 3K students, use the same information!!!

But without plagiarism!!!

You can use this resources and also another recourses.

EXAMPLE!!!!!!!

Student Achievement Chart (SAC)

FAME Mastery Levels

Description of Student Work in each Mastery Category

(# Correct
AND
characteristics of work)

Assessment Data Outcomes:

Exceeds

Description for ‘Exceeds’ the standard:

# Correct: The student knows all 8 shapes.
Student work to include:
· Identify and name basic shapes like square, rectangle, oval, triangle, and circle.
· Identify and name shapes like star, diamond, and heart. 
· Create a basic shape using playdough. 
· Explore and identify shapes from the environment like square, rectangle, oval, triangle, and circle.

Pre

Post

·
Number of students:

0/14

11/14

·
Percent of Total class:

0%

78%

· Student Names:

Student C
Student D
Student E
Student F
Student G
Student H
Student J
Student K
Student L
Student M
Student N

Meets

Description for ‘Meets’ the standard:

# Correct: The student is able to identify at least 7 shapes out of 8.
Student work to include:
· Identify and name basic shapes like square, rectangle, oval, triangle, and circle.
· Identify and name shapes like star, diamond, and heart. 
· Create a basic shape using playdough. 
· Explore and identify shapes from the environment like square, rectangle, oval, triangle, and circle.

·
Number of students:

2/10

2/14

·
Percent of Total class:

14%

14%

· Student Names:

Student L

Student B
Student I

Approaches

Description for ‘Approaches’ the standard:

# Correct: The student is able to identify at least 5 shapes out of 8.
Student work to include:
· Identify and name basic shapes like square, rectangle, oval, triangle, and circle.
· Identify and name shapes like star, diamond, and heart. 
· Create a basic shape using playdough. 
· Explore and identify shapes from the environment like square, rectangle, oval, triangle, and circle.

·
Number of students:

4/14

1/14

·
Percent of Total class:

28%

7%

· Student Names:

Student B
Student D
Student E
Student G
Student I
Student M

Student A

Falls Far Below

Description for ‘Falls Far Below’ the standard:

# Correct: The student identified 4 shapes or below.
Student work to include:
· Identify and name basic shapes like square, rectangle, oval, triangle, and circle.
· Identify and name shapes like star, diamond, and heart. 
· Create a basic shape using playdough. 
· Explore and identify shapes from the environment like square, rectangle, oval, triangle, and circle.

·
Number of students:

7/14

0/14

·
Percent of Total class:

50%

0%

· Student Names:

Student A
Student C
Student F
Student H
Student J
Student K
Student N

Analysis of the Student Achievement Chart (SAC) and Support Plan

The student achievement was aligned for the following Standards:

· PK.MATH.11. [NY-PK.MD.2.] Sorts objects and shapes into categories; counts the objects in each category. Note: Limit category counts to be less than or equal to 10PRE-K LEARNING STANDARDS20

· PK.MATH.12. [NY-PK.G.1.] Describes objects in the environment using names of shapes and describes the relative positions of these objects using terms such as top, bottom, up, down, above, below, in front of, behind, over, under, next to

· PK.MATH.13. [NY-PK.G.2.] Names shapes regardless of size

· PK.AL.4. Exhibits curiosity, interest, and willingness to learn new things and have new experiences

· PK.PDH.5. Demonstrates eye-hand coordination and fine motor skills

· PK.SEL.5. Demonstrates pro-social problem-solving skills in social interactions

The pre-assessment has shown that half of the class struggles to identify all eight shapes (square, rectangle, oval, triangle, circle, star, diamond, and heart.) Most students are aware of the listed shapes based on the collected data, but they recognize them when they see its picture only. Students cannot identify different types of shapes in the environment.

The post-assessment brought great results and has shown that the majority of the class has exceeded the goal, and two students met the goal. Only one student is approaching the goal. Based on those results, I can state that all students have mastered the lesson since they all reached at least one level higher on the achievement chart.

“Effective instruction depends on identifying the knowledge children already possess and building on that knowledge to help them take the next developmental step” (Institute of Education Sciences, n.d.). Therefore, I would use the collected data to create future instructions for my students. It is evident that I can begin to challenge my students by introducing new shapes and more complex assignments. For the one student approaching the goal, I will provide more individual instructions and collaborate with his parents to develop progress. By using the theory of ZPD, I believe I can bring Student A to a higher mastery level within a short period of time.

References

Institute of Education Sciences. (n.d.).
EDUCATOR’S PRACTICE GUIDE WHAT WORKS CLEARINGHOUSETM Teaching Math to Young Children NCEE 2014-4005 U.S. DEPARTMENT OF EDUCATION.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg_111313