JNT2 Task 1 1 
Student Name
Student ID:
Assessment Code: JNT2 – Task 1 (Needs Analysis)
Mentor
Date
Summary of Instructional Problem
Current Condition and Desired Conditions
Current Conditions: Kindergarten students are demonstrating an increased understanding of letter names and sounds by mid-year. However, this understanding is not leading to desired effect of 80% demonstrated ability to phonetically segment words into beginning, middle, and ending sounds on standardized district tests.
Desired Conditions: Goal is to have 80% of all kindergarten students reach benchmark standards for beginning sound identification and phonemic segmentation.
Data Collection Processes
Discussion of Data Collection Instruments Used: If students can identify letter names and sounds, why can they not successfully identify beginning, middle and ending sounds of any given word? How many students are below benchmark standards? Is district-wide sponsored curriculum supporting benchmark testing standards? Are additional interventions necessary?
Discussion of Sources of Data: All kindergarten students were assessed by district-trained evaluators, and given scores to establish their level of competency in phonetic categories. The same group of students were then assessed, by their individual teachers, through small group and independent observations, within the classroom, for the same standards.
Results of Data Analysis
Data Analysis Techniques Used: District-trained evaluators came to the school and individually called students into a room to assess their phonemic understanding in 3 areas: letter sound fluency, beginning/first sound fluency, and phonemic segmentation. For letter sound fluency, students were shown a letter and had to correctly identify its sound. Then, each student was given 1 minute while assessors dictated words and students repeated sounds. (For example, the assessor might say “cat”, and the student must then return with a segmented sound of
Student ID:
Assessment Code: JNT2 – Task 1 (Needs Analysis)
Mentor
Date
Summary of Instructional Problem
Current Condition and Desired Conditions
Current Conditions: Kindergarten students are demonstrating an increased understanding of letter names and sounds by mid-year. However, this understanding is not leading to desired effect of 80% demonstrated ability to phonetically segment words into beginning, middle, and ending sounds on standardized district tests.
Desired Conditions: Goal is to have 80% of all kindergarten students reach benchmark standards for beginning sound identification and phonemic segmentation.
Data Collection Processes
Discussion of Data Collection Instruments Used: If students can identify letter names and sounds, why can they not successfully identify beginning, middle and ending sounds of any given word? How many students are below benchmark standards? Is district-wide sponsored curriculum supporting benchmark testing standards? Are additional interventions necessary?
Discussion of Sources of Data: All kindergarten students were assessed by district-trained evaluators, and given scores to establish their level of competency in phonetic categories. The same group of students were then assessed, by their individual teachers, through small group and independent observations, within the classroom, for the same standards.
Results of Data Analysis
Data Analysis Techniques Used: District-trained evaluators came to the school and individually called students into a room to assess their phonemic understanding in 3 areas: letter sound fluency, beginning/first sound fluency, and phonemic segmentation. For letter sound fluency, students were shown a letter and had to correctly identify its sound. Then, each student was given 1 minute while assessors dictated words and students repeated sounds. (For example, the assessor might say “cat”, and the student must then return with a segmented sound of