Student Work Analysis

Student Work Analysis MC/Gen – Building Mathematical Understanding

Accomplished Response Weaker Response What’s the Difference? I selected these assignments because they meet the many I selected these assignments because needs of my students. First, they must be appealing. If I do they meet the needs of my students. not attract my students’ attention I can lose them easily. My Foremost they can’t bore the children middle school children need to be challenged but not frustrated or else they won’t do the work. The by assignments that are beyond their level. I set high assignments must be at their level. I expectations but still have tasks available that they can want them to do harder problems but I succeed within. still want them to do them correctly. The use of hands-on material is prevalent because the majority To make learning easier I had the of my students are below level in math and reading and students use concrete, hands-on concrete materials enable them to grasp mathematical material to achieve the learning. I concepts easier. encourage my students to do things that they are comfortable with. My aim is to create a learning environment where everyone can There they can do their own thing, experience success. I encourage innovation, creativity, because if they are happy in their work independent inquiry and student engagement, making it a environment, they will expand their point to provide consistent recognition for a wide variety of thinking. student accomplishments because my students need a supportive work environment if they are to thrive.

Special education students are taught the same skills but Accommodations were made for required to complete fewer problems. The problems given special education students, but they them are not as complicated; such as simpler number were still given the traditional rewards. combinations are used to teach the same skill. For example, success with two problems is rewarded the same as success with twenty.

I am aware that not all young people learn in the same way, so Group activities were used so the group activities are used so that peer diversity can be an asset students would be with students of to the learning process. Children at this age develop at their same level. different rates and the group activities offer a wide range of thinking abilities that provide opportunities for students to stretch and challenge themselves and others. I also use alternative methods of assessment, depending on the student’s From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 1 needs. With my special education students I assess them using a one-to-one conference method. These children have limited written skills and are more understandable verbally so I confer with them so they can clearly explain their work. When assessing the enclosed student work I also used this method to get a clearer understanding of the work of the boys that I chose. The face-to-face conference offers immediate feedback and clarification and I can use this time to praise and encourage too. Student Work Analysis Analysis of Instruction and Student Work – AYA/ELA

Accomplished Response Weaker Response What’s the Difference?

Danielle’s responses show an independent reader who is able Danielle’s responses show she is able to analyze, understand and appreciate different texts. For to analyze, understand and appreciate example, Danielle shows understanding and appreciation when texts. She writes in her journal how she writes that My Darling My Hamburger was “a great book the book My Darling My Hamburger with the emphasis on moral decisions and their effects.” relates to a moral struggle. Previously in her journal she stated that “I think that Sean made the right decision by not marrying Liz. Not only were they both too young and still in school, but they would have a baby to care for and support also.” Danielle is not only showing her understanding of the text, but also she ties her journal entry to the major emphasis of the unit given that the unit was based on moral struggles.

Next, Danielle’s ability to parallel the idea that it is a sin to kill a Next, Danielle relates the idea it is a mockingbird to the poem about a Japanese girl who is sent to sin to kill a mockingbird to the poem an internment camp shows her ability to make connections about a Japanese girl who is sent to an with other texts in what she has read. The idea that racism ran internment camp. She was able to see through both pieces of literature show her strength in being how racism ran through both texts. able to not only understand, but also appreciate what each text has to offer.

Finally, the fact that Danielle was able to utilize the CD-ROM Finally, Danielle used the CD-ROM From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 2 “Lest We Forget” to parallel her reading of the book Night “Lest We Forget” to connect her further suggests that Danielle, as a reader, is able to view understanding of the novel Night. The various images in order to help her understand how concentration camps came alive for indifference played a role in the holocaust. While she had been her in the text as well as through the reading about the concentration camps in the book, the software. software enabled her to see how indifferent people were and appreciate what the holocaust must have been like.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 3 Student Work Analysis Analysis of Instruction and Student Work – AYA/Math

I would use these optimization problems again because I think that they I would use these optimization problems are within a reasonable level of expectation for my students to model. again because I think that they are within a They require no fancy tricks nor recognition of similarity of triangles that reasonable level of expectation for my don’t appear related. Both problems can be drawn easily and the students to model formulas needed should be readily available to my students. The algebra and differentiation are not especially complicated. Since graphing calculators are available, solutions can be found to a desired level of accuracy and students can pay attention to the concepts.

The first problem requires that students consider the endpoints of the I think these two problems are a reasonable domain interval. Students are asked to justify their conclusions, assessment of students’ application of providing the opportunity for them to cite applicable theorems and verify calculus to optimization situations. that their hypotheses are met. I think these two problems are a reasonable assessment of students’ application of calculus to optimization situations. Giving the problems as a take-home assignment with a week before they were due, allowed students time to ask any questions they might have about the problems themselves or to look up any needed geometry formulas, and time to think through these problems, checking over their work.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 4 Student Work Analysis Analysis of Instruction and Student Work – EA/ELA

Accomplished Response Weaker Response What’s the Difference? Evidence in this response suggests that Maxcine made predictions about the future and understood that the cause for predictions is Maxcine did understand how to predict in found in the text. She demonstrates this when she used the phrase “I Parts 1, 3, and 4; however, she did not predict” and supports it with logical reasons from the text. She did not predict in number 2. She explained the consistently use clues in the text to make and support logical author’s sentence structure which was not predictions as seen when she writes, “I think that Noni will not kill a focus of the prediction. because he is too scared cause it says Noni heard the rattle in his throat.” Maxcine does not connect the sound with the scared feeling. It suggests that she does not critically read for meaning and responds by “grabbing words and phrases” that may fit what the teacher expects, rather than what is meaningful and makes sense. Maxcine did understand how to predict in Parts 1, 3, and 4 because she stated what would happen in the future, however, she did not predict in number 2. She explained the author’s sentence structure to support what the village people did which was not the focus of a prediction of what I determined that she understood the would happen in the future. I determined that she understood that predictions told of future events but did not predictions told of future events but did not understand the past tense understand the past tense. about the village people in #2 to know they were not present with these characters. She did not understand the concept of isolation from the words, breakup, marooned, and nothing of flesh and blood because she She did not understand the concept of supported her predictions by saying she and the dog could interact isolation from the words, breakup, with the village people in #3 and buy and sell in #1. In #4, she marooned and nothing of flesh and blood. assumed rattle was a sound of fear, ignored the word savage, misread his for the and used her perspective that he could not kill if afraid. This is logical using her definitions and reading, however, it is not logical in the context of the other clues she did not address, defenseless, too weak, hungry, and creeping up from behind. She did not form the predictions based on the variety of clues. In #3, she supported her prediction using the clue from the first sentence of the lengthy passage and referred back to the village people in the second part. In #4 she supported her prediction using the clue from the last sentence. She did not critically read these passages; form predictions based on text clues, and relate the support to her predictions. When asked, she said she had not read it all.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 5 Student Work Analysis Analysis of Instruction and Student Work EA/ELA -- Whole-Class Discussion (video)

One of my main goals as a middle level reading teacher is to get One of my main goals as a middle level students interested in reading as many different quality pieces of reading teacher is to get students to read literature spanning as many genres as possible. Students were different genres. Science concepts were introduced to a piece of non-fiction that used literary elements of integrated into a literature discussion. fiction to make its initial impact. Science concepts were successfully integrated into a literature discussion. In this respect, students evidenced a performance – based assessment: they were able to take what we had discussed in science, synthesize it into generalizations about the environment, and make opinions based on literature dealing with that information. Also interesting was the role reversal that took place in the midst of discussion.

Matt F. made the point that we should “put ourselves in the tree’s My role as teacher morphed from place” when considering deforestation. Adam made a literary allusion discussion leader to discussion facilitator. to The Lorax by Dr. Seuss. At that moment, the definition of my role as teacher began to morph. Suddenly, I saw my students making literary connections between subject matter. I was simply the discussion facilitator for the great higher level thinking that emerged.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 6 Student Work Analysis Analysis of Instruction and Student Work MC/Gen - Video Whole Group Accomplished Response Weaker Response What’s the Difference?

The structure of my classroom is a self-contained room that is I teach twenty-four 8 and 9 year olds in a heterogeneously grouped. There are twenty-four students in the self contained classroom. Five of my room. Five of these students have individual instructional plans students leave the room for one period per written to help them with their educational needs. Three of the day to work with the Special Education. students receive extra math help. One of the student’s main Three out of five students receive extra classifications is behavior disorder with a secondary classification as support in Math according to their learning disorder. Of the nineteen remaining students two are in the education plans. These students have above average range, nine are in the average range and eight are in Individual Educational Plans (IEP) written the below average range according to the Otis Lennon test given in to help them with their educational needs. the second grade. Eleven of my students are nine years old and the My students’ math standardized test other thirteen are eight years old. One of the students in the scores range from the first grade level to classroom is repeating third grade and another student repeated first the fifth grade level. grade.

We change our seating monthly so all students will have the benefit of Students are grouped in various ways for working in flexible groups and working with different peers. The different purposes. The young people in young people in this classroom need movement and exploration this classroom need movement and activities to keep their interest high. exploration activities to keep their interest high.

I choose more hands on and interactive activities because the majority of the class I choose more hands on and interactive activities because the is more successful when working with majority of the class is more successful when working with concrete math manipulatives or concrete objects objects instead of pencil and paper activities. I often plan the instead of pencil and paper activities. I activities and materials with another third grade teacher but the actual plan activities and share materials with lessons are done in our own self-contained classroom. The another third grade teacher but the videotaped activity was produced as a result of some of the questions teaching of the lessons are done in our on our state test about nets (flat open geometric shapes that fold into own self-contained classroom. The a three-dimensional geometric form). The student written selection is videotaped activity occurred during the a result of a hands-on activity that was co-planned with my colleague. middle of the unit. Students are engaged in a hands-on activity, where they are creating a flat open geometric shape that fold into a three-dimensional geometric form.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 7 Student Work Analysis Analysis of Instruction and Student Work – AYA/Social Science

These assignments allowed Lisa to demonstrate her understanding of Lisa seemed to know much about the the subject matter through an essay that answered a specific question subject by completing an essay and and analytical illustrations that portrayed a historical political concept drawing an accompanying picture. She and her judgment of the current state of the political culture. In had good information about the Populists assignment 1, Lisa put her writing skills into practice to “analyze the and dealt with a number of important reasons for the emergence of the Populist movement in the late issues. In her picture, she noted an issue nineteenth century.” She formulated a position with a strong thesis important to the Progressive movement. statement that the Populist movement originated from the economic After adding a list of important dates, Lisa distress of farmers and organized factual evidence in support of this related these ideas to a current political proposition. Lisa is able to argue that the emphasis placed on issue. inflating the currency with the coinage of silver to solve their economic problems led farmers to embrace a third political party to press their demands. Assignment 2, a primarily non-written assessment of the primary source, Plunkitt of Tammany Hall, required Lisa to synthesize her findings in an illustration. Based on her evaluation of the data, she cited patronage as the primary concept that enabled the political bosses to obtain votes and remain in power despite the efforts of the reform-minded Progressives. This concept is placed in historical context through the use of a chronology of the period 1890-1920. Combining these ideas, themes, and knowledge in a political cartoon strip, Lisa used this information to explore and address the current state of the political culture by focusing on the partisan politics involving President Clinton that led to his impeachment and subsequent acquittal. Thus, she was able to make real-world application of the historical evidence drawn from the Populist and Progressive eras and create her own analytical interpretation of the current state of politics.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 8 Student Work Analysis Analysis of Instruction and Student Work EAYA/WLOE Cultural competence/ Entry 2 (video)

There were many opportunities for students to expand their There were many opportunities for awareness of their own culture, other cultures represented in the students to expand their awareness of their classroom, and the target language culture. I used the paired own culture, other cultures represented in interview as a starting point for students to reflect on personal the classroom, and the target language traditions and to begin to differentiate between new and familiar. After culture. I used the paired interview. After we discussed and listed general American habits, I had students we discussed and listed general American create Venn diagrams to compare and contrast American and French habits, I had students create Venn cultural habits. I used the strategy of a diagram because it helps diagrams. visual learners to organize their thoughts and ideas.

On our staff we are lucky to have a native French speaker, originally On our staff we are lucky to have a native from Paris. She is a resource for our French curriculum. I invited her French speaker, originally from Paris. She to speak to my classes and to answer their questions about traditions is a resource for our French curriculum. I surrounding food and eating. I did this because it is good for students invited her to speak to my classes and to to hear more speakers of the target language than just myself, to answer their questions about traditions provide a real-life “source” for the answers to some of our questions, surrounding food and eating. We followed and also to show students that there are French speakers just about this experience by sampling French foods everywhere, so the study of French is beneficial. We followed this in the classroom. Using a motivational experience by sampling French foods in the classroom. I purchased grant made available through my school, I traditional French foods (bread, Brie cheese, apin au chocolat was able to take 28 students to have lunch pastries) so that my students could taste them for the first time and at a French restaurant. could compare them with foods in their own and American cultures. Using a motivational grant made available through my school, I was able to take 28 students to have lunch at a French restaurant. I did this to give my students a real-life experience where they could use language they had learned and practiced in the classroom in an unstructured event, and achieve expected or unexpected results, depending on their skills with French. For example, Javier was excited to have more French bread, so when the waiter did not bring any right away, he started to ask, using phrases we practiced. Also, Erik was able to order another “coca” cola in French, without any help, and Jorge asked for a replacement fork after he dropped his.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 9 Student Work Analysis Analysis of Instruction and Student Work ECYA/ENS - Enhancing Social Development, Small group (video) Accomplished Response Weaker Response What’s the Difference? I used his nap suggestion to talk about the effects of being tired on I used his nap suggestion to talk about the one’s performance and behavior, and to draw Jesse into the effects of being tired on one’s performance discussion. I could see that he was beginning to get a little restless and behavior, and to draw Jesse into the and past experience has shown me that engaging him will head off discussion. Michael acted bored. negative behavior. Perhaps the topic’s power of suggestion influenced Michael to yawn, but he stifled it and laughed softly at himself. After I provided a scenario, I asked Jesse how he might respond After I provided a scenario, I asked Jesse when over-tired (fuzzy sound here). Michael said (in the background) how he might respond when over-tired. “Oh, I know”, raised his hand and looked at me intently. I wasn’t Michael was paying attention. He is not through with Jesse yet, and when I redirected a question to him about normally patient when he wants to be called how I (the teacher) would react to bad attitude, Michael looked back on. and forth between us as we spoke. He was sitting high in his chair, with his complete attention on the lesson. He is not normally patient when he wants to be called on (self-control goal). When Greg shared his thoughts on being When Greg shared his thoughts on being tired, Gene made a quiet tired, Gene made a quiet comment to Jesse comment to Jesse behind his sleeve and laughed. Neither Jesse not behind his sleeve and laughed. Neither Michael responded because they were listening to Greg (empathy, Jesse nor Michael responded. self-control). At this point, I felt that we had covered the purpose of this lesson segment, and that I was losing Gene and Jesse. I was about to move to the conclusion activity, but Samantha was eager to add another idea. Because of my knowledge of her I was about to move to the conclusion particular strengths and needs, I changed my mind and allowed her to activity, but allowed Samantha to add continue. It was a good choice because it elicited a positive response another idea. The group responded from the group and stimulated more discussion. In fact, Michael and positively, and continued the discussion. Greg began discussing it between themselves, as did others. (I made Michael and Greg began to discuss it a gentle “shhh” sound as I was writing “taking a bath” to bring them between themselves. Michael was agreeing back to the group discussion.) During this time, Michael can be with the idea. I questioned him further. At heard saying “Ah, yeah!” and “I like to take baths.” My questions the end of the tape, Michael responded were trying to lead him to the recognition that relaxation is a tool for “calm down.” I responded enthusiastically. dealing with stressful situations. At the end of the tape, Michael said what I was looking for: “calm down.” My response was enthusiastic because I realized that this was an important idea for him to learn and apply.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 10 I was also delighted that he had been so appropriately engaged in the The discussion had been a success and the entire lesson to this point. In the past, discussions of any kind tended goals had been achieved. The discussion to disintegrate within 4-5 minutes. It was clear that Michael and the continued for a few minutes after the video others were capable of sustaining this activity longer. The trusting ended. I moved the students to the last climate and peer interaction goals had been strengthened. The segment of the lesson. discussion continued for a few minutes after the video ended. Because of time constraints, I was obliged to move the students to the last segment of the lesson.

I introduced the concept of “self-talking” – a self-awareness and I introduced the concept of “self-talking,” a reflection technique for dealing with rough spots. I gave a short strategy included in Rough Spots Training. preview of the next Rough Spots Training lesson. The students went After a short preview of the next lesson, the back to their homeroom still discussing the lesson, and shared what students went back to their homeroom still they had learned with their teacher. discussing the lesson.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 11 Student Work Analysis Analysis of Instruction and Student Work – ECYA/ENS, Fostering Communications Development

This school year, picture symbol communication has been a This school year, picture symbol secondary goal for Joe. Because Joe tends to develop his own ways communication has been a secondary goal of communicating the things that are important to him, no one has for Joe. No one has ever encouraged him ever encouraged him to use picture symbols. However, there are to use picture symbols before now. several reasons why I think it is important to begin doing so. The However, there are several reasons why I primary reason is that Joe is approaching graduation and transition to think it is important to begin doing so. The adult vocational settings. Even though we understand his primary reason is that Joe is approaching vocalizations and gestures, people outside of school and family won’t graduation and transition to adult vocational understand much of what he says. Picture symbols would be settings. universally understood.

Even with Joe’s serious cognitive delays, he initiates communication Even with Joe’s serious cognitive delays, he with people and shows frustration when he is not understood. Taking initiates communication with people and away what little communication that he has would be devastating to gets upset when people don’t understand him, so we need to find a way for him to successfully communicate him. He can already match pictures to with people who aren’t familiar with his patterns. Attention to visual objects, so picture symbols should be easy detail and visual discrimination are relative strengths for Joe, and he for him to learn. has already demonstrated the ability to match photographs to concrete objects. Therefore, the next logical step is to teach him to match picture symbols to concrete objects.

From there, I hope to teach Joe the more abstract concept that symbols can stand for messages. I have collaborated with Joe’s family and several community sources to secure funding for a sixteen If he learns to use the symbols, he can also square augmentative communication device. Joe should receive the use the communication device that I am device sometime this summer and I plan to spend some time with his getting for him. family teaching them how to program and use it. Hopefully, he will be able to competently use the device by the time he goes to a vocational setting in the fall.

From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 12