Defense of learning

Zabeia WashingtonNew Visions UTR

Hillcrest High SchoolJanuary 8, 2013

Agenda

Introduction of Focus Group

Baseline Assessment Results

Learning Goals Developed for Students

Instructional Plan

Curriculum Based Measurement

Analysis of Assessment Data and Revise instructional plans

Attendance and Data Results

Behavior in Classroom

Reflection of Initial Plan After Thoughts

Next Steps

Pre – Teaching Cohort

Learning Disabilities

Strengths: Positive interaction with peers during class discussion.

Challenges: Inappropriate Language and engagement with peers and Authority Figures

Learning Disabilities

Strengths :High participation in Student centered activities

Challenges: Inappropriate classroom behavior, low attendance

Learning Disabilities

Strength: contributes good ideas and information towards class discussions

Challenges: Introverted and needs to be verbally pushed to participate and interact with peers

Health Careers Cohort

Learning Disabilities

Strengths: High Participation during class and student activities

Challenges: Tends to get confused with I important historical facts. Often fails to complete assignments at

home

Learning Disabilities

Strengths: Highly motivated to participate during class discussion.

Challenges: tends to get confused and frustrated when she is unable to organize her prior and present

knowledge.

Baseline Assessment

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100%

Writing

Context Clues

Vocabulary

Reading Comprehension

Writing Scores 0-75%Context Clues 0-83%

Reading Comprehension 0-80%Vocabulary 0-67%

Student Learning Goals

• Students will increase vocabulary knowledge by identifying the definition of key terms.

• Students will use their vocabulary knowledge to improve reading comprehension of content related materials.

• Students will increase their vocabulary knowledge to analyze and answer multiple choice regents questions correctly.

• Students will increase their learning outcomes by 25% at the end of the fall semester.

Instructional Intervention Plan

• Direct Instruction – Power-point presentation of keywords within different themed lessons

• Students will take notes and receive vocabulary definition sheet

• Students use notes and definitions to complete class worksheet activity.

• Administered weekly practice global regents exams

Curriculum Based Measurement

• 10 question matching measurement was administered to students to determine their knowledge of specific vocabulary words.

0% 10% 20% 30% 40% 50%

Anderson, Shanice

Brooks, Gregory

Marshae Mccord

Gordon, Marilyn

Persaud, Kaysahane

Curriculum Based Measurement

Curriculum Based Assessment

Analysis of Measurement Data

• Assessment: Students weren’t given adequate opportunity to interact with the vocabulary terms.

• Modifications: Direct Instruction will be given in short mini lessons of 10-12 minutes. Students will receive fill-in notes to complete during the instruction.

• Students need peer centered activities that promote exchanging of ideas and content knowledge. Ex. Vocabulary Game

Vocabulary Game

• Strategy from Sped 771 course – Reading and Writing with Adolescence with Learning Disabilities Methods.

• Student practice answering multiple context questions on vocabulary terms they have learned previously through direct instruction and classroom activities.

Formative Assessment

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120%

Anderson, ShaniceBrooks, GregoryMarshae MccordGordon, MarilynPersaud, Kaysahane

Quiz

Quiz

Assessment: The formative assessment shows student progress and the effectiveness of student centered activities. Modification: Additional activities should be performed to allow students to display their knowledge and understanding of vocabulary terms.

Political SystemScaffolded Presentation

Formative Assessment

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Anderson, ShaniceBrooks, GregoryMarshae MccordGordon, MarilynPersaud, Kaysahane

Quiz

Quiz

Assessment: Students were able to identify key characteristics of their political system and important facts to show their knowledge of the

Challenges • 1. Students Late to Class.

• 2. Yelling out remarks not related to content being discussed in the classroom.

• 3. inappropriate comments towards peers in the classroom.

Behavior and Classroom Structure Plan

• Student Participation Points- Students receive points for positive class behaviors. Ex. Arriving to class on time, answering questions, actively participating during lessons.

• Student of the Week. Given to student who accumulated the most points by Friday.

• Agenda- to help students identify what activities will occur during the class period

• Positive feedback to students immediately following the class. Specific positive behaviors mentioned to student.

Student Outcomes

• Most students have been arriving to class on time.

• Students are actively participating during class discussion and activities.

• Decreased inappropriate behavior and increased positive peer interaction.

Attendance

0%

20%

40%

60%

80%

100%

120%

Anderson, Shanice Brooks, Gregory Marshae Mccord Gordon, Marilyn Persaud, Kaysahane

October

November

December

Summative Assessment

54% 56% 58% 60% 62% 64% 66% 68% 70% 72%

Anderson, Shanice

Brooks, Gregory

Marshae Mccord

Gordon, Marilyn

Persaud, Kaysahane

SUMMATIVE ASSESSMENT

SUMMATIVE ASSESSMENT

Reflection of Initial Plan After Thoughts

• Direction Instruction is just one option to introduce Vocabulary to students. Students also benefit from instruction that is indirect and interactive.

• Students displayed more progress when engaged in student centered activities.

• Students need to receive positive feedback and meaningful comments concerning class behavior.

Next Steps

• Continue to Monitor and administer assessments to gauge of Vocabulary Knowledge through classroom activities, homework assignment, and class discussion.

• Actively seek out new instructional strategies from educators at work and practice techniques and activities from my educational courses.

• Schedule time to discuss classroom experiences with my co teachers once a week.

Thank You

• Ms. Jackson for offering support and advocating for me.

• Ms. Minor for providing feedback on ideas and strategies.

• Ms. Lee for supporting my teacher experience.

• Hunter College Professors, Ms. Hines, Ms. Gadd, Ms. Mack