1. Kinder Team
Data Analysis

2. Action Plan Kindergarten Action Plan
Step 1 – Identify strong areas and challenge areas
MATH
READING
Challenging Standards
K.M.G.A.03: The Highly Proficient student can name, describe, and find two-dimensional and three- dimensional shapes in any position or size.
K.M.OA.A.05: The Highly Proficient student can add and subtract beyond 20 problems in 2 minutes.
Strong Standards
K.3M.C1.PO1: The Highly Proficient student can find the errors in a given pattern using any manipulatives without assistance and correct the pattern.
UW.K.M.CC.A.02a-d: The Highly Proficient can count forward beginning from a given number within the known sequence (instead of having to begin at one)
K.R.RF.03c: The Highly Proficient student can fluently read all of the sight words for quarter 4.
K.R.RF.02b.2: The Highly Proficient student can write words by blending the beginning (onset), middle, and ending sound (rime) of a word.
K.RF.02a.: The Highly Proficient student can identify and produce sounds (phonemes) in a spoken word.
K.RF.03a.: The Highly Proficient student can demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound(s) for each consonant and the five major vowels.

3. Action Plan Step 2 – Identify specific skills to taught
Item Analysis: Top 2 standards to be retaught for each content
Math Standard
Findings from Item Analysis
Specific skill on which to focus
K.M.G.A.03: The Highly Proficient student can name, describe, and find two-dimensional and three- dimensional shapes in any position or size.
Based on teacher observation about 50% of the students were not able to describe, identify and compare two-dimensional and three-dimensional shapes in any position or size.
Practice counting the attributes of a given 2-dimensional shapes.
Practice counting the attributes of a given 3-dimensional shapes.
Name and identify the 2-D and 3-D shapes.
Compare and contrast 2-D and 3-D shapes.
K.M.OA.A.05: The Highly Proficient student can add and subtract beyond 20 problems in 2 minutes.
Based on teacher observation about 50% of the students were not able to add and subtract beyond 20 problems in 2 minutes.
Fluently add and subtract.
Recognize the symbols (+, -, =)
Practice adding and subtracting using various strategies.
Reading Standard
Findings from Item Analysis
Specific skill on which to focus
K.R.RF.03c The Highly Proficient student can fluently read all of the sight words for quarter 4. (all sight words introduced in )
Based on BT assessment for sight words about 70% of the students were able read and identify the 100 sight word list introduced in kindergarten.
30% of students need to identify the given 100 sight word list.
See and Say – A child sees the word on a flash card and will say the word while underlining it with her finger.
Spell Reading – The child says the word and spells out the letters, then reads the word again.
Arm Tapping – The child says the word and then spells out the letters while tapping them on her arm.
K.R.RF.02b.2 The Highly Proficient student can write words by blending the beginning (onset), middle, and ending sound (rime) of a word.
Based on BT assessment for blending (beginning, middle, and ending sounds) about 30% of students need further practice.
Making Words with Onsets and Rimes (BT 10/17/16)
Slide to the end of a Word Activities (BT 10/17/16)

4. Action Plan Step 3 – Strategies for Reteaching
Brainstorm: Identify strategies and ideas for reteaching low standards in math and reading
MATH
READING
K.M.G.A.03: The Highly Proficient student can name, describe, and find two-dimensional and three- dimensional shapes in any position or size.
STRATEGIES/IDEAS:
2-D and 3-D Shape Sort (BT 8/29/16)
Making Fun 3-D Shapes (BT 8/29/16)
2-D vs. 3-D Shapes Game (BT 8/29/16)
Make 3-D Shapes with marshmallows and toothpicks
K.M.OA.A.05: The Highly Proficient student can add and subtract beyond 20 problems in 2 minutes.
Counting on (e.g., for 3+2, students will state, “3,” and then count on two more, “4, 5,” and state the solution is “5”)
Counting back (e.g., for 4-3, students will state, “4,” and then count back three, “3, 2, 1” and state the solution is “1”)
Counting up to subtract (e.g., for 5-3, students will say, “3,” and then count up until they get to 5, keeping track of how many they counted up, stating that the solution is “2”)
K.R.RF.03c The Highly Proficient student can fluently read all of the sight words for quarter 4. (all sight words introduced in )
Identify sight words on flash cards.
Identify sight words in texts they read.
Write sentences using given sight words.
Sight word games (Popcorn, Kaboom, Around the World and other games)
Read short simple stories.
K.R.RF.02b.2 The Highly Proficient student can write words by blending the beginning (onset), middle, and ending sound (rime) of a word.
Segment words with CVC words.
Blend - sound out CVC words.
Write CVC words on student whiteboards.
Read simple books – sounding out words.

5. STEEP Results Fall Winter Spring RAkee 42.5 60.5 BHolliday 41 67
42.5
60.5
BHolliday 41 67
MClark 1 69
LHelton 49 63

6. School Year Goals
Use the Word Identification Fluency Assessment for Kindergarten starting Jan We will use high frequency words for Kindergarten.
Use the first grade DMS probes 5 and 6 starting Jan. 2018
Update our report cards