Student Learning Analysis

I analyzed student growth in writing conventions—capitalization, punctuation, and spelling—during a four-week kindergarten unit. Using UFLI for phonics and Tara West’s writing slides, I combined formative and summative assessments to track progress. Most students showed measurable growth, especially those needing additional support. Instruction was differentiated through modeling, one-on-one feedback, and connections to classroom experiences. This analysis strengthened my ability to use data to guide instruction and highlighted the importance of responsive, relationship-centered teaching.