Page 10 - DanielsMarzanoEvidence2020

Princeton Alternative Elementary School
Ms. LaTausha Daniels, Ed.S. NBCT

Instructional Leader & Interim Principal
Comprehensive Needs Assessment : SWOT ANALYSIS 2020

Critical Area: Instruction K-2 Reading

Internal

Strengths Weaknesses
82% of 2 graders performed On Grade Level or Above in Phonological 80% of Kindergartners are below grade level in Phonological Awareness.
nd
Awareness. (Tier II & III)
54% of Kindergarteners, 59% of 1 Graders, and 58% of 2 Graders 92% of 2 graders and 74% of 1 graders are below grade level in
nd
st
st
nd
performed On Grade Level or Above in High Frequency Words Vocabulary (Tier II & III)
0% of Kindergarteners and 1st Graders performed overall at Tier III (two 97% of 2 graders are below grade level in Informational Text (Tier II &
nd
or more grade levels below). III)
34% of Kindergartners and 35% of 1 graders performed overall at Tier I
st
(On or Above Grade Level)
External
Opportunities Threats

66% of Kindergartners, 65% of 1 Graders, and 68% of 2 Graders are The domains of Vocabulary and Informational Text are often addressed
nd
st
Tier II in Reading, which means they are very likely to reach grade level during social studies and science, however, due to lack of resources for
with intervention and intentional instructional strategies. those content areas a need has been identified.
8% of K-2 and 24% (9) 2 Graders are Tier III in Reading, which means Due COVID-19 Remote Learning, it is anticipated that many Pre-K
nd
intense intervention is needed to move student to Tier II. students have not mastered age appropriate Pre-K standards and will
enter Kindergarten with intervention needs in Phonological Awareness.
SWOT Analysis Summary

66% of K-2 students performed at Tier II (early on or one grade level below) in Reading. Early/Day One Intervention is needed for all K-2 students
with a focus on Phonological Awareness, Vocabulary, and Informational Text.

ILT: SWOT Analysis ©2020 La’Tausha Daniels Ed.S. NBCT 1