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PORTFOLIO GUIDELINES
The School of Education

Oklahoma Christian University

Annah Bradshaw

Early Childhood Education

Graduation: Spring 2014

Annah Bradshaw

13424 Fishing Hole Lane
Haslet, TX 76052

817.733.3226
annah.bradshaw@eagles.oc.edu


Professional Objective

To obtain an elementary teaching position where I can positively impact students and prepare them for academic success.

Education

Oklahoma Christian University, Edmond, OK
Bachelor of Science in Early Childhood Education
Expected Date of Completion: April 2014
GPA 3.818

Skills & Qualifications

Outgoing, dependable, honest, dedicated, disciplined, and creative individual with strong interpersonal, organizational, and analytical skills.
Focused on productivity and an enthusiastic worker. Proficient in Microsoft Office tools, web browsing, and SMART board.

Student Teaching Experience

Schwartz Elementary Mid-Del, Oklahoma 1/2014-3/2014
Student Teacher- Kindergarten
Designed, planed, and administered lessons and units;
Conducted research about student learning via Teacher Work Sample;
Assessed student achievement and understanding;
Guided and Monitored student behavior.

West Field Elementary Edmond, Oklahoma 3/2014-4/2014
Student Teacher-2nd Grade
Facilitated learning and growth;
Assessed understanding of material;
Supplemented instruction with higher order thinking activities.

Practicum Experience Oklahoma, Texas, New York 8/2011-12/2013
Practicum Student
200+ hours;
Observed veteran teachers in multiple grade levels and areas;
Collaborated with regular classroom teacher;
Demonstrated teaching abilities in multiple observed lessons.

Other Work Experience

Legacy Church of Christ North Richland Hills, TX 5/2012-8/2012; 5/2013-7/2013
Children's Intern
Prepared classes and camps for all ages;
Performed general office tasks;
Planned and supervised day camps for all children 3-12;
Developed Sunday school curriculum.

Mayfair Church of Christ Oklahoma City, OK 9/2012-12/2012
Children's Intern
Budget and coordinate Fall Festival;
Delegate task and information for Sunday teachers;
Provide information on events, classes, and workshops;
Create weekly newsletter, monthly calender, and informational handouts.

Singing Oaks Church of Christ Denton, Texas 6/2011-8/2011
Children's Intern
Planned and executed VBS;
Revised and updated curriculum;
Organized resources and materials.


CD Ski and Sports Grapevine, TX 10/2009-1/ 2014
Sales Associate
Manage cash register;
Provided high quality customer service;
Complete general office task.

Volunteer Activities

Stanley Humpfield Academy Oklahoma City, Oklahoma Fall 2011- Spring 2012
Mentor
Involved in the mentor program at an urban charter school.
Duties involve playing and teaching one student for 2 semesters to help further their learning and provide a positive role model.

Lake Cities Church of Christ Trophy Club, Texas, Fall 2008-Summer 2011
Volunteer
Helped organize camps and classes;
Camp Counselor;
Childrens worship leader;
Attended all childrens ministry and church sponsored events.





References Upon Request
1. Please choose a student teacher from the drop down menu
Student Teachers
Student Teachers Bradshaw, Annah
2. Student's major at O.C.
Major
Majors Early Childhood Education
3. Please complete the following:
Subject - math
Grade Level - kindergarten
Site - Schwartz
Evaluator - Rhonda Morris
4. Response date
Date - 02/18/2014
5. For each item, please input 0, 1, 2, 3, or 4. Note: If a particular item is not applicable, please
indicate it as 'NA.' 0 = Insufficient evidence for rating (not attempted) 1 = Basic (initial state of
development, needs improvement 2 = Emerging (progressing beyond basic) 3 = Proficient
(meets standard, competent) Target for teacher candidates 4 = Exemplary (performance
comparable to that of experienced effective teachers) NA = Not applicable
_____________________________________________ 1. TEACHER MANAGEMENT
0 1 2 3 4 NA
1.Lesson Plans writes lesson plan to achieve objectives X
2.Preparation - plans for delivery of lesson relative to objectives X
3.Routine uses minimum class time for non-instructional routines X
4.Discipline clearly establishes expected behavior, encourages positive behavior, and
effectively stops inappropriate behavior
X
5.Community of Learners provides pleasant, safe, and orderly climate and rapport X
Comments, if any:: Good job on keeping students on task by using positive behavior models as well as
stopping inappropriate behavior immediately.
6. TEACHER INSTRUCTION
0 1 2 3 4 NA
6.Inclusion works with students having physical, mental and emotional disabilities X
7.Cultural Awareness provides for differences among students X
8. Establishes Objectives communicates the instructional objectives X
9. Stresses Sequence relates present topic to previous and future topics X
10. Relates Objectives relates subject to existing student experiences X
11. Involves All Learners uses signaled responses, questioning techniques X
12. Explains Content teaches the objectives through a variety of appropriate methods X
13. Explains Directions gives directions that are clearly stated X
14. Models demonstrates the desired skills X
15. Instructional Technology uses appropriate print and non-print media X
16. Reading Skills embeds the components of literacy into all instructional content X
17. Monitors checks to determine if students are progressing; evidence of assessment X
18. Adjusts changes instruction based on monitoring X
19. Guides Practice requires practice while under direct supervision X
20. Provides Independent Practice requires practice without supervision X
21. Establishes Closure summarizes and fits into content what has been taught X
Comments, if any:: great job at integrating science, math and social studies all through literacy. Your use of
technology throughout the lesson added to the children's experience.
7. PROFESSIONAL AND PERSONAL ADEQUACY
0 1 2 3 4 NA
22. Appropriate dress/grooming X
23. Speaks clearly, audibly, effectively X
24. Relates well with students by showing interest, enthusiasm, and respect (engaging, uses
eye contact, shows an understanding of students)
X
Comments, if any:: I love watching your enthusiasm in teaching. I can tell you are truly enjoying what you are
doing and the students respond to actions in a positive way.
8. Grade Calculation: Use 84 as the divisor (based on average rating of 3.5 x 24). If a category
was scored not observed reduce the 84 accordingly. (For example, if one item was scored
"not observed" divide the student's total score by 80.5.)
94

1. Please choose a student teacher from the drop down menu
Student Teachers
Student Teachers Bradshaw, Annah
2. Student's major at O.C.
Major
Majors Early Childhood Education
3. Please complete the following:
Subject - Reading/literacy
Grade Level - Kindergarten
Site - Schwartz Elementary
Evaluator - Michelle Ashley
4. Response date
Date - 02/13/2014
5. For each item, please input 0, 1, 2, 3, or 4. Note: If a particular item is not applicable, please indicate it
as 'NA.' 0 = Insufficient evidence for rating (not attempted) 1 = Basic (initial state of development, needs
improvement 2 = Emerging (progressing beyond basic) 3 = Proficient (meets standard, competent)
Target for teacher candidates 4 = Exemplary (performance comparable to that of experienced effective
teachers) NA = Not applicable _____________________________________________ 1. TEACHER
MANAGEMENT
0 1 2 3 4 NA
1.Lesson Plans writes lesson plan to achieve objectives X
2.Preparation - plans for delivery of lesson relative to objectives X
3.Routine uses minimum class time for non-instructional routines X
4.Discipline clearly establishes expected behavior, encourages positive
behavior, and effectively stops inappropriate behavior
X
5.Community of Learners provides pleasant, safe, and orderly climate and
rapport
X
Comments, if any:: Annah is a wonderful planner! She is always prepared and ready with great
lessons that engage the children daily! She is firm, consistent, and nurturing with all of the
children.
6. TEACHER INSTRUCTION
0 1 2 3 4 NA
6.Inclusion works with students having physical, mental and emotional
disabilities
X
7.Cultural Awareness provides for differences among students X
8. Establishes Objectives communicates the instructional objectives X
9. Stresses Sequence relates present topic to previous and future topics X
10. Relates Objectives relates subject to existing student experiences X
11. Involves All Learners uses signaled responses, questioning
techniques
X
12. Explains Content teaches the objectives through a variety of
appropriate methods
X
13. Explains Directions gives directions that are clearly stated X
14. Models demonstrates the desired skills X
15. Instructional Technology uses appropriate print and non-print
media
X
16. Reading Skills embeds the components of literacy into all
instructional content
X
17. Monitors checks to determine if students are progressing; evidence
of assessment
X
18. Adjusts changes instruction based on monitoring X
19. Guides Practice requires practice while under direct supervision X
20. Provides Independent Practice requires practice without
supervision
X
21. Establishes Closure summarizes and fits into content what has been
taught
X
Comments, if any:: Annah has what Marzano refers to as "Withitness". She has created and
delivered lessons that are effective, engaging, and entertaining for our kindergarten students. She
is Very Good at what she does. She also is open to help and she is reflective of herself and her
lessons.
7. PROFESSIONAL AND PERSONAL ADEQUACY
0 1 2 3 4 NA
22. Appropriate dress/grooming X
23. Speaks clearly, audibly, effectively X
24. Relates well with students by showing interest, enthusiasm, and respect
(engaging, uses eye contact, shows an understanding of students)
X
Comments, if any:: She is professional in every way! She is respected and loved by the children
and by me!
8. Grade Calculation: Use 84 as the divisor (based on average rating of 3.5 x 24). If a category was
scored not observed reduce the 84 accordingly. (For example, if one item was scored "not observed"
divide the student's total score by 80.5.)
No Response

1. Please choose a student teacher from the drop down menu
Student Teachers
Student Teachers Bradshaw, Annah
2. Student's major at O.C.
Major
Majors Early Childhood Education
3. Please complete the following:
Subject - Reading
Grade Level - Kindergarten
Site - Schwartz
Evaluator - Michelle Ashley
4. Response date
Date - 02/27/2014
5. For each item, please input 0, 1, 2, 3, or 4. Note: If a particular item is not applicable, please indicate it
as 'NA.' 0 = Insufficient evidence for rating (not attempted) 1 = Basic (initial state of development, needs
improvement 2 = Emerging (progressing beyond basic) 3 = Proficient (meets standard, competent)
Target for teacher candidates 4 = Exemplary (performance comparable to that of experienced effective
teachers) NA = Not applicable _____________________________________________ 1. TEACHER
MANAGEMENT
0 1 2 3 4 NA
1.Lesson Plans writes lesson plan to achieve objectives X
2.Preparation - plans for delivery of lesson relative to objectives X
3.Routine uses minimum class time for non-instructional routines X
4.Discipline clearly establishes expected behavior, encourages positive
behavior, and effectively stops inappropriate behavior
X
5.Community of Learners provides pleasant, safe, and orderly climate and
rapport
X
Comments, if any:: Annah does a great job with all students!
6. TEACHER INSTRUCTION
0 1 2 3 4 NA
6.Inclusion works with students having physical, mental and emotional
disabilities
X
7.Cultural Awareness provides for differences among students X
8. Establishes Objectives communicates the instructional objectives X
9. Stresses Sequence relates present topic to previous and future topics X
10. Relates Objectives relates subject to existing student experiences X
11. Involves All Learners uses signaled responses, questioning techniques X
12. Explains Content teaches the objectives through a variety of appropriate
methods
X
13. Explains Directions gives directions that are clearly stated X
14. Models demonstrates the desired skills X
15. Instructional Technology uses appropriate print and non-print media X
16. Reading Skills embeds the components of literacy into all instructional
content
X
17. Monitors checks to determine if students are progressing; evidence of
assessment
X
18. Adjusts changes instruction based on monitoring X
19. Guides Practice requires practice while under direct supervision X
20. Provides Independent Practice requires practice without supervision X
21. Establishes Closure summarizes and fits into content what has been taught X
Comments, if any:: Annah has what it takes!
7. PROFESSIONAL AND PERSONAL ADEQUACY
0 1 2 3 4 NA
22. Appropriate dress/grooming X
23. Speaks clearly, audibly, effectively X
24. Relates well with students by showing interest, enthusiasm, and respect
(engaging, uses eye contact, shows an understanding of students)
X
Comments, if any:: Always professional!
8. Grade Calculation: Use 84 as the divisor (based on average rating of 3.5 x 24). If a category was
scored not observed reduce the 84 accordingly. (For example, if one item was scored "not observed"
divide the student's total score by 80.5.)
No Response

1. Please choose a student teacher from the drop down menu
Student Teachers
Student Teachers Bradshaw, Annah
2. Student's major at O.C.
Major
Majors Early Childhood Education
3. Please complete the following:
Subject - Reading
Grade Level - Kinderrgarten
Site - Schwarz elementary
Evaluator - Rhonda Morris
4. Response date
Date - 02/28/2014
5. For each item, please input 0, 1, 2, 3, or 4. Note: If a particular item is not applicable, please
indicate it as 'NA.' 0 = Insufficient evidence for rating (not attempted) 1 = Basic (initial state of
development, needs improvement 2 = Emerging (progressing beyond basic) 3 = Proficient
(meets standard, competent) Target for teacher candidates 4 = Exemplary (performance
comparable to that of experienced effective teachers) NA = Not applicable
_____________________________________________ 1. TEACHER MANAGEMENT
0 1 2 3 4 NA
1.Lesson Plans writes lesson plan to achieve objectives X
2.Preparation - plans for delivery of lesson relative to objectives X
3.Routine uses minimum class time for non-instructional routines X
4.Discipline clearly establishes expected behavior, encourages positive behavior, and
effectively stops inappropriate behavior
X
5.Community of Learners provides pleasant, safe, and orderly climate and rapport X
Comments, if any::
6. TEACHER INSTRUCTION
0 1 2 3 4 NA
6.Inclusion works with students having physical, mental and emotional disabilities X
7.Cultural Awareness provides for differences among students X
8. Establishes Objectives communicates the instructional objectives X
9. Stresses Sequence relates present topic to previous and future topics X
10. Relates Objectives relates subject to existing student experiences X
11. Involves All Learners uses signaled responses, questioning techniques X
12. Explains Content teaches the objectives through a variety of appropriate methods X
13. Explains Directions gives directions that are clearly stated X
14. Models demonstrates the desired skills X
15. Instructional Technology uses appropriate print and non-print media X
16. Reading Skills embeds the components of literacy into all instructional content X
17. Monitors checks to determine if students are progressing; evidence of assessment X
18. Adjusts changes instruction based on monitoring X
19. Guides Practice requires practice while under direct supervision X
20. Provides Independent Practice requires practice without supervision X
21. Establishes Closure summarizes and fits into content what has been taught X
Comments, if any:: Excellent job differentiating for students not quite ready to write complete sentences.
Students were engaged and participating. Great job!
7. PROFESSIONAL AND PERSONAL ADEQUACY
0 1 2 3 4 NA
22. Appropriate dress/grooming X
23. Speaks clearly, audibly, effectively X
24. Relates well with students by showing interest, enthusiasm, and respect (engaging, uses
eye contact, shows an understanding of students)
X
Comments, if any::
8. Grade Calculation: Use 84 as the divisor (based on average rating of 3.5 x 24). If a category
was scored not observed reduce the 84 accordingly. (For example, if one item was scored
"not observed" divide the student's total score by 80.5.)
100

Running heau: RtI- Focus on Assessment 1




Response to Inteivention-Focus on Assessment
Annah Biaushaw
0klahoma Chiistian 0niveisity































RtI-Focus on Assessment 2
Response to Inteivention in the eaily chiluhoou classioom can be seen as an
extension of the cuiient teaching piactices that aie useu by eaily chiluhoou euucatois
(}ackson, et al., 2uu9). An effective RtI piogiam will incluue, "a) highly qualifieu teaching
staff who possess the knowleuge anu skills neeueu to suppoit chiluien within theii
piogiam, b) effective eaily leaining enviionments anu leaining expeiiences that suppoit
chiluien's continueu uevelopment anu leaining, c) a stiong cuiiiculum to guiue
instiuctional planning, anu u) ongoing assessments to infoim anu ievise the chiluien's
leaining expeiiences" (}ackson, et al., 2uu9, 426). Nain components aie, an establisheu
cuiiiculum fiamewoik, a cleai anu concise foim of assessing stuuent achievement anu
monitoiing piogiess, anu scaffoluing instiuction to ensuie stuuent success (}ackson, et al.,
2uu9; uettingei, Stoibei, 2uu7; Buzhaiut, et al., 2u12).
Assessing stuuents is to be both a foimative anu summative task taking place in a
iegulai mannei thioughout the stuuents instiuction (}ackson, et. al.,2uu9). The focus on
assessment is a laige poition contiibuting to the success oi failuie of the implementeu
inteivention mouel piogiam. Theie shoulu be a "iecuisive loop wheie feeuback is
uocumenteu, summaiizeu, anu inteipieteu ovei time about each stuuent's peifoimance"
(}ackson, et al., 2uu9, pg. 4S1). Accoiuing to uettingei anu Stoibei (2uu7), at tiei one anu
two of the inteivention mouel, piogiess monitoiing is uone by the classioom teachei; the
piogiess monitoiing at tiei thiee is uone with the assistance of anothei !"#!$% '()$"*"+,
piofessional who is a membei of the RtI team. A laige challenge in the fielu of eaily
chiluhoou is the ability anu iesouices to assess anu monitoi each chilu. Leauing to the
suggestion by Buzhaiut et al. (2u12) of a viitual assessment anu piogiess monitoiing
application that can be useu by piofessionals to accuiately assess stuuents anu pioviue
RtI-Focus on Assessment S
immeuiate feeuback to those involveu in the inteivention piocess. In the mouel uevelopeu
by Buzhaiut et al. (2u12) the application woulu have infoimation incluuing "chilu
uemogiaphic iepoits, assessoi ceitification iesults, anu aleits that iuentify chiluien who's
potential concein anu a uiiect link to the chilu's uata" available uiiectly to the
auministiatoi (pg. 8). This links uiiectly with the goals of ueveloping IuBIs (inuiviuual
giowth anu uevelopment inuicatois) foi each stuuent "which aie useful foi scieening anu
monitoiing skills that ieflect piogiess in eaily liteiacy anu language uevelopment among
pieschool chiluien" (uettingei, Stoibei, 2uu7, pg. 2uS).
0veiall, the classioom teachei, piofessional, oi eaily inteivention specialist will be
iesponsible foi each chilu ieceiving the necessaiy supplemental instiuction neeueu to
ieach theii inuiviuual acauemic goals (}ackson, et al., 2uu9; uettingei, Stoibei, 2uu7;
Buzhaiut, et al., 2u12). As is stateu in uettingei anu Stoibei's (2uu7) aiticle, !""#$%&' )
*+,"-&,+./-.0&/+12+&/%-& 3-4+# 5-1 6)1#$ 7%/+1)8$ 9+2+#-":+&/ %& 7-;.0&8-:+ <=%#41+&> the
implications of low-achieving chiluien in eaily giaues is significant to theii futuie success
anu achievement. "RtI mouels that focus soley on the timely iuentification of chiluien with
uisabilities is not appiopiiate foi application in the aiea of eaily chiluhoou euucation"
(}ackson, et al., 2uu9, pg. 426). This leaus to the unueistanuing that paients anu families
shoulu be using inteivention piogiams to not only iuentify uisabilities eaily in chiluien, but
useu to "systematically. pioviue well taigeteu instiuction anu inuiviuualizeu suppoit
when uelays aie eviuent" (}ackson, et al., 2uu9; uettingei, Stoibei, 2uu7, pg. 199).
To assess a pioblem a specific set of ciiteiia must be useu. Next, to pioviue the
supplemental instiuction, a choice of inteivention must be maue. Last, theii must be
inuiviuual assessment of the use anu effectiveness of the inteivention anu giowth of the
RtI-Focus on Assessment 4
chilu. Leauing to the !"#$#%&#'() +,$(-.(,$+/, )(0+'+/, 1#2+,3 1/)(4 5/- $6( 7#2+,3 8,4+,(
"(0+'+/,' 9:'$(1; (Buzhaiut, et al., 2u12, pg. 9). 0sing the viitual uecision making guiue, the
assessoi anu RtI team is guiueu by five key questions, these questions allow foi in uepth,
ueepei unueistanuing anu analyzing of the infoimation anu obseivations maue. The five
questions aie:
1. Is theie a pioblem.
2. What is causing the pioblem.
S. What inteivention(s) shoulu be useu.
4. Is the inteivention being uone.
S. Is the inteivention woiking.
(Buzhaiut, et al., 2u12, pg. 9)
When using the viitual mouel, chiluien who weie assesseu by using this technology
uemonstiateu "significantly stiongei giowth on the ECI than chiluien who." weie not
assesseu using this foimat (Buzhaiut, et al., 2u12, pg. 9). The common belief is because this
was automatic, specific, anu usei-fiienuly infoimation that coulu be communicateu with
eveiyone involveu on the inteivention team at the point of assessment (Buzhaiut, et. al.,
2u12). The RtI piinciples also state the neeu foi immeuiate, ieseaich baseu assessments
anu pioceuuies foi iuentifying the best inteivention technique (}ackson, et al., 2uu9). 0sing
technology assessois aie able to naiiow uown the iesults of assessments, immeuiately look
back at past assessments anu obseivations, anu see a list of inteiventions that woulu best
fit the chilu. The focus of RtI is piogiession anu achievement, this can only be uone if each
peison involveu has uiiect communication with one anothei as well as, immeuiate
!"#$%&'() &+ ,))-)).-+" /
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C-""9+8-7= D"&92-7= ?@@EB F(G5371"= -" 3:>= ?@H?I>
J9-7 &+- &0 !"# 0&'()-) &+ "5- &K-73:: ':3))7&&. -+K97&+.-+"= 3:: '59:17-+= 3+1
)"(1-+" '-+"-7-1 :-37+9+8 &0 .3"-793:> ,0"-7 3 '59:1 53) )5&L+ "53" "5-M 37- +&" 67&09'9-+"
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)"(1-+"> J9-7 "L& 9.6:9-) "53" 3 )"(1-+" 9) 637"9'963"9+8 9+ "-3'5-7$ 197-'"-1= ).3:: 87&(6
:-))&+)= 0&'()9+8 &+ "5-97 )6-'909' +--1)> J59) 9) 1&+- "57-- "9.-) 9+ "5- L--4 3+1 3 )6-'909'
9+"-7K-+"9&+ "-'5+9N(- 9) ()-1 "& 7-3'5 "5- 3'59-K-.-+" :-K-:) &0 )"(1-+")> %9+3::M= "9-7
"57-- 0&'()-) &+ "5- -O6:9'9"= 9+19K91(3: "("&79+8 &0 )"(1-+") 2M 3 !"#!$% '()$"*"+,
67&0-))9&+3:> J5- 79)4 :-K-: &0 )"(1-+") 9) 87-3"-7 3" "9-7 "57--= 3+1 1-'7-3)-) 3) "5- "9-7 9)
1-'7-3)-1> J-3'5-7) 3+1 "("&7) 53K- "& 53K- '&+)"3+" '&..(+9'3"9&+ 3+1 67&87-))
.&+9"&79+8 3+1 "59) '3+ 2- 1&+- 9+ 3 K379-"M &0 0&7.3")= )('5 3) P&(7+3:)= '&+0-7-+'9+8= 3+1
7-'&719+8 &0 "("&79+8 )-))9&+)> J59) 3::&L) -3'5 .-.2-7 &0 "5- 9+"-7K-+"9&+ "-3. "& )-- "5-
'53+8-) 3+1 87&L"5 9+ "5- )"(1-+")= 3+1 "& 3::&L 0&7 7-K9-L &0 "-'5+9N(-) 3+1 79)4 :-K-: &0
"5- )"(1-+" ;<3'4)&+= -" 3:>= ?@@AB C-""9+8-7= D"&92-7= ?@@EB F(G5371"= -" 3:>= ?@H?I>
QK-73::= )"(1-+" 3))-)).-+" 9) &+- &0 "5- 4-M 03'"&7) 9+ "5- )(''-)) &0 3+
9+"-7K-+"9&+ 67&873.> FM ()9+8 3+ K97"(3:= &7 &+:9+- .&1-:= 3("&.3"9' 91-+"909'3"9&+ &0
67&2:-.)= '&..(+9'3"9&+ &0 7-)(:")= 9.6:-.-+"3"9&+ &0 9+"-7K-+"9&+)= 3+1 &2)-7K3"9&+) &0
"5- )"(1-+") 9) 3K39:32:- "& 3:: L5& 37- 637" &0 "5- !"# "-3. )6-'909' "& "5- '59:1> #" 3:)&
3::&L) 0&7 '&+'7-"- -K91-+'- 3+1 )(66&7" &0 )"(1-+" 87&L"5 3+1 3'59-K-.-+"= 3) L-:: 3)
9+0&7.3"9&+ 0&7 0(7"5-7 9+"-7K-+"9&+) &7 3))-)).-+")> %&7 "5- .&)" )(''-))0(: !"# 67&873.
9+ R37:M S59:15&&1= "5- 3))-)).-+" &0 )"(1-+") )5&(:1 2- 9..-193"-= 3''(73"-= 3+1 53K-
9..-193"- 7-K9-L= .349+8 "5- '5&9'- 0&7 3 K97"(3: 3))-)).-+" "5- .&)" 2-+-09'93: "&
!"#$%&'() &+ ,))-)).-+" /
'01))2&&. "-1'3-2)4 15.6+6)"21"&2)4 712-+")4 1+5 )"(5-+") 891':)&+4 -" 10;4 <==>? @-""6+A-24
B"&6C-24 <==D? E(F3125"4 -" 10;4 <=G<H;

RtI-Focus on Assessment 7
Refeiences
Buzhaiut, }. (2u12). 0sing Technology to Suppoit Piogiess Nonitoiing anu Bata-Baseu
Inteivention Becision Naking in Eaily Chiluhoou: Is Theie an App foi That.. !"#$%
'( )*#+,-."(/0 12.034+(, 55(8), 1.
uettingei, N., & Stoibei, K. (2uu8). Applying a Response-to-Inteivention Nouel foi Eaily
Liteiacy Bevelopment in Low-Income Chiluien. 6",.#% 7( )/408 12.032""3 9,+#./0
)3$#/-."(, :;(4), 198-21S.
}ackson, S., Pietti-Fiontczak, K., Baijusola-Webb, S., uiisham-Biown, }., & Romani, }. (2uu9).
Response to inteivention: implications foi eaily chiluhoou piofessionals. </(=$/=+>
9,++#2 ? @+/4.(= 9+4A.#+% 7( 9#2""0%, 5B(4), 424-4S4. uoi:1u.1u44u161-
1461(2uu9u8-uu27)


"
Table of Contents
Factor 1 Pg. 2-5
Factor 2 Pg. 6
Factor 3 Pg. 7-9
Factor 4 Pg. 10-15
Factor 5 Pg. 16-18
Factor 6 Pg. 19-20
Appendix
Learning Gain Score Calculation Pages
Pre Test
Assessment 1
Assessment 2
Assessment 3
Post Test
Lesson Plan










"
Factor 1: Contextual Information and Learning Environment
Decisions
Contextual Factor Instructional
Implications
Modifications
Number of Students: 24 Large group of students
will mean either larger or
more center groups for the
students.
Small group instruction in
ability levels throughout the
class.
Ethnic, Cultural, and Gender Make-
up:
Caucasian: 22
Hispanic/Caucasian: 1
African American/Caucasian: 1
Children have little
involvement in other
cultures, and backgrounds.
Provide information and
lessons on cultures from
around the world, promote
differences and acceptance
in the classroom.
Socio-economic Status Make-up:
Low: 8
High: 16
Lower- Parents cannot be
expected to provide whole
class snacks. Less access to
nutritious foods and
snacks, lack of parental
involvement.
Upper- High parent
involvement, high
background knowledge.
Ability to provide
experiences
Provide extra support in rest
time, snack time, and
learning time to each
student. Document when
they are seeming less
engaged/lethargic and deal
with each case individually.
Contact parents regularly
and build rapport with the
student and family.
Classroom Environment: Large
open classroom with bathroom and
coat room. Room for 6 tables,
teacher table, home living center,
writing center, blocks, cars, white
board, art center, and carpet time.
Large tree house for reading and
playing. Many large cabinets and
shelving units for storage and use.
Word wall, alphabet, Smart board,
classroom library, pocket charts.
Two windows and outside door to
playground.
Large areas that can cause
distractions. And open
areas for running and
unwanted horseplay. The
tree house can be a
distraction to some
students.
Place centers in dead areas
to allow for break-up of this
area. Close the bathroom
door at all times to prevent
distractions. Have open and
closed sign on the tree house
for times it can be used.
Community Environment: High
parent involvement, interaction
with both the middle and high
school in all grade levels.
Community outreach events
including authors presentations,
family math night, and furthering
Parent involvement leads
to higher student
achievement. Ability to
provide experiences such
as family nights, and
workshops shows support
within the community.


"
education workshops. This leads to greater
student involvement in
clubs and activities, and a
low drop out and mobility
rate among students.
Students with Special
Needs/Gifted-Talented/RtI:
RtI Speech: 4 (6,15,18,22)
GT: 1 Qualified, 3 within 2 points
will be retested. (6) (10,14,21)
SPED: 1 (in testing): Aspergers, 1
(in testing) DD/MR (19)(22)
Speech RtI students are on
a pull out program 2 times
per week. GT students are
not involved in out of class
program, but are provided
additional resources.
DD/MR (poss.) student is
given additional help IN
classroom only. Aspergers
student (poss.) is only
given additional help in
classroom only. 1
Allowing time where
students are able to be
pulled out and not miss
instruction. Provide one-on-
one help with lower students
on a daily basis. Provide
redirecting and cues to have
children understand
behavior and acceptability.
Provide additional resources
for students who are
performing on higher levels.
Developmental characteristics:
Physical: 23/24 students are on
par with physical development.
They are able to throw, run, jump,
and hop with legs together. One
student struggles with steadiness,
and another has stunted growth due
to an illness.
Social: 20/24 students are well
adjusted socially. One student
struggles with cooperative play and
learning, and has a problem with
stealing. Two students are shy and
struggle adapting to a social
environment. One student has never
attended school and struggles
learning classroom rules and
procedures, because of foster care,
the ability to build lasting
relationships is lacking. One student
is in testing for DD/MR, she has
lacking social skills in speaking and
comprehension. She struggles with
cooperative play and can not
function in an unstructured
environment.
Intellectual: Most students are
developmentally normal in
intellectual abilities. Five students
Students are all needing
instructional time that
fosters learning and
growth. The ability for
students to grow and foster
relationships is very
important at this time.
Because of the wide range
of levels, additional
support staff is needed to
help each child reach their
educational goals.
Physical:
-Lowered shelving or
accessible stools and step
ladders.
Social:
-Provide formal lessons on
friendship and acceptance.
-Allow for cool down areas
-Emphasize using words and
working out problems
among each other.
Intellectual
-Provide extension activities
-Allow for small group
work
-Individual and peer
tutoring.


"
exceptionally high and G/T
qualified, 2 students extremely low,
one in testing for DD/MR, one
student just began formal schooling
mid- January. Most other students
are reading, all in various stages of
the comprehension process.
Sub-group 1: Older 6s (9/20/07-
12/31/07)
(1,9,11,12,14,16,19)
These children are bigger
in size, and seem to be
more comfortable and
ready to learn on a daily
basis. Most are reading,
and is in need of some
differentiated instruction
for areas in academics.
These children should have
extra support in academic
areas, and should be used as
role models in the
classroom. Because they are
well adjusted, students
should be able to work
independently and in groups
with high success levels.
Sub-group 2: 5s (birthdays 5/1/08-
9/1/08) (3, 4, 5, 7, 8, 15, 20, 21, 22,
24)
These children are younger
and smaller than the rest of
the class. They are
generally more emotionally
immature, and have
struggles adjusting to daily
school routines.
Sub-group 3: 6s (birthdays 1/1/08-
4/31/08)
(2, 6, 10, 13, 17, 18, 23)
These children are very
developed and are right
where they need to be.
They generally do not need
any differentiated
instruction. They are
usually ready to learn and
happy on a daily basis.

One student in Stage 5 renal failure.
One student in testing for DD/MR.
One student in testing for Asburgers


Some of the specific learning needs of students are in relation to their learning needs, health, and
exposure to formal schooling. Student 9, transferred to Schwartz in January, is in the foster care
system and facing serious medical difficulties. She has no knowledge of graphemes/ phonemic
awareness and has little number sense. Her exposure to school and knowledge of how a school
day is structured is a major disadvantage to her ability for learning. Student 19 began testing for
Developmentally Delayed or Mental Retardation. She has little concept of numbers and letters
and experiences difficulty when presented with new information. Students 1, 4, 11, 13, 16, and
18 have behavioral issues and are very immature. Their families provide support and are very
involved, but the student willingness to participate in a classroom setting and exhibit the correct
behaviors is minimal. The student demographic in this classroom is not diverse. There is high

"
parent involvement for each student, and a strong willingness for communication and growth for
the children. This leads to the understanding that the background knowledge is very high and
allows the students to benefit greatly from schooling and using their previous knowledge in a
classroom setting. This information helps create understanding for me as a teacher on what areas
of need my children will need extra support with.

























"
Factor 2: Unit Learning Objectives
Grade Level: Kindergarten
Content area: Math
OKALHOMA ACADEMIC STANDARDS:
CCSS.K.OA.1 Represent addition and subtraction with objects, fingers, mental images,
drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.
CCSS.K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the
given number, e.g., by using objects or drawings, and record the answer with a drawing or
equation.
CCSS.K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe
several measurable attributes of a single objects.
CCSS.K.OA.5 Fluently add and subtract within 5.
Content Knowledge Objectives: Standard # Blooms Taxonomy
1. Students will identify two attributes of a penny, nickel,
dime, and quarter.
K.MD.1 Comprehension

Skill/Performance Objectives:
2. Students will represent twenty-five cents using two
different coin combinations.
K.OA.1
K.OA.4
K.OA.5
Application
3. Students will classify (sort) 9 out of 12 pennies, nickels,
dimes, and quarters by worth.
K.OA.1
K.MD.1
Application
Reasoning Objectives:
4. Students will justify how different coin combinations
equal the same worth two out of three times.
K.OA.1 Evaluation


Upon completion of these standards, students will be able to identify the value of a penny,
nickel, dime, and quarter. This is an important skill because money is used in every day life, and
the ability to exchange coins based on value is built upon in later grades. After completing this
unit the students will have a greater understanding of abstract math, and can also use their ability
to successfully use money. In later grades students will be introduced to less familiar coins, such
as the half dollar, and bills that are currently in use. The foundation of basic knowledge provided
will help the students quickly grasp deeper and more abstract concepts to be learned.

"
Factor 3: Assessment Plan
Assessment Plan Table
Type of Assessments Learning Objectives Format of Assessment Modifications
Pre-Assessment 1, 2, 3, 4, Checklist- 1 verbal
response with teacher
recording, One coin
sort, 3 verbal
questions, one open
ended question with
manipulative.
-Dictation and
Tracing (9, 19)
Formative
Assessment
1, 3 Checklist
Formative
Assessment
2, 4 Visual
Representation,
Verbal Explanation
-Dictation and
Tracing (9, 19)
Formative
Assessment
3 Performance
Post-Assessment 1, 2, 3, 4 Checklist- 1 verbal
response with teacher
recording, One coin
sort, 3 verbal
questions, one open
ended question with
manipulative.
-Dictation and
Tracing (9, 19)
1. Explain how the assessments specifically address each of the objectives and why the
format of each of the assessments is appropriate for the learning objectives and for
the students you have assessed.
The forms of assessments I have selected are specific to each objective because they will
use higher order thinking to show understanding of the concept. In the pre and post
assessments the students will use a variety of methods to show their understanding of
each individual coin, its value, and their reasoning. In kindergarten, assessments should
be quick and give immediate feedback. By using these assessments I can easily see if a
student is understanding the content, and find areas that need to be retaught or are
completely mastered.
2. Explain why you chose each of these assessments to attain your stated learning
objectives.
These assessments will give immediate feedback on the students understanding of the
content. In the pre/post test, students are sorting, identifying, classifying, and measuring
the coins. This encompasses all four of the learning objectives I have written for this unit.
Formative assessment two, a checklist of skills will help me assess objectives one and
three. Both of these are forms of identifying coins. By having the students work
independently and using a checklist I can see the mastery and understanding of the skills
automatically. Having students participate in a sorting exercise will do formative
assessment three, a performance assessment. This aligns directly with the objective

"
written and will show understanding of the value of the coins. By completing these
objectives I am able to see the childs development in understanding the concept and their
mastery of particular objectives.
3. Describe why you think the assessments are challenging.
Each of these assessments are challenging because they are varied and require higher
order thinking skills. By providing reasoning such as in the pre/post test, the child is
required to show full understanding of the concept of coin names and their value and
their relationships. A checklist challenges students because it will require students to
meet criteria in different areas, as well as show understanding of the skill. Having the
students verbally explain their reasoning will be challenging because it will force the
students to understand the information, recall information and provide reasoning behind
their actions. Finally, the performance assessments is challenging because it will show
that students are able to transfer information and use it in an authentic way to create
meaning.
4. Describe why your assessment is reliable and valid and how it accurately measures
knowledge, skills, and reasoning ability.
Each assessment is valid because it will be assessing a specific portion of the
information. The information will be valid because it will require individual student
work, as well as the ability to provide proof and reasoning. Assessment one, the pre/post
test, accurately measures student knowledge, skill, and ability by using a varied response
format. It can be easily understood, preformed, and gives an accurate depiction of the
students background knowledge of coins and their worth and eventually their knowledge
gain. Assessment two, will provide accurate information through a checklist by showing
the understanding, ability, and reasoning behind student knowledge. This accurately
measures these areas because students are responsible for completing the checklist items.
This assessment is reliable based on the inability for students to gain a check without
showing proof of the skill. Assessment three is an assessment that will give the greatest
amount of feedback on student learning, by having the student provide the information
and reasoning behind the activity. This will show the ability of students to reason and
apply the knowledge and skill in a authentic format. Assessment four will give reliable
and valid information by having students apply the information and skills taught in a
performance activity. It will show their skill and understanding of the content and their
ability to reason and problem solve with coins.
5. How did you ensure your students understood your assessment instructions?
Instructions for each assessment will be done verbally. For my students I will also
provide an example so that students have a firm example of what should be done. For
assessment two, a checklist, no additional instructions will be given so that it will not
alter any results and provide valid representations of the students understanding of the
objectives. Students will be allowed to ask questions, and I will check for understanding
of directions by a thumbs up/thumbs down held up by each child. If a student needs
more directions I will re-explain, or provide a modified assessment. Modified
assessments will be given to student 9 and 19, and will be done in a small group format.
6. Explain the minimal level of acceptable student performance in measurable terms.
The minimal acceptable level of student performance will be measured by completing the
assessment with accuracy. The minimum acceptability will also be determined by the
accompanying objective. For the performance assessment the student will be measured

"
by their ability to accurately sort coins by worth; the measurable attributes will be the
coins, and the student ability to sort one half correctly, while still aligning with the
objective criteria of identifying the worth of nine out of twelve coins. For the checklist,
students will be expected to complete half of the given items with accuracy. For the
verbal explanation, the student will achieve the minimal level of acceptable performance
by meeting criteria given. They should have a minimum of two elements that show
understanding of the concept.
7. Explain the modifications made for students with special needs, gifted/talented, or
on RtI.
Modifications in the assessments will be made specifically for students 9 and 19. The
modification will be in line with 19s IEP plan, and allow for assessments that appeal to
high auditory strength. When necessary the student will be allowed to point or pick out an
answer when given options. There will also be modifications made for writing portions,
the student will be allowed to dictate any numbers or words to the teacher, and then trace
the written information. Student 9 will have similar modifications due to lack of
alphabetic and numeral knowledge. If the student is able to dictate the information, the
corresponding information will be provided for tracing. Student 6, identified gifted and
talented will have no modifications made for this unit. This is due to the complexity and
unfamiliarity with the information. This student will not be held or given additional
standards to meet for performance.
















"#
Factor 4: Instructional Design
A. Pre-Assessment Analysis
Student Pre-Test Score Obj. 1 Obj. 2 Obj. 3 Obj. 4
1 17/54 (31.48%) 16/16 0/25 1/12 0/1
2 22/54 (40.74%) 16/16 0/25 6/12 0/1
3 22/54 (40.74%) 16/16 0/25 6/12 0/1
4 38/54 (70.37%) 16/16 0/25 12/12 0/1
5 26/54 (41.15%) 16/16 0/25 10/12 0/1
6 n/a
7 16/54 (29.63%) 16/16 0/25 0/12 0/1
8 22/54 (40.74%) 16/16 0/25 6/12 0/1
9 36/54 (66.67%) 10/16 25/25 0/12 1/1
10 22/54 (40.74%) 16/16 0/25 6/12 0/1
11 22/54 (40.74%) 16/16 0/25 6/12 0/1
12 22/54 (40.74%) 16/16 0/25 6/12 0/1
13 16/54 (29.63%) 16/16 0/25 0/12 0/1
14 54/54 16/16 25/25 12/12 1/1
15 16/54 (29.63%) 16/16 0/25 0/12 0/1
16 47/54 (87.04%) 16/16 25/25 6/12 0/1
17 16/54 (29.63%) 16/16 0/25 0/12 0/1
18 16/54 (29.63%) 16/16 0/25 0/12 0/1
19 11/54 (20.37%) 11/16 0/25 0/12 0/1
20 22/54 (40.74%) 16/16 0/25 6/12 0/1
21 28/54 (51.84%) 16/16 0/25 12/12 0/1
22 12/54 (22.22%) 12/16 0/25 0/12 0/1
23 42/54 (77.78%) 16/16 25/25 0/12 1/1
24 14/54 (25.93%) 14/16 0/25 0/12 0/1
Average Pre Test Score: 40.23

Subgroup 1
1 17/54 (31.48%) 16/16 0/25 1/12 0/1
9 36/54 (66.67%) 10/16 25/25 0/12 1/1
11 22/54 (40.74%) 16/16 0/25 6/12 0/1
12 22/54 (40.74%) 16/16 0/25 6/12 0/1
14 54/54 (100.0%) 16/16 25/25 12/12 1/1
16 47/54 (87.04%) 16/16 25/25 6/12 0/1
19 11/54 (20.37%) 11/16 0/25 0/12 0/1
Average Pre Test Score: 53.44

Subgroup 2
3 22/54 (40.74%) 16/16 0/25 6/12 0/1
4 38/54 (70.37%) 16/16 0/25 12/12 0/1
5 26/54 (41.15%) 16/16 0/25 10/12 0/1
7 16/54 (29.63%) 16/16 0/25 0/12 0/1

""
8 22/54 (40.74%) 16/16 0/25 6/12 0/1
15 16/54 (29.63%) 16/16 0/25 0/12 0/1
20 22/54 (40.74%) 16/16 0/25 6/12 0/1
21 28/54 (51.84%) 16/16 0/25 12/12 0/1
22 12/54 (22.22%) 12/16 0/25 0/12 0/1
24 14/54 (25.93%) 14/16 0/25 0/12 0/1
Average Pre Test Score: 37.27

Subgroup 3
2 22/54 (40.74%) 16/16 0/25 6/12 0/1
6 n/a
10 22/54 (40.74%) 16/16 0/25 6/12 0/1
13 16/54 (29.63%) 16/16 0/25 0/12 0/1
17 16/54 (29.63%) 16/16 0/25 0/12 0/1
18 16/54 (29.63%) 16/16 0/25 0/12 0/1
23 42/54 (77.78%) 16/16 25/25 0/12 1/1
Average Pre Test Score: 41.63

1. What did you learn about the prior knowledge/skills/abilities of the students in your
class as individuals and as a whole based on your pre-assessment data?
From the pre-assessment data I was able to learn that my students have little to no
knowledge about specific coins, but they do understand the uses of money. I was able to
see that my higher students 4, 14, and 21 could identify specific coins, and value, but had
difficulty transferring that knowledge into making a coin exchange. The low-achieving
students had some surprising results, student 9 was able to identify the quarter, and many
in the subgroup two were able to correctly sort the coins. I was able to learn that I will
need to teach that a specific coins hold value, and that the correct way to count is not
always one to one correspondence. We will most likely need to practice more skip
counting.
2. What did you learn about the subgroups of students? Cite specific evidence from
the assessment data that led you to these conclusions about the class and about the
subgroups of students.
I learned that subgroup one was the most knowledgeable about money and coins. A
specific representation of this would be the achievement of objective two. Subgroup one
had three students, 9, 14, and 16 master this skill and in subgroup two there was no
student with mastery of this skill. The last group, subgroup three had one student with
mastery, and one with no pre-assessment data. This student would have most likely
shown mastery in this skill because she is identified gifted and talented. I learned that in
this particular unit there was not much discrepancy within the material, and this might be
attributed to the lack of exposure to coins and their worth previous to my teaching.
3. How did your analysis of the pre-assessment data influence how you designed the
learning activities for your class as a whole? For the students in your sub-groups?
Be specific.
After looking at the pre-test data I was able to identify the greatest area of need in the
objectives, identifying worth and making exchanges. From this I decided to make my
focus on gaining knowledge about the specific coins and their worth and focus on

"#
creating a foundation for making exchanges. Even though most students showed mastery
in describing the coins, I still think it will be important to describe and find attribute of
coins in a formal lesson. I will also need to find ways to reach the students in my
subgroup two, and make the information meaningful and engaging to them. Students 1,
13, 15, 17, 18, 19, 22, and 24 will most likely need small group instruction and will
benefit the most from activities that are easy to understand and provide practice and
learning gain.

B. Instructional Design Table
Time Learning
Objectives
Instructional Activities Assessment(s)
Day 1 1 -Smart Board Bubble Map
-Making 25 Cents with pennies
-Penny Spill worksheet
-Coin Poem
-verbal
Day 2 1,2,4 -Smart Board Bubble Map
-Making 25 cents with nickels
-Explaining rational
-Coin Poem
-Body grouping activity

Day 3 1,2,4 -Smart Board Bubble Map
-Making 25 cents with dimes
-Teach a friend
-performance
Day 4 1,2,4 -Smart Board Bubble Map
-Making 25 cents with a quarter
-Making exchanges with
money
-Coin Spill Sheets
-Carry Less Relay Race
-checklist
Day 5 1,2,3,4 -Smart Board Review
-Show 25 cents
-Coin sorting
-Share what you know

Day 6 1, 2, 3, 4 -Coin Booklet
C. Instructional Design Plan
Answer the following questions:
1. Why were the activities sequenced in this way?
These activities were sequenced in this way so that the children could be introduced to
information that builds. Teaching the smallest unit of money first, the penny, and then
discussing the nickel, gave children the ability to learn all of the information and master
that skill. Next, teaching about the dime allowed the students to use the information they
will master in a new way. Last, teaching the quarter requires a combination of skills that
were taught. Introducing this last allows children to use concepts they have already

"#
mastered. It also allows time to focus on the learning goal of making exchanges for a
quarter.


2. Discuss how the instruction addressed different learning styles and/or Gardners
Multiple Intelligences.
The activities that I have created are appealing to different learning styles and focus on
growth and mastery with individual students. Information is presented in a verbal and
visual format at all times using the smart board, books, and notes sheets. We are also
appealing to Gardners Multiple Intelligences by having many individual (intrapersonal)
and cooperative learning (intrapersonal) opportunities. There will be opportunities for
logical-mathematical learning by completing reasoning and exploring patterns among the
coins and making exchanges. There will be opportunities for bodily-kinesthetic learning
through movement exercises to show coin value.
3. How did you encourage students use of critical thinking, problem solving, and
performance?
By asking open ended questions, probing for rational, and encouraging the process of
learning and gaining information throughout the unit. Allowing students to come to
conclusions on their own, and provide support in knowledge gain will help foster critical
thinking. A technique I will use to encourage performance and problem solving is
allowing the students to create their own problems and find the correct answers. By doing
this we can work through the entire process and check for student understanding in the
information.
4. Explain your use of best practices to promote positive social interaction, self-
motivation, and active engagement in learning. Provide evidence of assigned and/or
self-selected group work. If self-selected group work was not utilized, a rationale
must be stated and supported.
During learning centers, students will work together to reinforce material. Groups are
determined by tables, but each child can choose where they sit at the beginning of every
week. This allows for children to work with different groups each week. During learning
center time I encourage children to work together and search for answers when working
on their coin books, writing, or doing a spill worksheet. I also allow time at the end of
each center rotation for the students to share what they have done, any new information
they have learned, or something they saw their group members do. This allows for the
class to have a sense of community, celebrate success, and reinforce material at the same
time.
5. What communication techniques were used to foster active inquiry, collaboration,
and classroom interaction?
Students had the ability to ask questions at any point throughout the lesson. At the
beginning of the unit students created a graphic organizer that established some initial
questions about coins and money. The students are able to work together and use
research to find answers, further learning, and celebrate success. The use of popsicle
sticks to randomize question asking, created an environment that children were engaged
and involved in all lessons. Students were asked to use techniques such as whisper to
you hand, tell a friend, ask a friend, and show me to foster interactions with each
other, and within the lesson.

"#
6. How was technology integrated into your activities (e.g. audio-video, overhead,
computers, calculators, adaptive, etc.)
The use of the Smart-board was present in all lessons. We also used computers and ipads
to research and find new information. Students main lessons are whole group, and the use
of the smart board was an integral part of explanation, reinforcement, and guided
practice. The use of learning videos and songs that focused on coins and their worth was
also an integral part of lessons. This allowed students to have a brain break but still be
engaged in the material.
7. Describe your instructional resources and tell why you included them.
The instructional resources that I included in my lessons were the smart board
presentation, a supply of each coin, a coin research book, and a variety of worksheets
reinforcing the unit. I included the smart board presentation because it was interactive,
built upon itself, and allowed for students to create thinking maps and have a visual
representation of information. I used real coins so that children would have an authentic
representation and could use their senses to further learning. I felt this would be more
beneficial to students over using plastic money, and would give a more accurate
representation of the coin. The coin research book was used as an additional resource to
help reinforce the material at the end of the unit. This allowed them to show their
knowledge of all coins in one place, and provide a visual representation of what they
have learned. As a teacher I was able to use this book in other areas to integrate subject
areas and promote literacy. Each worksheet used was an extension of information taught.
These included spill worksheets where students would examine coins and then identify
heads, tails, how many, and the total worth. The coloring worksheets help students
identify and color specific coins, and provided an assessment on the understanding of
heads and tails, coin differences, as well as color word recognition. Each of these
resources provided an informal assessment of achievement and understanding throughout
the unit.
8. How did your actual implementation of the instruction differ from your original
design for instruction? Explain the reasons for modifications (if any) of your
original design for instruction. Include changes in your use of instructional
resources.
Originally, I had designed my unit around teaching for 10 full days- building knowledge
and assessing each day. As the unit began the daily classroom routine was often changed
and interrupted, only leaving time for 6 days of instruction. In the beginning all
individual activities were done in a learning center style and in small groups. Throughout
my time students were absent, had incomplete work, or showed that they could not
handle working independently. This caused a change in roles for guided and individual
practice. Some of the individual practice was done in a pull out setting in small groups.
Guided practice differentiated from my original design because it was not done by an
individual worksheet, but instead a whole group instruction and practice through the
smart board. These changes all were more beneficial to student learning, and helped
reinforce the material in a shorter amount of time.
9. What feedback did you give to students based on your analysis of their work? Refer
to your written comments on the students work and explain any other form of
feedback you gave to students. Include evidence for checking for understanding.

"#
Students were given constant feedback on their work, engagement in lessons, and
understanding. The use of positive precise praise gave students information on what
they are had done well immediately, and precisely. Written comments on student work
pointing out positive growth, evidence of understanding, and mastery of material were
used. Students were also given feedback in a whole group setting, identifying the growth
of the entire class, as well as areas of need. When students turned in work, I will circle
incorrect answers and provide a rational behind the correct answer. Overall, the students
were praised for their successes and for their areas of need because it identified that the
student was putting forth effort. Specifically, when a student turned in a penny spill
worksheet and had totaled the worth of all the coins used. The use of feedback was
necessary to foster growth. The student was allowed to put their work on the wow work
board, and explain to the class what they had done, how it was done, and why they did it.
My use of this technique, child explanation allowed me to see the understanding and
thought process, and also see if other children are understanding and thinking in this way
as well.



















"#
Factor 5: Analysis of Learning Results
Comparison of Pre/Post Assessment
Student Pre-Test Score Post-Test Score Obj. 1 Obj.
2
Obj.
3
Obj.
4
Learning
Gain
Score
1 17/54 (31.48%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
2 22/54 (40.74%) 53/54 (98.15%) 16/16 25/25 12/12 0/1 .97
3 22/54 (40.74%) 28/54 (51.85%) 16/16 0/25 12/12 0/1 .19
4 38/54 (70.37%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
5 26/54 (41.15%) 51/54 (94.44%) 16/16 25/25 19/12 1/1 .91
6 n/a 54/54 (100.0%) 16/16 25/25 12/12 1/1 n/a
7 16/54 (29.63%) 22/54 (40.74%) 16/16 0/25 6/12 0/1 .16
8 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
9 36/54 (66.67%) 50/54 (92.59%) 16/16 25/25 8/12 1/1 .78
10 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
11 22/54 (40.74%) 52/54 (96.30%) 16/16 25/25 10/12 1/1 .94
12 22/54 (40.74%) 53/54 (98.15%) 16/16 25/25 12/12 0/1 .92
13 16/54 (29.63%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
14 54/54 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
15 16/54 (29.63%) 34/54 (62.96%) 16/16 12/25 5/12 1/1 .47
16 47/54 (87.04%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
17 16/54 (29.63%) 40/54 (74.07%) 16/16 12/25 12/12 0/1 .63
18 16/54 (29.63%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
19 11/54 (20.37%) 24/54 (44.45%) 16/16 0/25 8/12 0/1 .30
20 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
21 28/54 (51.84%) 50/54 (92.59%) 16/16 25/25 9/12 0/1 .85
22 12/54 (22.22%) 48/54 (88.89%) 16/16 25/25 6/12 1/1 .86
23 42/54 (77.78%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
24 14/54 (25.93%) 50/54 (92.59%) 16/16 25/25 9/12 1/1 .90
Average Post Test Score: 88.16
Average Learning Gain Score: .86

Subgroup 1
Student Pre-Test Post-test Obj. 1 Obj.
2
Obj.
3
Obj
. 4
Learning
Gain
Score
1 17/54 (31.48%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
9 36/54 (66.67%) 36/54 (92.59%) 10/16 25/25 0/12 1/1 .78
11 22/54 (40.74%) 52/54 (96.30%) 16/16 25/25 10/12 1/1 .94
12 22/54 (40.74%) 53/54 (98.15%) 16/16 25/25 12/12 0/1 .92
14 54/54 (100.0%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
16 47/54 (87.04%) 54/54 (100.0%) 16/16 25/25 6/12 0/1 1
19 11/54 (20.37%) 11/54 (44.45%) 11/16 0/25 0/12 0/1 .30

"#
Average Post Test Score: 90.21
Average Learning Gain Score: .85

Subgroup 2
Student Pre Test Post Test Obj. 1 Obj.
2
Obj.
3
Obj
. 4
Learning
Gain
Score
3 22/54 (40.74%) 28/54 (51.85%) 16/16 0/25 12/12 0/1 .19
4 38/54 (70.37%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
5 26/54 (41.15%) 51/54 (94.44%) 16/16 25/25 19/12 1/1 .91
7 16/54 (29.63%) 22/54 (40.74%) 16/16 0/25 6/12 0/1 .16
8 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
15 16/54 (29.63%) 34/54 (62.96%) 16/16 0/25 0/12 0/1 .47
20 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
21 28/54 (51.84%) 50/54 (92.59%) 16/16 25/25 9/12 0/1 .85
22 12/54 (22.22%) 48/54 (88.89%) 16/16 25/25 6/12 1/1 .86
24 14/54 (25.93%) 14/54 (92.59%) 14/16 0/25 0/12 0/1 .90
Average Post Test Score: 82.41
Average Learning Gain Score: .73

Subgroup 3
Student Pre Test Post Test Obj. 1 Obj.
2
Obj.
3
Obj.
4
Learning
Gain
Score
2 22/54 (40.74%) 53/54 (98.15%) 16/16 25/25 12/12 0/1 .97
6 n/a 54/54 (100.0%) 16/16 25/25 12/12 1/1 n/a
10 22/54 (40.74%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
13 16/54 (29.63%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
17 16/54 (29.63%) 40/54 (74.07%) 16/16 12/25 12/12 0/1 .63
18 16/54 (29.63%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
23 42/54 (77.78%) 54/54 (100.0%) 16/16 25/25 12/12 1/1 1
Average Post Test Score: 95.06
Average Learning Gain Score: .92

1. What did your analysis of the learning results tell you about the degree to which
each of your learning objectives were achieved for the class as a whole, for each
student, and for each subgroup of students? Discuss specific evidence from the pre
and post assessment data to support your answer. Make sure you address and
evaluate the learning of all students. In other words, who got what and who
didnt get what.
After analyzing the data, I was able to see that almost all the students grew in their
knowledge of coins and their worth. My learning goals were achieved in the overall
group, and in most of the subgroups. Subgroup one had increased learning gains for each
student. Students 1 and 9 showed substantial growth, and student 19 also showed a gain

"#
in knowledge. Through differentiating instruction for student 19, and providing an
alternate avenue for assessment, I was able to see growth in understanding. I believe that
she did not increase in other areas because of the lack of skills to communicate or
function in the regular classroom proficiently. Student 3s lack of growth could be due to
behavioral problems. On many occasions during lessons comments would be made
stating, I already know that or Ms. Bradshaw your wrong! His lack of attention and
attitude could have a major effect on his learning in other areas as well. Student 20 had
tremendous growth and showed mastery of the skills. Her pre-test indicated she
understood coins and their worth, but could not transfer that knowledge into making an
exchange or providing me with the set amount of money. After the lessons she showed
mastery of the skill and was able to provide me with an exchange. Even though she
struggled with the verbal explanations- she was able to show that she could complete and
use the materials in an authentic way. Student 24 showed a small gain, but still struggled
with making an exchange. I believe that this student would benefit from one on one
instruction and some additional tutoring. He showed growth in the areas of coin worth,
but moving from the concrete concept to the abstract concept proved difficult. Subgroup
3 had students that all showed a significant gain in knowledge. The students in this
subgroup are of the correct developmental age to foster understanding of abstract math
concepts, this seems to have helped the students grasp the information. Student 17
showed overall growth and struggled in the area of making an exchange. This concept
seemed to be difficult for him during the pre and post test. This could have been due to
the wording of the question each time. He did show some growth, but when asked to
provide me with 25 cents he continued to want to give me every quarter he could find
instead of just one to equal 25 cents. This shows me that he knows the value, but
struggled with the understanding. Due to this he was given partial credit on the post test.
Overall, I was able to see the children understanding the information and using it in
context, as well as through the pre and post test scores. Some of the overall struggles was
the ability to provide a verbal explanation with an exchange, and providing an exchange.
2. Was the available instructional time adequate to cover all the stated learning
objectives?
The time available was enough to provide a foundation for each objective. To more fully
understand objective two, more instructional time would have been beneficial. I was able
to see growth in all areas, but with a larger amount of time the learning gain would be
greater and deeper.
3. Do the assessment results accurately reflect the degree of learning students
demonstrated during the classroom activities? Explain.
Yes, the assessments are a great indication of the childrens learning. Throughout
classroom activities, I was able to see growth and practice, and through the assessments I
was provided information specific to each objective. The assessments show the
progression of knowledge, reasoning, and proof for answers- all things that I was able to
see throughout the classroom activities. Specifically, the pre and post-test provided a very
accurate representation of the childs understanding. These assessments were challenging
but appealed to the students allowing the ability to accurately depict learning.



"#
Factor 6: Reflection on Teaching and Learning
1. What conclusions did you come to about the extent to which each of the learning
objectives was met? What were the greatest barriers to achieving the learning
objectives?
Overall, my learning goals for each individual student were met. While each child did not
show 100% mastery of the skills, they each grew and developed according to their
abilities. The learning goals were met throughout the classroom. Some barriers to
achieving these goals were time, scheduling, and student attendance. Each of these things
is beyond my personal control, and helped me develop ways of modification,
differentiated instruction, and monitoring student progress. A key factor to my students
success was my ability to be flexible and teach in ways that best fit their mood and
learning styles.
2. What best practices did you use during the instructional time? (Cite theorist)
How did you engage and motivate your students?
Some of the main practices that I used are from Marzanos 9 Instructional Strategies for
Teaching and Learning. The students benefited greatly from identifying similarities and
differences of specific coins. Using non-linguistic representations helped the students
understand and become engaged in the lesson. Providing precise positive praise to
students, as suggested in the Teaching Field Guide helped the students feel motivated
and accomplished throughout the lesson. Allowing time for exploration promoted student
engagement, and providing real world examples of using their new knowledge kept the
motivation throughout the unit.
3. How did your learning objectives, instruction, and assessment data align?
The alignment between my learning objectives, instruction, and assessment data is
contributed to the objectives. Each assessment gave an accurate representation of what
was seen in the classroom, growth of the students, and implications of areas that need to
be retaught. My objectives were taught throughout the lessons and aligned with the
instruction given each day. Overall an accurate picture of student progress is provided
with the learning gain data.
4. What activities were successful (cite two)? What activities needed strengthening or
modification (cite two)? Why were these activities successful or unsuccessful?
One successful activity was the use of coin spill worksheets. This allowed the students to
research and collect data on their own, and was a way to easily modify instruction for
higher or lower student achievement. Throughout this activity I was able to see student
growth and understanding and their ability to apply the knowledge being taught. Another
successful activity was the use of the coin poem. This was a way to help students commit
attributes and worth of specific coins to memory, as well as helped provide an easy way
to recall and check information when needed. As a class we were able to recite the poem
to discuss or remind ourselves of coin worth, or what it may look like. This was
invaluable to them, and helped them reach personal learning goals in the post-test. These
were successful because of their ease and ability to be completed by the student, and the
interest that students gave to them. An activity that needed strengthening would be the
use of the coin book. This was introduced on the last day of instruction, and had the goal
of being a review technique for the students. Instead, it confused students because the
information was different than that we used in the poem. To strengthen this I would have

"#
introduced the book before instruction began, and use it as an emergent reader throughout
the unit. Another activity that was not as successful as I had hoped was my making 25
cents that was done on the smart board. Students benefited from this during the penny
and nickel, but not the dime or quarter. To strengthen this activity I would provide a
different amount that I would like us to reach with our coins, that is accessible with all
coins. When asked to make 25 cents, but only given dimes, the students struggled with
making the transition back to using 5 pennies or 1 nickel to complete the activity. These
activities were unsuccessful because of the abstract thinking involved, and the lack of
background knowledge to do so.
5. Reflect on your teaching. What would help you improve the teaching of the
objectives in this unit of instruction? What was your most significant learning
insight from teaching?
To improve my teaching I would allow for more planning and preparation and also allow
for some time of exploration and growth as individuals. To do this it will be beneficial to
find some applications that provide extra practice. I also think it would be beneficial to
the students to master up to the dollar instead of 25 cents. This will provide them with
more uses and understanding of money. A significant learning insight I gained was the
importance of flexibility and differentiation. If each student was given the same
instruction, assessment types, and activities with no changes based on their learning style,
abilities, or learning goals- the classroom and the unit will not be successful. By
providing the instruction each child needed I was able to see a significant improvement in
the understanding and abilities of my students.
6. What professional goals do you have planned for the future? (cite workshops or
classes that you plan to take be specific)
In the future I would like to gain more knowledge on areas of early childhood and best
practices for teaching young children. A conference I would like to attend is the National
Training Institute on Effective Practices: Dealing with Challenging Behavior. I would
also like to join the Early Childhood Association of Oklahoma. By doing this I will have
access to many different resources and information on Early Childhood. They provide
many different resources and are connected with NAEYC. This will be a great resource
for an early childhood educator.

Unit: !"#$%&'( !"#$%&'( )*"+,-&,+( )*"+,-&,+(
Week Of: 2/10-2/14 Monday Tuesday Wednesday Thursday Friday
8:40-9:15 Morning Work
Skip Counting
Worksheet
Count and Graph the
Sports
Odd and Even Number
Hearts
Sight Word Hearts
9:15-9:45
Calandar Time
Book/Materials
Indroduce Olympics,
Tally Chart for Medals,
Countries invovled,
Emergent Reader Book
Olympic Sports Bubble
Map, Emergent Reader
Book, Olympians
around the World/OK
Word Families (UG) Valentines Bags
9:45-10:00 Brain Break
Skip Counting
Conversations
Olympic Writing Page
and Craft
Skip Counting
Converstions
Skip Counting
Conversations
10:00-11:15 ELAR/Centers
1. Roll a word
2. Equation booklet
3. Word Families
4. Squiggle Writing
5. Skip Counting
Puzzles
6. Teacher Table- Pre
Test
2 Centers Completed
Olympic writing page
and craft
10:45- meeting with
Olympian
1. Love B(ug) Word
Families
2. Write the room
3. Roll and Graph
4. Word Heart Parts
6. Cut and Order
Puzzle
Valentines Love Recipe
Valentines Party
11:20-12:30 Lunch
12:30-12:45 Brain Break Roll and Cover Game
12:45-2:15 Math/Centers
1. Roll a word
2. Equation booklet
3. Word Families
4. Squiggle Writing
5. Skip Counting
Puzzles
6. Teacher Table- Pre
Test
2 Centers Completed
1. Roll a word
2. Equation booklet
3. Word Families
4. Squiggle Writing
5. Skip Counting
Puzzles
6. Teacher Table- Pre
Test
2 Centers Completed
1. Love B(ug) Word
Families
2. Write the room
3. Roll and Graph
4. Word Heart Parts
6. Cut and Order
Puzzle
Valentines Party
2:15-2:30 Snack
2:30-3:40 PE/Music
Extra Activities
Unit: !"#$%&#'($ !"#$%&#'($ !"#$%&#'($
Week Of: 2/17-2/21 Monday Tuesday Wednesday Thursday Friday
8:40-9:15 Morning Work
9:15-9:45
Calandar Time
Book/Materials
Close Olympics, Tally
Chart for Medals,
American Symbols
(Statue of Liberty)
Tally Chart for Medals,
American Symbol
(Eagle), Presidents
(Bubble Map)
Tally Chart for Medals,
American Symbol
(Flag), Abraham Lincoln
Tally Chart for Medals,
Presidents, Review of
all American Symbols
9:45-10:00 Brain Break
10:00-11:15 ELAR/Centers
1. Penny
Introduction/Lesson
2. Penny Spill Page
3. Penny Science
Experiement
4. American Symbols
Book
1. Nickle Introduction
2. Writing Page-
"What does the
president do?"
3. George Washington
Book
4. George Washington
Venn Diagram
1. Complete Bald Eagle
Craft
2. Dime Inroduction
3. Abraham Lincoln
Book
4. Abraham Lincoln
Venn Diagram
1. Introduction of the
Quarter
2. Quarter Spill
3. George and Lincoln
Venn Diagram
4. Writing Page-
"When I Become
President"
11:20-12:30 Lunch
12:30-12:45 Brain Break
12:45-2:15 Math/Centers
1. Check on Penny
Experiment
2. Record results
3. Measure the statue
of liberty
1. Nickle Spill Page
2. Bald Eagle Craft
(Start)
3. Bald Eagle Bubble
Map
1. Dime Spill Page
2. Coin Book
3. Practice Identifing
coins
4. Review of American
Symbols
1. "Medal Ceremony"
2. Review American
Symbols
3. Review Coins
2:15-2:30 Snack
2:30-3:40 PE/Music
Extra Activities
9:43- CbservaLlon wlLh
ur. Morrls
9:30- 8eadlng wlLh Mrs.
Wlseman
10:00-10:30 Llbrary
1:00-1:30- 8ook 8uddles
!

Conceptual Framew