step 6 sr

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School

Grand Canyon University *

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250

Subject

Industrial Engineering

Date

Apr 3, 2024

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docx

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3

Uploaded by JudgeDangerGrouse3

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STEP Standard 6 Post-Test Data: Whole Class - Number of Students Pretest Number of Students Post-Test Highly Proficient (90%-100%) 6 Proficient (80%-89%) 7 Partially Proficient (70%-79%) 4 3 Minimally Proficient (69% and below) 17 5 Post-Test Analysis: Whole Class The unit lesson was reader's theater and learning the different elements of drama. The post-test for this analysis was a worksheet where the students had to read the dialogue and then answer questions based on what they read. The students had no assistance when reading the passage or answering the questions. The pretest was the same worksheet, and the results from the pretest to the post-test were highly significant. The majority of the 22 students scored higher than on the first test. I believe that giving the pretest helps locate what information would need to be implemented in the unit test to help the students better understand the concept of reader's theaters in the elements of drama. At the same time, most of the students who remained partially or minimally understood the unit better. Once these students reviewed and understood better, they could comprehend and have an easier time doing reader theaters the following days. As a class, we read different scripts and used an anchor chart to help the students understand the different parts of reading scripts and dialogue. Throughout the week, strategies were implemented as a whole class, such as anchor charts, videos, and an Ed puzzle. The teacher continued reinforcing these contents in the classroom to help build these students' confidence. Post-Assessment Analysis: Subgroup Selection
Post-Assessment Data: Subgroup Number of Students Pretest Number of Students Post-Test Highly Proficient (90%-100%) Proficient (80%-89%) 5 Partially Proficient (70%-79%) 1 1 Minimally Proficient (69% and below) 5 Post-Assessment Analysis: There are 6 students in class that would be considered in a subgroup of students with and I EP. Most of this unit was given in whole group. These seven students took the pre assessment and post assessment the same as the other students. They did not score proficiently with all of them being minimally on the pretest but scored proficient or partially proficient in the post. My interpretation is the reason for this being the modifications and accommodations that was given to these students throughout the week of teaching the unit here we get for example when they were broken into groups to read scripts they were given a modified version of the same stories. These stories had easy vocabulary and was shorter. the post test results for these students with the IP were higher because of the effectiveness of the content that was delivered throughout the week. Each of the students had more material provided to help accommodate them understand the different elements of drama throughout the week. Although the objectives word be to learn the different elements of drama, it was not seen and all of the students assessment results. In the future to aid the students understanding I will try to provide more resources to accommodate doing instruct content. Also, small groups to help reiterate what was presented. Post-Assessment Data: Number of Students Pretest Number of Students Post-Test Highly Proficient (90%-100%) 6 Proficient (80%-89%) 7
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