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Christina Slavin

April 22, 2016


Candidate Impact on Student Learning
Student Name: Aaron Casey
Grade Level: 8th Grade
Subject Focus: Math
1. Describe or display data collected prior to teaching the target
lesson. Describe how the data were collected.
I collected my data based upon an assessment tool that I created. The questions on the
assessment tool directly tied to each one of my seven objectives. I organized the
questions in the form of an Exit Ticket because the student is used to receiving exit
tickets from me after math lessons. I use the exit tickets as a formal summative
assessment. I explained to the student that he would be completing an Entrance Ticket
and Exit Ticket this time in order for me to understand what he knows and how I need
to shape my instruction. Once the student completed the pre-assessment on the first day, I
graded and analyzed his answers and organized his scores on a table. The table allowed
me to visualize my data and see what areas I needed to spend the most time on reteaching. I also created a graph to display my pre-assessment results in order to compare
it my post-assessment results in the future. The students assessment is located in the
Appendix at the end of this write-up. Below are the table and graph used to display my
pre-assessment result:
Chart of Pre-Assessment Results
LearningObjective

Pre
Assessment
Results

LearningObjective1

LearningObjective2

LearningObjective3

LearningObjective4

LearningObjective5

LearningObjective6

LearningObjective7

TotalScoreofLearningObjective

14

Graph of Pre-Assessment Results

Pre-Assessment Results

2. Analyze the collected data. What errors did the student make?
What skills must be taught to remediate the errors? How does the
target student(s) compare to the class or to another normative
group? Describe how you arrived at your decision.
I collected data on the seven objectives that I created for Aaron. The seven objectives are
as follows:
1. Given two single digit factors and a double digit product within a number family,
the student will compose 2 multiplication equations to represent the fact family
with 100 percent accuracy and no time limit
2. Given two single digit factors and a double digit product within a number family,
the student will compose 2 division equations to represent the fact family with
100 percent accuracy and no time limit
3. Given a double digit whole factor and a single-digit whole factor, the student will
multiply the numbers and determine the product utilizing the appropriate
techniques that were showed to him with 100 percent accuracy and no time limit
4. Given a printed shaded bar graph, the students will identify the appropriate
number of units in a given a category related to the bar graph with 100 percent
accuracy and no time limit

5. Given a printed shaded bar graph, the student will compare two categories on the
bar graph with 100 percent accuracy and no time limit
6. Given a single digit number, the student will county by that number until he
reaches the numbers multiple of 10 (For example, counting by 4s until he
reaches 40), by writing in the 8 mission numbers, with 100 percent accuracy and
no time limit
7. Given four written fractions, the student will use his knowledge of the greater
than sign, less than sign, and equal sign to write in the appropriate symbol to
compare fractions with 100 percent accuracy and no time limit
To collect reliable and valid data, I created my own assessment that was directly tied to
my objectives. I only used one assessment to collect my post-assessment data for this
assignment. I used the same assessment tool for my pre-assessment and post-assessment.
I created a defined space for each objective. I combined objectives 1 and 2 in the same
box, because the multiplication and division problems are a part of the same fact family. I
also combined objectives 4 and 5 in the same box on the assessment tool because the
student will be answering the questions based upon the same graph.
Providing my student with the assessment tool that I created demonstrates a collection of
data that speak to a range of student skills because I assessed him on seven different
objectives. The math curriculum lesson assessments do not always directly relate to the
direct instruction lesson for that specific day. To ensure my data was reliable and I was
teaching him material based upon the objectives that I created, I provided him with my
own assessment tool. The assessment tool that I created assessed Aaron on his
multiplication skills, understanding of bar graphs, understanding of fractions, and
counting; all skills that he is currently working on in his math curriculum. This tool also
speaks to a range of skills because he needed to multiply and complete multi-step
problems.
I only focused on one student for this math unit. I focused on the specific skills he needed
to work on based upon observations from former math lessons, as well as his IEP goals.
The other students in the class did not complete the assessment that I gave to Aaron so I
do not have assessment results from other students based upon my specific assessment
tool. If I were to reflect upon the students knowledge in the class, I would predict that
they would score around the same number as Aaron. The objectives that I chose to work
on with Aaron are ones that other students in the class sometimes have difficulty with as
well.

3. Lesson planning. Include your lesson at the end of this document


using the assigned template.

I created a lesson plan for the 6 days that I was working with Aaron. I administered the
pre-assessment on Day 1 and the post-assessment on Day 6. I taught the individual
lessons and provided him with activities on Day 2 through Day 5. For each day, I wrote
the objective I was working on with my student, the activity I was going to do to help the
student reach the objective, and the assessment I was going to provide to ensure he
understood the objective for that day. The lesson plan document is attached at the bottom
of this write-up located in the Appendix.
I addressed many skill deficits throughout my teaching. Based upon the data collected, I
noticed that Aaron has difficulty with understanding fractions, and multiplying mulitdigit the numbers. Fractions is an area that he gets frustrated in. I created a card game in
which we used the cards to create fractions, and he had to compare fractions during the
game. That motivated him to want to practice comparing the fractions.
I know that he is required in his IEP that he has questions read aloud to him on tests
because he does express difficulty with decoding words. To address that deficit, I read
aloud the questions to him and repeated the questions at some point throughout the
lesson. This student also has an FBA and a point chart that needs to be completed after
each period. I was sure to praise him when he was working hard and acting appropriately
which helped him receive a perfect score on his point chart for all 6 days working with
him.
4. Describe your post-assessment data collection methods,
including your data collection instrument. Discuss why you chose
this particular method of data collection. Describe or display your
data.
I created different assessments throughout my instruction that occurred on Days 2
through 5. I utilized informal summative assessments after he completed the activities to
ensure his comprehension on the concept. On Day 6, I administered the post-assessment
utilizing the same assessment tool that I used for the pre-assessment. I utilized the postassessment tool as my formal summative assessment. I collected quantitative data and
qualitative data on my students progress. I used my assessment tool to collect
quantitative data to see if my student reached my objectives. This method assessed the
skills taught in my lesson because it is directly tied to my objectives. While the student
was completing the assessment tool, he was talking aloud and I recorded what he was
articulating. He said things such as, Wait, I think I am wrong, or Hold on. I remember
what you told me. The qualitative data allowed me to analyze his thinking process. On
some of the questions, you may see a lot of erase marks, especially on questions 2 and 5.
Those were the questions when he was talking aloud to himself and checking his work
based upon what he was taught.
I used a chart and a graph to organize my data that was collected. My data collection tool
assed the skills that I taught in my lesson. Each objective had its own area on the chart
and was directly related to a question on the assessment tool. Also, the data was displayed
by each objective on the graph as well. I organized my chart and graph that way so I
could determine which specific objectives he mastered.

My graphic representation of the data


collected and a chart listing
the scores the students
LearningObjective
PreAssessmentResults
PostAssessmentResults
earned on my pre and post-assessment data are included below:
LearningObjective1
2
2
LearningObjective2
GraphicRepresentationofData
LearningObjective3

LearningObjective4

LearningObjective5

4
LearningObjective6
4
5. Display a graphic representation of your pre and post-assessment data.
4
LearningObjective7
1
TotalScoreofLearning
Objective

14

20

Assessment Results for Aaron

Pre-Assessment Results

Post-Assessment Results

Table of Assessment Scores


6. Discuss your overall data collection process, including preassessment, formative, and summative assessment.

Before creating my pre and post-assessment, I thought about the objectives that I wanted
to establish for my student. I knew that my assessment needed to be directly tied to my
objectives that I created. I also wanted to be sure it was appropriate to use before and
after the lesson. After I wrote out my learning objectives, I created the assessment tool
that I was going to use.
I utilized frequent check-ins, exit tickets, an authentic assessment, and observations for
my formative assessments. I incorporated informal summative assessments through the
use of index cards. I also incorporated an exit slip for one of my objectives. I used that
data to help me determine if I need to reteach that concept the following day. I scored his
exit tickets and informal summative assessments. If he did not answer all of the questions
correctly, I would reteach that specific skill the following day. The purpose of formative
assessments is to guide your instruction. I remained flexible throughout this process
because I knew my instruction was going to be guided by his responses.
My assessment tool was valid and reliable. It was valid because my assessment directly
tied to my objectives and measured what it was supposed to measure. My assessment tool
was reliable because I utilized the same assessment tool for my pre- and post-assessment.
I changed one item on my post-assessment which was the numbers the students had to
work with for the first problem. He mastered that problem on the pre-assessment, so I
wanted to change the numbers to ensure he was able to complete the task with different
numbers. In the future, I would change the numbers for objective 6 and change the graph
for objective 4 and 5 so I can ensure he is able to master the task using different numbers.
Also, I plan on continue to create defined spaces and numbering my questions for future
assessment tools.

7. Describe the impact your lesson had on your student or students


learning.
My lesson plans that I created for the week had a large impact on my students. My
supplemental activities that I found on top of the SRA Direct Instruction lessons from his
curriculum book provided him with explicit instruction that he needed in a one-on-one
setting. Aaron was able to reach all of the objectives that I set for him. It was rewarding
to watch him take the post-assessment, and say things aloud such as, Wait, I remember a
trick you told me for this, or Hold on, I think I am wrong. I was happy to know that he
remembered what I taught him and could self-monitor his answers on his assessment.
Although he did reach all of my objectives, he took the longest amount of time
comparing fractions, and changed his answers several times in that section. My goal is to
continue to work on comparing fractions with him. He also needs to continue to practice
multiplying double digit numbers by single digit numbers because although he reached
my objected, I can tell by his demeanor that he is not 100 percent confident with it. I
want to maintain the skill of multiplying mulit-digit numbers so I will continue to provide
him with activities and problems that work on that skill. Looking ahead at the curriculum,

the next set of skills he needs to work on are dividing numbers and reading picto-graphs.
My plan is to continue to maintain the skills taught in these six days and also progress
through the SRA Math Curriculum.
My assessment results show that I improved Aarons learning overall and completed the
assessment loop. I set goals for my student and provided him with resources to reach
those goals/objectives. I reflected upon the objectives that I established and created 6
activities for the student to complete that I knew we increase his knowledge pertaining to
the different objectives. For example, to increase his knowledge on reading graphs, I had
him complete an online activity through his math curriculum program in which he had to
answer questions based upon a graph presented to him. That activity provided him with
practice on reading graphs to help him maintain his mastery of that particular goal.
Throughout my lesson plans, I created informal summative assessments to analyze the
students knowledge on the given objective for that day. I would use those results to guide
my instruction and to see if I need to review that topic again the next day. I also analyzed
my post-assessment results to determine the skill areas I need to continue to have him
maintain.