Practice Evaluation of an Instructional Unit Project-2 (1)

students not to commit the offensive behavior and explaining why it is disrespectful or unsafe. There are no concrete consequences, but students may be removed from activities and asked to sit away from the group in order to give themselves time to calm down. When they feel they are ready, they return to the group. In extreme cases, students lose work center time and must sit with the paraprofessional, but this is very rare and only used when the student is continually unable to control his or her actions and behaviors. Whenever the opportunity arises, students are provided scaffolding and guidance on how to interact with each other. For example, during snack time, students share a common basket of crackers and pitchers of water. Since it is the beginning of the year, we provide students with the words that they need to use in order to have things passed to them. We also provide students with the words that they need to use to solve conflicts. When the children complain of someone, for example, poking them, we tell them to tell the offending student that they do not like that action and to politely ask them to stop. By teaching students how to interact with each other, we are creating an independent and more mature atmosphere with fewer petty problems. Furthermore, our social studies lessons are presently dealing with conflict resolution and students are learning different techniques for dealing with disagreements. They are also learning to use kind words and about being “bucket fillers” by doing nice things for each other. We read the book as a class, and now we have a bucket that students who do nice things for their classmates put a fuzzy pom pom in, with the continual goal of filling our class bucket. Student Characteristics My students are in kindergarten. Most of them are already five, but some of them are just turning this age. Furthermore, many just turned five over the summer. There are eight boys and seven girls in the class. Twelve of the fifteen students are Hispanic, one student is white, one student is Black, and one student is Indian. One of the boys (“B”) in the class has a visual impairment, but he was recently reevaluated and it was found that he does not qualify for any special services; he is going to the doctor at the end of the month and we will know more after that. Until then, we are just supposed to ensure that he is always in the front for activities. Another one of the boys in the class (“H”) has an IEP which classifies him as having a communication impairment. He is supposed to receive speech therapy and have in class support during some subjects. At this point in time, he is receiving speech twice a week and in-class assistance for math. However, Ms. McDonald and the child study team just had an IEP meeting to discuss changing his IEP. It seems that the child may have a behavioral disorder, and Ms. McDonald also thinks that he needs a one-on-one paraprofessional, as well as pull-out instruction. He works much better when someone is able to sit and work with him one-on-one, yet he also needs someone to constantly watch him as he spends a great deal of the day running around the classroom and climbing things. Therefore, for the safety issue alone, the IEP had to be revised. As of the meeting, the IEP had been amended to include a one-on-one paraprofessional. A third boy in my class (“I”) is classified and has an IEP, which says that he autism spectrum disorder. He is very bright and has many skills, but becomes discouraged if he thinks we will fail at something and often will not even try. Therefore, it is important that he feels successful. He will not do anything that you want him to do if he does not feel like it. While many of the students in the class are bilingual, there are two students who were supposed to be in the bilingual kindergarten class, but were switched into our class due to overcrowding. One of the students seems to be doing well, but the other is more hesitant to speak and seems to take a longer time processing what he hears. However, he is already

IN CLASS DAY 1 Unit: Patterns Standards: MP. 7. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Goal: For students to recognize and manipulate patterns. Objective 1: SWBAT extend ABAB and AABAAB color patterns using Unifix cubes. Objective 2: SWBAT extend patterns with sounds and motions by listening/watching to the teacher and extending the pattern using sounds and motions. Objective 3: SWBAT extend ABCABC shape patterns using pattern blocks.

Post-Assessment On the next page is a blank post-assessment. The post-assessment is related to the overall goal and all three objectives. The post-assessment uses the same five questions as the pre- assessment, so the same questions align with the objectives (see below table), The following questions on the post-assessment map to each of the objectives: Objective 1: SWBAT create and extend ABAB and AABAAB color patterns using Unifix cubes. Question 1 + Question 2 Objective 2: SWBAT create and extend patterns with sounds and motions by listening to the teacher and extending the pattern. Question 3 Objective 3: SWBAT create and extend ABCABC shape patterns using pattern blocks. Question 5

Grade the student pre-assessments. Fill in the tables below. (Do not fill in columns shaded grey.) Student Unit Goal: Students will recognize and manipulate patterns. Pre-Assessment (out of 5) Post-Assessment (out of 5) A 1 B 5 C 3 D 2 E 1 F 4 G 5 H 0 I 3 J 1 K 4 L 1 M 3 N 4 O 5 Question Number of Students (Out of 15) With Correct Answer Pre-Assessment Post-Assessment 1 9 2 10 3 13 4 7 5 3

Next, score the student post-assessments. Fill in the tables below. You may copy-and- paste the pre-assessment columns from above. Student Unit Goal: Students will recognize and manipulate patterns. Pre-Assessment (out of 5) Post-Assessment (out of 5) A 1 5 B 3 4 C 3 5 D 2 5 E 2 5 F 4 5 G 5 5 H 0 2 I 3 5 J 1 5 K 4 5 L 1 2 M 3 4 N 4 5 O 5 5 Question Number of Students (Out of 15) With Correct Answer Pre-Assessment Post-Assessment 1 8 14 2 10 13 3 13 14 4 7 13 5 3 13 Student Met Objective 1 1 (Q1 AND Q2) 2 Met Objective 2 (Q3) Met Objective 3 (Q5) Pre Post Pre Post Pre Post A 0 1 1 1 0 1 B 0 1 0 1 1 1 C 1 1 1 1 0 1 D 0 1 1 1 0 1 E 0 1 0 1 0 1 F 1 1 1 1 0 1

Intermediate ( 2-3) C D I M 0 1 2 3 4 5 6 Subgroup - Intermediate Intermediate Pre-Test Intermediate Post-Test Students # of Answers Correct Advanced (4-5) B F G K N O 0 1 2 3 4 5 6 Subgroup - Advanced Advanced Pre-Test Advanced Post-Test Students # of Correct Answers

Answer the following questions. Comparative Data and Narrative Discussion Criteria Response- Whole Class Compare pre- and posttest data on graphs and report on the percentage of students who made learning gains in the whole class, subgroups, and on individual objective questions. View Rubric When looking at the pre and posttest data, 73.3 % of students made learning gains. it is seen that most of the student’ scores increased except for B. Student B went from a 5/5 on the pretest to a 4/5 on the posttest so B;s scores overall decreased. The student whose scores decreased was an outlier as they were the only student out of 15 students that did worse on the post-test than the pre-test. However, this student might have just made a silly mistake so if they checked their work, they would have gotten a 5/5. Students G and 0’s scores stayed the same as they both got 5/5’s on both the pre- test and post-test. 12/15 students improved their scores (80%). Overall, 12/15 (80%) students scored a perfect score (5/5) on the post-test , compared to only 3 /15 (20%) students that scores a 5/5 on the pre-test. When looking at the subgroups, both the beginner and intermediate groups increased their scores by a lot, making a learning gain. When considering Subgroup- Beginner (0-1), 100 % of students made learning gains. For the beginner group, their average score on the pre-test was one and then they got an average score of 4 on the post-test, which dramatically went up. As for the intermediate subgroup ( 2-3) , 100 % of students made a learning gain. Their pre-test scores were average for around 3 questions correct and their post-test scores averaged to be a score of 5/5. In terms of the advanced group, 50 % of students made learning gains. because of the one student whose score went down one point, and this was not because they did not understand the concept but because they made a silly error. On objective 1, 4/15 students made learning gains which is 27 % improved from pre-test to post-test. On objective 2, 3/15 students made learning gains, which is 13 %. Then, for objective 3, 6/15 students made learning gains, which is 66.6%. Discuss, with specific references to the pre- and posttest data, what was revealed about student learning with implications for the effectiveness of the The pre- and post-tests revealed an overall positive trend in student learning, with most students making progress in understanding the concept of patterns. When comparing the pre- and post-test scores, it revealed to me that students understood the concepts of patterns. I think this because in looking at the graph of the pre and posttests, the orange bar that represents the post test is mostly higher than the blue bar that represents the pre- tests , except when the bars

entire unit for all students. C0nnect it to patterns-one objective was harder than the other. are equal, when three students got a perfect score two times and when a student’s score decreased on the post test. Based on student pre-tests, it was seen that some students had prior background knowledge of the concept of patterns while other students had little or no prior background knowledge of patterns. On the post assessments, it was seen that they gained knowledge of the concept of patterns. Also, another pattern that I noticed is that every student demonstrated an increase in their post assessment scores compared to their pre- assessment scores. This indicates a collective improvement in understanding and manipulating patterns among the students. Also, students initially had diverse levels of proficiency in recognizing and manipulating patterns as seen in their pre-test scores ranging from 0-5. Several students (A,D,E,I,J,L,M made significant progress with their post assessment scores surpassing their initial scores by three points or more which suggests effective learning and understanding during the unit. The group of beginners, despite having the lowest initial pretest scores, demonstrated the most significant improvement. This progress is clearly depicted by the noticeable gap between the orange and blue bars on the rap that represent the pre and post results for the beginner group. Lastly, when analyzing the patterns across the three objectives, it becomes evident that objective 3 presents a consistent challenge for many students compared to objectives 1 and 2. This is because when it comes to objective 3, fewer students (A,C,D,F,G,I,J,K,N,O) were able to meet the objective in the pretest and this pattern persists in the posttest as well.

BEFORE DAY 2 Before the second class period you will work on this project, read the lesson plans in the “Patterns Unit Lesson Plans” document.

IN CLASS DAY 2 Selection and Analysis of 3 Assessment Samples. Select 3 assessment samples, each from a different lesson, for the same students. Try to select samples reflecting high, medium, and low levels of achievement. The inclusion of at least one student with a support plan, as described in the context report, is encouraged. There will be a total of 9 assessments reviewed for this section (3 students x 3 lesson assessments). Images of all 9 assessments will be inserted in the table below along with your rationale for selecting these students’ assessments. Rationale, Images, and Narratives Relating to Student Work Samples Student 1- H Student 2 A middle student Student 3-one high student O Student Selection Rationale I selected student H because I noticed that the student did not demonstrate a significant amount of growth in understanding patterns. In other words, it was influenced by the observation of low levels of achievement. There was evident confusion regarding the topic of patterns. .This student also may have also faced confusion when visualizing patterns and may have needed additional prompting when solving pattern-related tasks. I think that selecting Student H for analysis was crucial as it allows for a deeper understanding of the factors hindering growth in pattern comprehension. By focusing on Student H’s assessment, it becomes an opportunity to identify specific areas of struggle, potential misconceptions, or gaps in understanding, providing a foundation for tailoring instructional strategies to I selected student A because of their notable growth observed in their understanding of patterns. They are an intermediate learner and I wanted to see if this student made any growth throughout the lessons because this student is part of the group of learners who may need more help understanding a topic to show significant growth over time. Additionally, choosing Student A for analysis allows for a closer examination of the specific factors that contributed to their improvement in pattern comprehension. By focusing on intermediate learners such as student A, the analysis seeks to uncover patterns of improvement in their learning , contributing to a better understanding of how tailored support can enhance the learning experience for students at similar proficiency levels. I picked student O because this student demonstrated exceptional performance, scoring well on both the pre- and post- tests. This is one of the higher achieving students in the class. Not only did student 0 exhibit a high level of achievement, they also consistently met all three objectives throughout the entire unit. Given their advanced abilities compared to their other peers, examining this student’s assessments provides valuable insights into strategies that work well for high-achieving students. Additionally, choosing student O allows for a closer examination of the factors contributing to their outstanding performance. Understanding how an advanced learning like student 0 naviagaes the material can provide helpful insights into refining and enriching

address their unique learning needs. the learning experience for students who excel academically. Lesson 1 Assessment Images- instances of student work Lesson 2 Assessment Images

Lesson 3 Assessment Images Narrative Below, discuss what 3 assessments for each student reveal about their learning during this unit, and what factors may have impacted these results. After looking at student H’s work it is revealed that this student is confused on the concept of patterns and that he needs additional help in this area. For the first lesson, it is seen that he struggled with making a pattern as he did not have a pattern. According to the anecdotal notes that the teacher took during the lesson, they state that he was off task during the lesson that was focused on motion patterns and was making random trains. This indicates that he had difficulty in understanding or engaging with the concept of creating patterns. Also, the students struggle with the task and observed behavior of being off task may suggest that he lacks focus. This After looking at student A’s work from lesson 1 to lesson 3 it showed a significant improvement in understanding of patterns. Based off the anecdotal notes from lesson 1, student A was copying others in his group when making the patterns but was able to understand and do the physical motions when instructed. Student A’s behavior of copying others during patternmaking suggests a potential challenge in independently grasping or generating the patterns, while their ability to understand and perform physical motion upon instruction indicated proficiency. In lesson 2, student H demonstrated the ability to create and continue ABAB patterns, indicating positive progress in After looking at student O’s pre assessment he already scores a perfect score of 5 and met all three objectives. This indicates that he has a strong initial understanding of the material and student 0 possesses a soldi foundation in the concepts covered by the objectives before the unit began. Factors that might have impacted these results could include students prior knowledge or experience with pattern concepts, effective teaching methods in the past, strong background in the subject. Looking at all three lessons, it is seen that this student already knew what patterns were before the unit started. By the end of the unit, this

information can prompt the teacher to consider alternative teaching strategies, providing additional support, or explore different ways to engage the student in the learning process to address these initial challenges. When looking at lesson 2, it is seen that the student accurately made a pattern compared to the firs lesson. However, according to the teachers’ anecdotal notes, this student demonstrated proficiency in constructing ABAB patterns, suggesting some understanding of this pattern structure. But challenges arose when attempting to create AABAAB patterns, indicating a struggle with a more complex pattern sequence. Additionally, the notes of student H mention that he/she received support from a paraprofessional during that time which suggests that the student required additional assistance or guidance to navigate the challenges associated with patterns. The effectiveness of this support , along with the level of assistance provided, may have influenced the student’s ability to find it less difficult in constructing patterns. This could imply that the student may benefit from more personalized attention or targeted interventions to enhance comprehension and application of certain pattern structures. During their learning during the unit. This suggests an improved understanding of pattern structure compared to the previous challenge observed. Factors that may have impacted these results could include additional support received or increased familiarity with the pattern concept over the course of the unit. By the end of the unit, student A was able to construct ABCABC patterns using unfix cube and construct ABAB patterns by the end of lesson 3 which indicates a progression in their comprehension of pattern structures. By receiving guidance from students, A was able to achieve a higher score and meet all the objectives. Thus, by the end of the unit, it appears that Student A demonstrated an improved understanding of the concepts of patterns. student was able to score a perfect score of 5 and meet all objectives. This indicated student clearly does not struggle with patterns of ABA, and AABAAB patterns. In each lesson, he clearly identified each pattern and was correct. This assessment reveals that this student has consistently excelled in understanding and applying patterns throughout the unit. By always scoring a perfect 5 , it indicated a high level of comprehension and proficiency in recognizing and creating patterns. The fact that the student consistently identified each pattern correctly in every lesson further underscores their mastery of the material. Overall, this assessment suggests that the student not only grasped the concepts effectively but also consistently demonstrated a strong ability to apply pattern recongiytion skills throguhout the unit.

lesson 3,it was noted a fire drill disrupted this lesson and student H became overwhelmed and needed a break afterward and support from a paraprofessional. This suggests that this student may need extra assistance in handling disruptions and regaining focus after unexpected events.

Part III: Rubric for Evaluation of Instructional Unit Target 6-9 points Developing 4-5 points Not Yet 0-3 points Total Points Section A: Comparative Data and Narrative Discussion (InTASC 6, NJPS 6, CAEP R1.3) Candidate thoroughly and accurately represents graphs that depict student learning from the unit, through a, b, and c below. a. Pre- and posttest scores are graphed (1) for the whole class with subgroups identified in color and (2) for each objective in the unit. b. Pre- and posttest data on graphs are compared and percentages reported on students who made learning gains in the whole class, subgroups, and on individual objective questions. c. Discussion with specific references to the pre- and posttest data, reveals keen insights about student learning with implications for the effectiveness of the entire unit for all students. Candidate represents graphs on student learning data, from the unit in part a. but graphs may be flawed, incomplete, or disorganized/unlabeled or Comparisons of learning gains do not cover all groups articulated in part b. or Candidate completes a generalized narrative without supporting evidence from data or multiple insights in part c, Candidate only represents some of the student learning data as graphs, as described in part a. or Report on learning gains has flawed or missing analysis as described in b. Candidate writes a narrative too brief to meet the criteria in part c. Target 4-6 points Developing 3-5 points Not Yet 0-2 points Total Points Section B : Analysis of 3 Student Assessments (from lessons) (InTASC 6, NJPS 6, CAEP R1.3) Candidate writes rationales for selection, and posts images in table B-1, of 3 samples of assessments from high, med, low achievement levels of students Candidate writes rationales for selection, and posts images in table B-1, but some samples may be missing or students are not from varied learning levels. Candidate selects student works samples but images are of inferior quality or missing

Part III: Rubric for Evaluation of Instructional Unit Narrative 1 contains detailed student learning analysis and discusses valid contributing factors Narrative 1 contains brief student learning analysis and mentions few contributing factors Narrative 1 contains inadequate student learning analysis or offers no contributing factors TOTAL: ___/15