1
Collecting and Analyzing Data
Sara Evers
MSCIN Program, Western Governors University
D179: Data-Informed Practices (OJM1)
Course Instructor Name
Date Submitting Task
WGU D179 Data-Informed Practices Task 2 passed
, 2
Introduction
My instructional setting is in a first-grade classroom at an intercity elementary school. I
teach in a Title 1 public school that serves approximately 572 students from transitional
kindergarten to fifth grade. The demographics surrounding the school are low income with 100%
of our student population qualifying for free and reduced school lunch. My current class consists
of 27 students with a wide variety of learning and emotional needs. There are 8 English
Language Learners at different levels of English acquisition, 2 students with speech IEPs, and 1
student with a learning disability that has an IEP. Two students are reading above grade level,
five students are reading at grade level, and 20 students are below grade level reading.
Educational Problem
An educational problem I have encountered this year with my first-grade classroom is
that many of my students have arrived to first grade with limited knowledge of letter names and
letter sounds. This is concerning because students are to have mastered these skills in
kindergarten prior to entering first grade. In first grade students are expected to have already
mastered these skills so they can begin the process of reading and decoding, including learning
spelling patterns. Without the basic skills of letter/sound recognition being mastered students will
not be able to comprehend nor be successful with first grade standards. A plausible cause of this
problem is due to the global pandemic which last year had students attending kindergarten
through distance learning online. Students most likely did not have adequate support at home to
keep students focused during live lessons and failed to practice skills when not in online classes.
Problem Statement
Students in my first-grade classroom have limited letter/sound identification with upper
and lowercase letters. First grade students are to have mastered these skills in kindergarten prior
WGU D179 Data-Informed Practices Task 2 passed
Collecting and Analyzing Data
Sara Evers
MSCIN Program, Western Governors University
D179: Data-Informed Practices (OJM1)
Course Instructor Name
Date Submitting Task
WGU D179 Data-Informed Practices Task 2 passed
, 2
Introduction
My instructional setting is in a first-grade classroom at an intercity elementary school. I
teach in a Title 1 public school that serves approximately 572 students from transitional
kindergarten to fifth grade. The demographics surrounding the school are low income with 100%
of our student population qualifying for free and reduced school lunch. My current class consists
of 27 students with a wide variety of learning and emotional needs. There are 8 English
Language Learners at different levels of English acquisition, 2 students with speech IEPs, and 1
student with a learning disability that has an IEP. Two students are reading above grade level,
five students are reading at grade level, and 20 students are below grade level reading.
Educational Problem
An educational problem I have encountered this year with my first-grade classroom is
that many of my students have arrived to first grade with limited knowledge of letter names and
letter sounds. This is concerning because students are to have mastered these skills in
kindergarten prior to entering first grade. In first grade students are expected to have already
mastered these skills so they can begin the process of reading and decoding, including learning
spelling patterns. Without the basic skills of letter/sound recognition being mastered students will
not be able to comprehend nor be successful with first grade standards. A plausible cause of this
problem is due to the global pandemic which last year had students attending kindergarten
through distance learning online. Students most likely did not have adequate support at home to
keep students focused during live lessons and failed to practice skills when not in online classes.
Problem Statement
Students in my first-grade classroom have limited letter/sound identification with upper
and lowercase letters. First grade students are to have mastered these skills in kindergarten prior
WGU D179 Data-Informed Practices Task 2 passed
