EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN TEMPLATE

Candidate: Aubriaunna Bodrick Mentor Teacher: Ms. Tammy Jeffords District: OCSD5 School: Bethune-Bowman Elementary School Year: 2012 Section I: Student Information (Key Element 1.A)
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading levels, etc.) Gender Description (in terms of your students) th My 4 grade homeroom class is composed of 24 students. The students are heterogeneously mixed. There are a total of 13 males and 11 females. Cultural differences are present among the students in my homeroom class. Out of the 24 students, there are 15 African American, 5 Caucasians, 3 Hispanics, and 1 Native American. The students STAR Reading results indicated that: 2 students were above grade level; 4 students were at grade level; 16 students were below grade level; and 2 students were P or PP (primer or pre-primer grade level). Voyager is a supplemental reading program for struggling readers. 10 students in my homeroom class were identified as struggling readers and admitted into the program, which is taught in small groups. During the second week of December (previous testing period), students were administered a Benchmark. At that time, 63% of the students passed the exam. The district and school goal was 80%. Students have yet reached mastery. Results show that students needed to focus on inquiry and critical thinking skills. Sources (if needed) Observation

Ethnicity

Observation

Reading Levels

Star Reading and Voyager

Student Performance/ Achievement Levels

Benchmark Test Scores

Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?

The information above is vital in learning about my students, their backgrounds, and their academic abilities. Such information is important to this long-range plan because it will help me to determine what methods would be most effective in delivering instruction. All information will help me plan lessons that are student-centered and challenging enough to reach each pupil in the classroom. The information regarding the gender and ethnicity of my students will be helpful in grouping students as well as the information regarding student performance/achievement levels. This is great when it comes to grouping because I will know exactly how many diverse (gender and ethnicity) mixed ability groups I will be able to have in my classroom. Information regarding student performance and achievement levels will help me determine with methods of differentiated instruction are most effective for students. It is evident from the information provided that scaffolding will be used. Lessons can be planned according to student learning abilities and objectives can be varied. Information pertaining to student reading levels will also help me better differentiate instruction. Because of the information above, meaningful lessons that will keep my students actively engaged can be properly implemented. (Learning styles were not able to be collected for the purposes of this long range plan, but will be factored in the long range plan created for my very own class.)

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals that you have established for your students in the subject/class.

Long Range Learning and/or Developmental Goals -- Key Element 1.B 4-4.5: Carry out procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. 4-4.6: Predict weather from data collected through observation and measurements. 4-4.2: Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. 4-3.1: Recall that Earth is one of many planets in the solar system that orbit the sun. 4-3.2: Compare the properties (including the types of surface and atmosphere) and the location of Earth to the Sun, which is a star, and the Moon. 4.3.3: Explain how the Sun affects Earth. 4-3.4: Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. 4-3.5: Explain how the rotation of Earth results in day and night. 4.3-6: Illustrate the phases of the Moon and the Moons effect on ocean tides. 4-3.7: Interpret the change in the length of shadows during the day in relation to the position of the Sun in the sky. 4.3.8: Recognize the purpose of telescopes.

Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

The learning and/or developmental goals above for 4 grade Science are based on the South Carolina Science Academic Standards (2005) and the 2011-2012 Pacing and Sequencing Guide for Orangeburg Consolidated School District Five. The learning goals I feel are the most important for all students to achieve include:
Recall that Earth is one of many planets in the solar system that orbit the sun. Explain how the tilt of Earths axis and the revolution around the Sun results in the seasons of the year. Explain how the rotation of Earth results in day and night. Illustrate the phases of the Moon and the Moons effect on ocean tides.

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I believe that these learning goals are most important because they are the goals that are most relatable to students. Students are already aware of the fact that we live on planet Earth, but I further believe it is crucial for students to understand why such natural occurrences occur- we all experience the seasons and we all experience days and nights- 24 hours a day, 365 days a year. Moreover, these learning goals th will be built upon in greater detail during the 8 grade experience. In order to perform at the required level, students must have the required amount of background knowledge.

Section III: Instructional Units (Key Element 1.C)

Describe the instructional units, in sequence, for this class/subject. Unit Length (i.e., approximate number of lessons Approx. 1 Week (5 Days)

Unit Topic or Description -- Key Element 1.C

Team Meteorologists: Building a Class Weather Station (4-4.5, 4-4.6)

How to Collect, Measure, and Predict Weather Data (4-4.6)

Approx. 2 Days

The Three Types of Clouds (4-4.2)

Approx. 1 Week (5 Days)

Our Planet Earth: Where in the Solar System Are We? (4-3.1, 4-3.2)

Approx. 1 Week (5 Days)

The Suns Affect on Earth (4-3.3)

Approx. 3 Days

Tilt and Rotation (4-3.4, 4-3.5)

Approx. 7 Days

The Phases of the Moon (4-3.6)

Approx. 1 Week (5 Days)

Earthly Shadows (4-3.7)

Approx. 3 Days

Why Do We Use Telescopes?

Approx. 2-3 Days

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The instructional sequence of the units listed above was determined by the 2011-2012 Pacing and Sequencing Guide for Orangeburg Consolidated School District Five. According to this pacing guide, students are to study weather and astronomy during the months of February and March. The units mirror the SC State Academic Standards for science and the amount of time allotted for each of the standards and their indicators. The first three units in my instructional sequence cover content related to weather. These units are comprised of six lessons. The remaining units cover content related to astronomy and are comprised of approximately ten lessons.

Section IV: Assessment of Student Performance (Key Element 1.D)

Describe (1) the major course assessments, (2) the evaluation criteria for this class/subject, (3) the way(s) in which you will report overall student progress and achievement, and (4) your system for maintaining records of student progress and achievement for this class/subject.

Throughout the months of February and April, I will administer a variety of informal and formal assessments to measure student progress and achievement. Science journals are assessed weekly by school administration and written feedback is given so students may improve or continue with good work. The major course assessments include Benchmark tests, summative tests at the end of the lessons, independent classwork (in science journal and out), homework, weekly quizzes, and creative projects. Benchmark tests are mandatory assessments administered every one to two months. Scores from this exam let teachers know exactly where students are instructionally, as well as how to plan instruction so students can meet specific goals. Summative assessments are composed of multiple choice questions similar to PASS so that students become familiar with the PASS testing format. Independent classwork is given to reinforce the days lesson. Students are to complete these tasks on their own so I can see what they have obtained. Homework is checked for completion. Accuracy is not mandatory because homework is reviewed in class. Weekly quizzes are sometimes given twice a week to see what it is students have obtained. Such quizzes can be used to determine whether students are ready to move on or if specific content needs to be re-taught. Creative projects will most likely fall under independent classwork, even though many projects will be completed during guided practice. Expectations for such projects will be delivered verbally so that students know exactly what it is they are supposed to do. Not only will these expectations be given verbally, but I will be there to help guide students through the assignment. No performance-based projects that require a graded rubric have been planned for the months of FebruaryApril. Grades will be recorded in the computer via Power Teacher, as well as manually in a grade book. Once student grades have been recorded, work will be filed in individual filing folders and placed in a filing cabinet so that work samples can be easily accessed. Science journals are neatly organized so they too can be easily accessed. Student progress and achievement will be communicated to parents through progress reports that are sent home for parents to sign. Parents can also learn about student progress and achievement by simply stopping by or making a phone call to inquire about their child. They may also attend parent/teacher conferences scheduled on specified parent/teacher conference days. At this time, they can see work samples and gain a better understanding of what it is their child is doing in school.

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?

Major assessments were determined based on the long range learning and/or developmental goals and instructional units designated for the course. So students are aware of expectations, I will always deliver expectations orally. For all assessments above, there will be no scoring rubrics; yet, students will have a full understanding of what is expected because expectations will not only be delivered verbally. Directions for assignments will also be written for students to go back and refer to when needed. Once student work is completed, positive feedback will be rendered both manually and verbally. For students who may not have met the mark, positive feedback will give students the opportunity to reflect on what they could have done better and what they can do in the future to improve. Parents are informed of upcoming assignments and assessments, along with the indicators that will be assessed through weekly newsletters. Progress reports are sent home sporadically (at least twice a month).

Section V: Classroom Management (Key Element 1.E)

Describe your expectations for student behavior during instruction and during non-instructional routines. Write your description as you were explaining these expectations to your students and their parents.

The following classroom rules and expectations have been established as part of the school-wide behavior management system- PBIS (Positive Behavioral Interventions & Supports): Be Responsible Be Respectful Establish Safety Show Self Discipline

*The full PBIS matrix is attached below with further expectations. The rules below are known as Bodricks 3 Golden Rs and are my three rules that I expect to be followed at all times. These rules are quite similar to the rules established for the PBIS system. BODRICKS 3 GOLDEN RS R1- Respect Yourself R2- Respect Others (Peers, Teacher, Other Adults) R3- Respect Your Learning Environment (Classroom, Entire School) Bodricks 3 Golden Rs are three of the most common classroom rules in schools today. No matter where you are and what grade level, these three rules are almost always present. They are three rules that sum up all rules that can be created for classroom management purposes. Consequences for breaking rules include verbal warnings, loss of incentives for positive behavior, phone calls home/parent/teacher conference, referral to office or care center.
Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

The most important considerations in managing the classroom to maximize instructional time include knowing yourself as an individual and knowing your students. Knowing your limits as an educator that is, what you can and cannot accept in your classroom as it pertains to your philosophy of teaching is very important because this allows for students to get to know who you are as an individual. It also allows for flexibility in rules because some school rules may not relate to you and your teaching style. Knowing about your students in terms of their personal backgrounds and learning styles also plays a huge role in managing the classroom. Being able to cater to students and their interests can make a big difference in their behavior. Creating fun management systems or even allowing students to create their own management systems with your help can minimize student misbehavior and maximize instructional time.

Bethune-Bowman Elementary School PBIS Teaching Matrix Expectations and Rules

SETTING Classroom

Cafeteria
Clean up after yourself. Place all trash on your tray. Take tray to dump area.

Hallways
Be a good role model for others. Use the quiet signal. Tell an adult if anything happens.

Playground
Talk. Walk. Have fun. Line up first time when signal is given.

Bathrooms
Flush the toilet. Put all waste paper in the proper place. Wash your hands.

E X P E C T A T I O N S

Follow directions. Wear uniform everyday. Come ready to learn and complete tasks.

Be Responsible

Be Respectful

Listen to others. Practice good table manners. Use kind words and actions. Keep mouth closed when Keep chewing. hands/feet to self. Use inside voice when you have finished eating.

Be quiet. Walk in a straight line. Walk on the right side of the hall. Keep hands and feet to self.

Include others. Share equipment. Play safe.

Wait patiently until the person in front of you is done. Close the door when you using the restroom.

Pick up litter.

Replace trays and utensils. Clean up eating area. Walk to line up to go to next place.

Establish Safety

Get adult to help you with accidents and spills. Use all equipment and materials in the right way.

Walk behind the person in front of you. Keep to the right. Keep hands and feet to yourself.

Use equipment in the right way. Put litter in garbage can.

Walk. Turn off sink after washing hands. Report any messes to an adult.