Overall directions: The purpose the academic behavior change project is to “change” (e.g., improve) the academic abilities of a student (e.g., reading fluency, expository writing). You must teach at a minimum of three lessons but no more than five lessons. The lessons you develop can come from lessons you develop in EXC 6580/4580, if appropriate. The emphasis of those courses is instruction. Should you want to teach more than five lessons, please let the instructor know.
The focus of this project is assessment. What is taught and assessed is highly dependent upon your circumstances and the needs of the target student. Information for only one student is submitted for this project though you may have additional students who are learning from the lessons and assessments you provide. You must assess baseline student performance. Baseline data are analogous to a pretest. If appropriate, the Teacher Made Test developed in this class can be used as a pretest-posttest. Similarly, curriculum-based measures as described in this class can be used as a pretest-posttest and used as formative assessments. To measure change, it is important that the content of the assessments be the same to show student growth.
Over the semester, numerous checkpoints will be provided so you can gain feedback. The steps below are mostly written in future tense. This is for planning purposes. Once you have completed a step, the step will become past tense and you will indicate what you actually did rather than what you plan to do. This document is divided into three sections. All three sections use the same template.
a. The first section provides directions on how to complete the project.
b. The second section provides a brief example of what the project might look like.
c. The third section is a blank project form. Please use this blank form to complete your project. Do not submit sections one or two.
The final project is to be submitted in ONE Word file. Submitting multiple files or different formats, you will asked to resubmit the assignment.
DIRECTIONS
| Name | Your name |
| School description | Describe the school the target student is attending. |
| Classroom description: | Describe the classroom the target student is attending where you provide instruction. If you are completing this assignment outside of a classroom, please describe the setting. |
| Role in school | Describe your role in the school (e.g., teacher, paraprofessional, student teacher, etc.). |
| Schoolwide and Classroom-level behavioral supports | Describe school-level and classroom level behavioral supports that help to create a positive learning environment. Examples include PBIS, behavior support plans, etc. Describe how you will use these supports to encourage student engagement (e.g., opportunities to learn, on-task behavior). For example, as part of the schoolwide PBIS program, students may earn marbles that can be turned in for rewards at the end of the week for following class expectations. The target learner was able to earn marbles during the intervention experience. |
| Schoolwide and Classroom-level academic supports | Describe school-level and classroom level academic supports that help to create a positive learning environment. Examples include schoolwide literacy programs, afterschool programs, etc. Describe how you will use these supports to encourage student learning (e.g., opportunities to learn). For example, as part of the schoolwide literacy program, the student has learned the RAP strategy. The RAP strategy provides the student identify the main idea and details of a paragraph. Since this focus on my instruction is on math problem solving, I will remind the student to use the RAP strategy while solving the math problems as she learns about Geometry. |
Student (pupil) Description
| Pseudo student name | Pseudo pupil’s first name |
| Student demographics | Describe the student. Include age, grade, language spoken, and any other relevant details. |
| Disabilities | Indicate know disabilities. The student you select should have at least one high incidence disability (e.g., EBD, SLD, MID). |
| Academic strengths: | Provide information about the academic behavior of the student. Include strengths inherent to the student that could be helpful for the learner during instruction. |
| Academic areas to improve | Provide information about the academic behavior of the student. Include areas to improve (weaknesses) inherent to the student that could serve as barrier to the learner when you are providing instruction. |
| Academic focus project | Provide a specific statement about the target area for the student. Connect the student’s target area with the needs/areas to improve (weakness) that you identified. For example, a student may perform adequately in math but consistently performs poorly in long division. He struggles with following multi-step directions and recalling basic facts. |
| Behavioral considerations | Provide any known concerns about the student’s behavior not addressed in the schoolwide or classroom information noted above. For example, if the student has a tailored behavior program or intervention, describe it. Indicate how you will implement the behavioral strategies with the student during instruction to increase academic learning. |
| Accommodations or Modifications | Indicate accommodations or modifications the student is to be provided. |
Intervention Description
| Intervention description | Describe in detail the intervention you plan on using and why it is being used. Indicate the materials you will use to support the intervention. For example, if you are teaching reading fluency, you could use the FASTBridge Repeated Readings program. Not using a specific program is fine too but you must describe the intervention either way. |
| Research/Theory | Indicate the research or theory that supports the intervention you selected. For example, the FASTBridge program is based on repeated reading research which indicates reading fluency can be increased by providing the student with repeated readings. Include reference(s) on repeated reading and/or the FASTBridge program. |
| Intervention duration and frequency | Indicate the length of each lesson, how often instruction is provided each week, and how many weeks. Indicate why you think the duration and frequency was appropriate. |
| Rationale for intervention selection: | Provide a rationale for the selection of the intervention. For example, describe how repeated reading directly relates to what you want the student to learn. Indicate how the intervention is age appropriate. The reason for using a program cannot be simply because the program is being used in the school. It is fine to use a program currently provided by the school but you need a clear rationale for why the intervention is appropriate. |
| How instruction increase opportunity and access | Indicate how the skill being taught is important to the student’s access to school and community. How will the skill being taught increase the opportunity for the student to access schooling? How will the skill being taught increase the opportunity for the student to access community and/or postschool activities? |
Intervention Lesson Plans
Use the following table to describe your lesson plans. You must use this format even if your school uses a different format.
Georgia Performance Standards (GPS) by grade level
Measuring Performance-Assessment Table
| Baseline/pretest | |
| a. Date | Indicate the date the baseline or pretest was administered. |
| b. Description | Describe the baseline or pretest. |
| c. Results/outcome: | Describe the results/outcomes of the assessment. |
| d. Error patterns: | Describe the error patterns identified from the baseline or pretest. |
| e. How data informs lesson #1 instruction | Describe how you will use these data to inform lesson #1 instruction. |
| f. Standards assessed | Indicate the standards assessed by the baseline or pretest. |
| Lesson 1 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance during and/or at the end of the lesson. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Results | Indicate the results of the assessment. Be specific and detailed. |
| d. Error patterns: | Describe student performance patterns. Describe any patterns or trends in the student’s performance. |
| e. How data informs lesson #2 instruction: | Describe how you will use these data to inform the next lesson. |
| Lesson 2 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance during and/or at the end of the lesson. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Results: | Indicate the results of the assessment. Be specific and detailed. |
| d. Error patterns: | Describe student performance patterns. Describe any patterns or trends in the student’s performance. |
| e. How data informs lesson #3 instruction: | Describe how you will use these data to inform the next lesson. |
| Lesson 3 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance during and/or at the end of the lesson. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Results: | Indicate the results of the assessment. Be specific and detailed. |
| d. Error patterns: | Describe student performance patterns. Describe any patterns or trends in the student’s performance. |
| e. How data informs lesson #4 instruction: | Describe how you will use these data to inform the next lesson. |
| Lesson 4 formative assessment description | |
| a. Date: | Indicate the date of the this lesson. |
| b. Description: | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance during and/or at the end of the lesson. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Results: | Indicate the results of the assessment. Be specific and detailed. |
| d. Error patterns: | Describe student performance patterns. Describe any patterns or trends in the student’s performance. |
| e. How data informs lesson #5 instruction: | Describe how you will use these data to inform the next lesson. |
| Lesson 5 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance during and/or at the end of the lesson. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Results: | Indicate the results of the assessment. Be specific and detailed. |
| d. Error patterns: | Describe student performance patterns. Describe any patterns or trends in the student’s performance. |
| e. How data informs future instruction: | Describe how you will use these data to inform the next lesson. |
| Final measure/posttest | |
| a. Date | Indicate the date of the final measure/pretest. |
| b. Description | Indicate the data collection methods (e.g., rubrics, checklists, observations, quick writes, etc.) used to assess performance between baseline and the final measure/pretest. You must be able to make a clear connection between the baseline assessment and the final assessment. Note: You will include a copy of the actual assessments taken by the student at the end of this document. You must include the evaluated student version. You can scan the copy into this Word document or include it in a separate document. |
| c. Posttest results | Indicate the results of the final assessment and a summary of all assessment data. Be specific and detailed. Compare and contrast the baseline data to the final assessment data. Graphic representations (e.g., tables, charts, graphs) may be useful. |
| d. Progress toward instructional goal | Indicate the progress the student made toward the overall instructional goal for all the lessons you provided. Use the assessment data to make your case. |
| e. How data informs future instruction | Indicate how these data will be used to inform future instruction even if you do not plan to provide that instruction. |
| Assessment reflection | |
| a. Reflection on why student outcomes occurred | Describe why you think the student did or did not make the anticipated progress. Reflect your behaviors and the behaviors of students. |
| b. Reflection on how assessment influenced instruction | Describe how assessments influenced your instruction across all of the lessons. Reflect on why assessment is an essential component of instruction. |
| c. Reflections on the what you did and how to improve the assessment process | Describe the strengths and areas to improve regarding the assessment processes you used. Reflect on specific behaviors you took that produced quality assessment processes. Include at least two specific actions you took. Describe how you could improve/enhance the assessment process. Reflect on specific actions you will take to improve/enhance the assessment process. Include at least two specific behaviors you will take. |
| e. Reflections on how to improve your instruction | Describe the strengths and areas to improve regarding the instruction you provided. Reflect on specific behaviors you took that produced quality instruction. Include at least one specific action you took. Describe how you could improve/enhance the instruction you provided. Reflect on specific actions you will take to improve/enhance the assessment process. Include at least two specific behaviors you will take. |
EXAMPLE
Context
| Name | Michael W. (a real student who completed this project in a previous class). |
| School description | Heard County High School. Approximately 650 students attend the high school. The school is located in Franklin, Georgia. It is the only high school in the county. One middle school and three elementary schools are also in the count. |
| Classroom description | The classroom is a resource room for 9th grade students with high incidence disabilities. The focus of the classroom is on math. Six students were in the class. All students have math IEP goals. |
| Role in school | I am the primary teacher. I teach 9th grade math in the resource room. |
| Schoolwide and Classroom-level behavioral supports | Schoolwide PBIS: As part of the schoolwide PBIS program, students may earn points that can be turned in for rewards at the end of the week for following class expectations. The target learner was able to earn points during the intervention experience. Class rules and consequences: Students will follow all school rules and face consequences based on school policy. In addition, students participate in a consequence system within the classroom. Behavior Plans: The target student has a behavior intervention plan. |
| Schoolwide and Classroom-level academic supports | As part of the schoolwide literacy program, the student has learned the RAP strategy. The RAP strategy provides the student identify the main idea and details of a paragraph. Since this focus on my instruction is on math problem solving, I will remind the student to use the RAP strategy while solving the math problems as she learns about Geometry. |
Student (pupil) Description
| Pseudo student name | Breonna |
| Student demographics | Demographics: Chronological Age (as of 8-2-2020) 15 years, 9 months, and 17 days. Gender: Female Grade Level: 9th Grade Race/Ethnicity: White/Caucasian Free or Reduced Lunch: Does not receive free or reduced lunch. Primary Language: American English |
| Disabilities | Primary Disability: Specific Learning Disability Secondary Disability: Emotional/Behavior Disorder |
| Academic strengths | Breonna is capable of performing on or above grade level in all subjects. Breonna has a very strong vocabulary and is able to explain the meanings of words as well as use new words in the correct context. Breonna answers questions when called on in class and asks questions when she is confused. Breonna has strong basic math skills and is able to add, subtract, multiply, and divide without a calculator. Breonna shows particularly enjoys science and social studies. Breonna is well-liked by her peers and has shown some progress on her social skills. |
| Academic areas to improve | Breonna needs additional supports in math. She gives up on math assignments and does not think she does well in math. Breonna’s behavior impacts her learning in the classroom. Breonna is frequently not focused on the lesson, laying her head down, or sleeping. When Breonna feels stressed or pressured, she will sometimes make repetitive motions or talk and laugh with herself. Breonna is able to refocus her attention when she is redirected by a teacher, however, she often has a bad attitude or argues after being redirected. Breonna struggles with organization and frequently does not turn in homework. Breonna becomes very upset and angry when she makes a lower grade than expected and will argue with the teacher if she feels she answered correctly. This is particularly an issue in math. When transitioning or moving around the room, Breonna will sometimes stop and begin doing repetitive motions. She is typically able to get back on task when redirected by the teacher. Parental Concerns: Breonna’s mother expressed concerns regarding her giving up when she feels she is incapable of learning. She also expressed concerns about Breonna getting overwhelmed with big tests and failing. |
| Academic focus of project | Algebra. The academic focus of this project is on equations in slope-intercept form and graphing. Regular 9th grade math is used. |
| Behavioral considerations | Breonna has a behavior plan. The plan indicates the following: a. Target Behavior: Breonna has difficulty staying on task in the classroom and during transition time. At times she makes gestures or noises in class. b. Functional Behavioral Assessment: Breonna appears to use these behaviors to calm herself when she is over-stimulated. c. Intervention Strategies – Modifications: Breonna will be given very precise, step-by-step directions on what she should be doing. She will be allowed to transition to other classes before her peers as needed to avoid noise and confusion. d. Intervention Strategies – Alternative Behaviors: Breonna may use adaptive tools such as earphones/earplugs, a move n’ sit cushion, and a Thera-band to calm herself as needed when she becomes over stimulated. She may also ask to be removed to another area to allow herself time to calm down e. Individual Reinforcers for Alternative Behavior: Breonna may be rewarded with strong verbal praise and tangible rewards such as candy. f. Consequences for Target Behavior: Breonna will discuss appropriate behavior with a teacher or her case manager. Rules and expectations will be rules. |
| Accommodations or modifications | Required Accommodations Listed in IEP: Instructional Accommodations Extended time at the teacher’s discretion.Seating away from distractions (near the back in case she needs to get up).Give directions step-by-step.Repeat directions often.Redirection when she is off task.Transitioning prior to peers as needed in order to avoid the noise and confusion during transition time.Eating lunch in a quiet location as needed. Classroom Testing Accommodations Individual testing.Extended time. Supplemental Aids and Services Seat near reliable and caring peer who can quickly orient the student to what she should be doing (page #, paper out, etc.) Identify peers that will help make sure Breonna is in the correct location at the correct time (transitioning form class to class) – These peers may also sit with her at lunch. |
Intervention Description
| Intervention description | The intervention is Schema-based instruction. Schema-based instruction facilitates the mathematical reasoning and understanding of student. The mnemonic SOLVE (Select, Observe, Listen, Vary, Evaluate) is used by students to solve math problems. Schema-based instruction does not require specialized materials and has been used effectively in high schools to teach Algebra. Students are taught cognitive and metacognitive strategies to support learning. Explicit instruction is provided. Students are taught to use word problem structures. |
| Research/Theory | Jitendra, A. K., Dupuis, D. N., Star, J. R., & Rodriquez, M. C. (2016). The effects of schema-based instruction on the proportional thinking of students with mathematics difficulties with and without reading difficulties. Journal of Learning Disabilities, 49(4), 354–367. Jitendra, A. K., Nelson, G., Pulles, S. M., Kiss, A. J., & Houseworth, J. (2016). Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? Exceptional Children, 83(1), 8–25. |
| Intervention duration and frequency | Each lesson is 50 minutes in duration. Lessons were provided twice a week over three weeks. The duration and frequency were based on previous research indicating the necessary time needed to demonstrate student growth. |
| Rationale for intervention selection: | The intervention selected was based on the solid research base for schema-based instruction particularly for students with disabilities in high school. The strategy is adaptable to meet Breonna’s needed. Breonna indicates she learns from explicit instruction. Schema-based instruction provides specific word problem structures. The strategy is age-appropriate as it is similar (though more detailed) as compared to strategies taught in traditional math courses. |
| How instruction increase opportunity and access | Schema-based instruction provides word problem structures that can be used with any high school math curriculum. Thus, Breonna will be able to generalize the information to other classes (e.g., Geometry). This will provide Breonna with greater access to all high school math courses. Being successful in math increases the chances that Breonna will graduate from high school and successfully transition to a postsecondary setting. |
Intervention Lesson Plans
Use the following table to describe your lesson plans. You must use this format even if your school uses a different format.
| GPS Standard | Learning Objective | Teacher actions | Student actions | Resources | |
| Lesson 1 | MM1A1.G | Objective 1: Breonna will convert an equation to slope- intercept form, and identify the slope. | 1. Modeling of problems involving the conversion to slope-intercept form using the schema-based mnemonic SOLVE. 2. Teach the following key terms to be taught include: variable, coefficient, slope-intercept form, equation, solve. Use the vocabulary worksheet. | 1. Watch the following video: (https://www.khanacademy.org/math/algebra/two-var-linear- equations/standard-form/v/standard-form-to-slope-intercept-form) 2. Complete the vocabulary activity 3. Student will participate in the modeling activity and complete the “What did the bad chicken lay?” worksheet that has 12 problems that require the student to convert to slope intercept form using the schema-based mnemonic SOLVE. | PencilPaperWhiteboardVocabulary worksheetProjectorSchema-base SOLVE worksheet‘Slope Notes’“What did the bad chicken lay?” Worksheet |
| Lesson 2 | MM1A1.G | Objective 2: When given 2 coordinates, Breonna will find the slope. | 1. Modeling of problems using the slope formula to find the slope when given two coordinates using the schema-based mnemonic SOLVE. 2. Teach-review the following key terms: variable, coefficient, slope-intercept form, equation, solve, undefined, reducing, x- coordinate, y-coordinate, coordinate plane, graph, rise/run. 3. Have student complete slope quiz. 4. Review ‘slope notes’ and see if any questions remain. Introduce next lesson: Graphing an equation that is in slope intercept form. | 1. Student will participate in the modeling activity using the schema-based mnemonic SOLVE. 2. Student will play an educational game that requires the student to solve for slope using the slope formula. (https://scratch.mit.edu/projects/1660183/) 3. Have student complete slope quiz. | PaperPencilWhiteboardComputerSchema-base SOLVE worksheet‘Slope Notes’Slope Formula Quiz |
| Lesson 3 | MM1A1.G | Learning Objective 3: Breonna will graph an equation that is in slope-intercept form. | 1. Modeling of problems involving graphing problems that are in slope-intercept form using the schema-based mnemonic SOLVE. 2. Teach-review key terms to be taught include: variable, coefficient, slope-intercept form, equation, solve, undefined, reducing, x- coordinate, y-coordinate, coordinate plane, graph, rise/run. 3. Demonstrate the graphing of five problems in slope-intercept from. Student will participate and will be prompted throughout the modeling. Some of these problems will require solving into slope-intercept form. This is to specifically address the errors made on the pretest. | 1. Student will participate in the modeling activity and complete a worksheet that has 9 problems that require graphing a line of an equation in slope-intercept form. 2. Describe the schema-based mnemonic SOLVE. 2. Review slope notes 3. Complete graphing worksheet. | PaperPencilWhiteboardSlope Notes’Graphing worksheetSchema-base SOLVE worksheetProjector |
*NOTE: This example only provides sample of the details necessary. A sufficient level of detail necessary for the instructor to understand what is being taught is necessary.
Measuring Performance-Assessment Table
| Baseline/pretest | |
| a. Date | (indicate actual date) |
| b. Description | A teacher-made-test was used. The test had 10 questions related to slope. A total of 52 points were possible. See the test at the end of this document. |
| c. Results/outcome: | The student earned a total of 20 out 52 points on the teacher made pretest. |
| d. Error patterns: | Overall analysis: The student answered incorrectly for 3/3 problems dealing with learning objective 1: The student will put an equation in slope-intercept form and identify the slope. The student answered incorrectly for 2/3 problems dealing with learning objective 2: When given two coordinates, the student will find the slope. The student answered incorrectly for 2/4 of problems dealing with learning objective 3: The student will graph the line of an equation that is in slope-intercept form. Mastery was not reached for any standard or objective based on the predetermined criteria. All three learning objectives and the overall learning standard need to be retaught because mastery was not reached. The student did show prior knowledge of slope and slope-intercept form, but not to the mastery or near-mastery levels. Error Analysis by Objectives: For learning objective 1, the student did not covert problems to slope-intercept form. Instead, the student chose the coefficient of the x variable. This shows that the student does have knowledge of where slope would be if it were in slope-intercept form, but did not demonstrate the knowledge of how to convert to slope-intercept form. This will be addressed directly in the modeling and practice for lesson 1. For learning objective 2, the student made errors in simplifying the final answer, as well as errors in negative values. The student did demonstrate the knowledge of slope formula by labeling each coordinate and placing them in the formula. For this objective, It’s important for the student to learn how to simplify and correctly use negative values in the context of using the slope formula; Therefore, these errors will be addressed in the modeling and practice for lesson 2. For learning objective 3, the student made errors in converting the equations to slope-intercept form before graphing. The student demonstrated that she had knowledge of how to graph an equation in slope-intercept form, but converting to slope-intercept before graphing is vital to obtaining the correct slope and y-intercept. To address this, during modeling and practice in lesson 3, the student will be tasked with converting some of the problems to slope-intercept before graphing. |
| e. How data informs lesson #1 instruction | Begin slope instruction by focusing on learning objective 1: Breonna will convert an equation to slope-intercept form and identify the slope. These skills are progressive. Since Breonna did not master any of the skills, instruction will begin with the easiest skill assessed. |
| f. Standards assessed | All questions were related to one standard: MM1A1.G – Students will explore and interpret the characteristics of functions, using graphs, tables, and simple algebraic techniques – Explore rates of change, comparing constant rates of change (i.e., slope) versus variable rates of change. Compare rates of change of linear, quadratic, square root, and other function families. |
| Lesson 1 formative assessment description | |
| a. Date: | Indicate the actual date. |
| b. Description: | Student turned in completed worksheet. Success on this assignment is 9/12 correct problems, or 75%. The answer to the riddle does not factor into the score. |
| c. Results | Student participated in the lesson regarding converting equations to slope-intercept form and identifying the slope. The student also completed a 12-problem worksheet in which she was tasked with converting equations to slope-intercept form. This 12-problem worksheet served as a formative assessment. Student completed the worksheet with minimal teacher interaction. The student mastered learning objective 1 with a score of 12/12. |
| d. Error patterns: | The student made no errors on formative one. She earned 12 out of 12 points on the teacher made worksheet. The lesson 1 formative included only learning objective 1: The student will put an equation in slope-intercept form and identify the slope. Based on the proficiency criteria, the student mastered learning objective 1. The student was given verbal praise for having reached mastery. The student is ready to begin learning objective 2: When given two coordinates, the student will find the slope. No adjustments are needed for lesson 2. |
| e. How data informs lesson #2 instruction: | Continue with slope instruction by focusing on learning objective 2: When given 2 coordinates, the student will find the slope. |
| Lesson 2 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Student participated in the lesson regarding finding slope when given two coordinates. The student also played an educational computer game in which she was tasked with finding the slope when given two coordinates. At the end of the lesson, the student completed a 6-question quiz on the same type of problems. |
| c. Results: | Student played the game and completed the quiz with no teacher interaction. She was confident about her abilities for this learning objective. She mastered learning objective 2 with a score of 6/6. |
| d. Error patterns: | The student made no errors on formative two. She earned 6 out of 6 points on the teacher made quiz. The lesson 2 formative included only learning objective 2: When given two coordinates, the student will find the slope. Based on the proficiency criteria, the student mastered learning objective 2. The student was given verbal praise for having reached mastery. The student is ready to begin learning objective 3: The student will graph an equation that is in slope- intercept form. No adjustments are needed for lesson 3. |
| e. How data informs lesson #3 instruction: | Continue with slope instruction by focusing on learning objective 3: The student will graph an equation that is in slope-intercept form. |
| Lesson 3 formative assessment description | |
| a. Date: | Indicate the date of this lesson. |
| b. Description: | Student participated in the lesson regarding graphing the line of an equation in slope- intercept form. The student also completed a 9-question worksheet on graphing equations in slope- intercept form, which served as the formative assessment for this lesson. Student completed the worksheet with no teacher interaction. The student remarked that she enjoyed graphing. She mastered learning objective 3. |
| c. Results: | She earned 9 out 9 points on the teacher made worksheet. |
| d. Error patterns: | The student made no errors on formative three. The lesson 3 formative included only learning objective 3: The student will graph the line of an equation that is in slope- intercept form. Based on the proficiency criteria, the student mastered learning objective 3. The student was given verbal praise for having reached mastery. The student is ready to take the posttest. |
| e. How data informs lesson #4 instruction: | Administer the teacher made posttest, consisting of 10 problems. |
| Final measure/posttest | |
| a. Date | Indicate the actual date of the final measure/pretest. |
| b. Description | The same 10 question teacher made test used as the pretest was used. |
| c. Posttest results | The student earned a total of 52 out of 52 points on the teacher made posttest. The student made no errors. The student had the correct response for all ten questions. The student mastered all three learning objectives and the overall learning goal: The student will put equations in slope-intercept form and graph a line of that equation on a coordinate plane. The student showed growth on all objectives. The posttest data correlates with the formative data, in which the student also reached 100% mastery. Outcomes by standard are provided in the Appendix. |
| d. Progress toward instructional goal | The student showed growth across all objectives and a portion of the single standard. The student demonstrated mastery on objectives 1, 2, and 3 on the three formative assessments, as well as the posttest. The standard is broad and only a portion of it (slope) was covered in this unit of study. This student responded well to video lessons and was eager to understand why a problem worked the way it did. She participated in the modeling exercise, as well as the worksheets and quiz used for assessment. According to her IEP, her needs revolve around emotional and social interactions; therefore, these lessons and tests were given in quiet environments, with an absence of other people. Based on this students IEP strengths, weaknesses, and performance during this unit of study, I would recommend the student continue to participate fully in the general education classroom, with accommodations for testing, transitions, and emotional support. |
| e. How data informs future instruction | Future math instruction will continue using schema-based instruction. Objective MM1A1.H will be taught. The student mastered the previous objective. |
| Assessment reflection | |
| *Examples for this section are not provided since it is highly dependent upon your personal reflection. Each reflection should be approximately a paragraph in length. Provide a sufficient amount of detail to indicate you reflected deeply. | |
| a. Reflection on why student outcomes occurred | Describe why you think the student did or did not make the anticipated progress. Reflect your behaviors and the behaviors of students. |
| b. Reflection on how assessment influenced instruction | Describe how assessments influenced your instruction across all of the lessons. Reflect on why assessment is an essential component of instruction. |
| c. Reflections on the what you did and how to improve the assessment process | Describe the strengths and areas to improve regarding the assessment processes you used. Reflect on specific behaviors you took that produced quality assessment processes. Include at least two specific actions you took. Describe how you could improve/enhance the assessment process. Reflect on specific actions you will take to improve/enhance the assessment process. Include at least two specific behaviors you will take. |
| e. Reflections on how to improve your instruction | Describe the strengths and areas to improve regarding the instruction you provided. Reflect on specific behaviors you took that produced quality instruction. Include at least one specific action you took. Describe how you could improve/enhance the instruction you provided. Reflect on specific actions you will take to improve/enhance the assessment process. Include at least two specific behaviors you will take. |
BLANK VERSION TO USE FOR PROJECT
Context
| Name | |
| School description | |
| Classroom description: | |
| Role in school | |
| Schoolwide and Classroom-level behavioral supports | |
| Schoolwide and Classroom-level academic supports |
Student (pupil) Description
| Pseudo student name | |
| Student demographics | |
| Disabilities | |
| Academic strengths | |
| Academic areas to improve | |
| Academic focus project | |
| Behavioral considerations | |
| Accommodations or Modifications |
Intervention Description
| Intervention description | |
| Research/Theory | |
| Intervention duration and frequency | |
| Rationale for intervention selection: | |
| How instruction increase opportunity and access |
Intervention Lesson Plans
Use the following table to describe your lesson plans. You must use this format even if your school uses a different format.
| GPS Standard | Learning Objective | Teacher actions | Student actions | Resources | |
| Lesson 1 | |||||
| Lesson 2 | |||||
| Lesson 3 | |||||
| Lesson 4 | |||||
| Lesson 5 |
Measuring Performance-Assessment Table
| Baseline/pretest | |
| a. Date | |
| b. Description | |
| c. Results/outcome: | |
| d. Error patterns: | |
| e. How data informs lesson #1 instruction | |
| f. Standards assessed | |
| Lesson 1 formative assessment description | |
| a. Date: | |
| b. Description: | |
| c. Results | |
| d. Error patterns: | |
| e. How data informs lesson #2 instruction: | |
| Lesson 2 formative assessment description | |
| a. Date: | |
| b. Description: | |
| c. Results: | |
| d. Error patterns: | |
| e. How data informs lesson #3 instruction: | |
| Lesson 3 formative assessment description | |
| a. Date: | |
| b. Description: | |
| c. Results: | |
| d. Error patterns: | |
| e. How data informs lesson #4 instruction: | |
| Lesson 4 formative assessment description | |
| a. Date: | |
| b. Description: | |
| c. Results: | |
| d. Error patterns: | |
| e. How data informs lesson #5 instruction: | |
| Lesson 5 formative assessment description | |
| a. Date: | |
| b. Description: | |
| c. Results: | |
| d. Error patterns: | |
| e. How data informs future instruction: | |
| Final measure/posttest | |
| a. Date | |
| b. Description | |
| c. Posttest results | |
| d. Progress toward instructional goal | |
| e. How data informs future instruction | |
| Assessment reflection | |
| a. Reflection on why student outcomes occurred | |
| b. Reflection on how assessment influenced instruction | |
| c. Reflections on what you did and how to improve the assessment process | |
| e. Reflections on how to improve your instruction |
Appendix A
1. Include a copy of the scored baseline/pretest given to the student. You only need to provide the actual evaluated student assessment.
2. Include a copy of each scored formative assessment administered.
3. Include a visual (graph, table) that illustrates student growth from baseline/pretest to posttest/last assessment.
Academic Change Project Checkpoints
Directions: The purpose of the checkpoints is to gain feedback from peers to improve your project. The status of each person’s project will vary. Yet, it is important to keep the final due date in mind. You will share your project with classmates. While sharing your project, describe your challenges and needs. Describe the progress you are making toward the final assignment. Record the feedback you receive from classmates.
For each checkpoint, you will summarize the feedback you received and the actions you took based on the feedback of the classmates. You will complete the table below indicating the status toward each step. You will submit this information to iCollege by the due date stated in the syllabus. For each iCollege checkpoint submission, complete the table below. This form will be used each time.
Checkpoint documentation
| Name | |
| Date: | |
| Checkpoint # (1, 2, 3) | |
| Summary of feedback | |
| Actions taken based on feedback | |
