PDS IMPACT ON STUDENTS FORM

Name: Larissa Seifarth

4/30/15
Grade: 1
Mentor Teacher: Margaret Garver
PDS Name: South Penn

Date:

Targeted Group: Based on the students math scores on

their daily math facts drills, the four students were not quite
on grade level for math. This group is to work on basic
addition and subtraction to improve their math skills. They
need to receive a score of 90% or higher to be able to move
onto the next level.
Activity: While working in a group, 4 students were
provided different techniques to understand numbers.
Students would work with manipulatives and number
lines to show the difference between addition and
subtraction. Students would solve various addition and
subtraction problems to understand that they are different.
The group of students started on April 22 nd and ended on
May 6th working for 45 minutes each time.
Pre-Assessment: The pre-assessment of the students was
derived from their weekly math facts drills. The students
were on the 0-5 addition and subtraction math facts with low
scores. According to their assessment they would add for
both of the addition and subtraction problems.
Post-Assessment: The post-assessment of the students
consisted of their weekly math facts drills. The math fact
drills were given daily and were the same as the preassessment. All four of the students scores raised
throughout their time while working in the math group.
Gain: Students worked in a group with the intern to improve
their math skills.
Revised/Developed by E. Milleson

1/21/13

The analysis of this group shows:

Student A: This students score from the 0-5 addition
and subtraction pre-assessment was a total of 35%. By
working on basic addition and subtraction problems the
students work started to steadily increase. The postassessment of this students score was 100%.
Student B: This students pre-assessment of 0-5
addition and subtraction problems score was 47%. This
student worked with the math group by learning the
difference between addition and subtraction. This
student steadily increased throughout the course of
working in the math group. The post-assessment of this
students 0-5 addition and subtraction weekly math
facts drill was 77%.
Student C: This students pre-assessment of 0-5
addition and subtraction math facts score was 34%.
This student really struggled with understanding that
addition and subtraction is different. By working with
the group, this student started to gain an
understanding of the concept of addition and
subtraction. This students post-assessment score of
the 0-5 addition and subtraction math facts drill was
65%.
Student D: This students pre-assessment score of the
0-5 math facts drill was 58%. This student also had
trouble understanding the difference between addition
and subtraction. This student was absent for the final
post-assessment, but did show growth while working
with the group.
Room to Grow: This assessment aligns with the first grade
standards for basic addition and subtraction. The students
need to comprehend these basic math skills to be able to
move on to learn new information. To be able to pass the
weekly math facts drill the students need a score of 90%.
Student A passed the 0-5 addition and subtraction math
Revised/Developed by E. Milleson

1/21/13

facts and will move on to the next level. The other three
students did show growth, but have not passed their level
yet. The three students need more group time to have
guided instruction understand the concept more.

Objective Summary
Statement
Data Review and
Baseline Evidence

1. Summarize the long term academic goal for

students.
Students will improve their basic addition and
subtraction skills.
2. Describe and explain the process and
information used to create this SLO.
Based on the students weekly math facts , the
students selected need revisit the basic addition
and subtraction skills.

Revised/Developed by E. Milleson

1/21/13

Student Population
Learning Content
Target

3. 4 First grade students

4. Basic addition and subtraction
5. Describe and explain the expectations for
student growth for students included in the
SLO.
The overall target is for this group of students to
on grade level math.

Revised/Developed by E. Milleson

1/21/13