The two tables exhibit percentages of students pre-assessment and post-Assessment Learning Goals.  Overall class averages are given to display student achievement between the given assessments. 

Note that for LG2 pre-assessment, the students received a perfect score for participation as long as they participated by answering questions when asked and showing understanding of the topic and the material being discussed during the lesson.

          The tables show the scores of the entire class of 24 students; Pre and Post-assessments.  They exhibit percentages of students pre-assessment and post-Assessment Learning Goals.  Overall class averages are given to display student achievement between the given assessments.  By looking at the tables, it is obvious to see that the students overall achievement was higher on the post-assessment than on the pre-assessment.

          My goal was for every student to earn 70% (C) or better in each learning goal post-assessment.   All students did not meet my expectation for LG1 as four students got scores below 70%.  For LG2, I had two students failing to meet my stated goal as JL and AM received 65%.  LG3, LG4, and LG5, students did exceptionally well at meeting and going beyond my expectation.  I had the greatest improvement with the overall class scores between pre and post-assessment on LG5 which moved from 61.08% to 92.08%.

          For LG1, the students had to recognize plot, setting, and characters within text.  The students had to listen and read a story then answer four questions based on the story.  Upon grading the pre-assessment I was able to see which of my students were having difficulty with understanding and processing what was listened to and read.  There is a huge difference with reading and/or listening and explaining the material. 

          When looking at the tables, six students’ scores stand out every time.  These are my six students with undocumented learning disabilities and they are the highlight of my days.  I have to constantly call on them, check their work for understanding, make sure they are on task and come up with many instructional adaptations to get them on the same page as the rest of the students.

          For the post-assessment I chose a shorter story which was an easier read and therefore all students did better.

          For LG2, which was for the students to interpret information from illustrations, diagrams, charts, graphs, and graphic organizers, I decided to approach it differently.  In order to get my LDs to participate, I had a whole group lesson in the gathering area for the pre-assessment.  In this way, the students were close to me and I get to observe then and keep them focused.  The students were very engaged with me reading the stories and showed understanding by telling me the many facts to fill the Venn diagram.  The students did okay on the post-assessment but I could not compare the scores because of the 100% participation pre-assessment.  Still, from my thorough grading it can be seen (in the tables and sample work) that my LDs need more of my time and added instruction.

          For LG3, the students had to identify the meaning of common idioms and figurative phrases and incorporate them into oral and written language.  The tables show that my LDs did not quite get this objective but with lots of computer quizzes and examples the post-assessment was a success.  The tables will show that this is our first learning goal with all students earning 70% and above. 

          For LG4, the students had to read literary and informational texts and to incorporate new words into oral and written language.  The tables show the great improvement between the pre and post-assessments.  In my opinion this improvement in scores was because of the many different and various practice sessions we did with our words.  We did our practice with chants, computer quizzes and Sparkle (students stand in a circle and we do a whip around, when a student says an incorrect letter of the given word that person is out) to name a few; the students love this game.

          For LG5, the students had to distinguish fact from opinion.   Again the tables show the vast improvement between pre and post-assessment.  The improvement is because of the different ways (computer games and charts) in which I am introducing and delivering the objective along with the fact that I think the students are getting accustomed to me and my style of teaching.