Entry 3, Part D.3

Instructional Unit Plan

Analysis of Student Achievement

Presentation and Analysis of Disaggregated Data

Pre-Assessment/
Diagnostic Assessment / Summative
Assessment / Percentage of Students Who Achieved Unit Objectives
Whole Class Mean: / 55% / 78% / 80%
Subgroup Means: / 50% / 50% / -
Students Ready for Instruction / 7% / 80% / 100%
Students in Need of Remediation / 93% / 20% / 67%
Male Mean / 55% / 76% / 78%
Female Mean / 55% / 80% / 83%
ELL Mean / - / - / -
Native Speakers Mean / 55% / 78% / 80%
Ethnic/Cultural Groups Mean / 57% / 77% / 86%
Majority Groups Mean / 54% / 79% / 75%
Identified Students (IEP) Mean / 33% / 61% / 0%
Non-Identified Students Mean / 57% / 79% / 86%
  1. Explain your interpretation of the disaggregated data: Did all students learn what you intended them to learn (were your objectives achieved)? Specifically describe your evidence.
  • Not all of the students achieved what I intended for them to learn. About 80% of the students were successful. However, from the pre-assessment the students’ mean score rose from 55% to 78%.
  1. Describe how you used these results for planning and instructional decision-making. Pre-Assessment/Diagnostic Assessment: How did you use these data to proceed with instruction for the identified subgroups to plan for the success of all students?
  2. After analyzing the data from the pre-assessment, I was able to determine which of the sub groups needed additional assistance. For example, my IEP student needed additional assistance. With her IEP, she needed additional time and help with her assignments.
  1. Summative Assessment: Discuss at least one intervention to be used in future instruction for any subgroup performing lower than the rest of the class. What changes should be made in this unit to help all students be successful the next time it is taught?
  • One intervention that can be implemented is re-teaching. If a small majority of the students are still performing lower than the rest of the class, there is something I need to do differently or maybe a way I can present the information differently. In order for this unit plan to be even more successful next time I teach it, I would review certain concepts in a different way. For example, some of the students had trouble with the forest management section of the unit.