Jenilee M. Charley Stagecoach Elementary. Table of Contents Student Diversity page 4 Classroom Physical Environment page 5 Overall School Culture page.

Jenilee M. CharleyStagecoach Elementary

Table of Contents Student Diversity page 4Classroom Physical Environment page 5Overall School Culture page 6Surrounding Community page 7Pre-Assessment Data

page 8Pre-Assessment Sample page 9Graph of Pre-Assessment page 10Reflection of Pre-Assessment

page 11Unit/Lesson Development page 124 Sequential Formal Lesson Plans page 13Day 1 Lesson Plan page 14Day 2 Lesson Plan page 15Day 3 Lesson Plan page 16Day 4 Lesson Plan page 17Day 5 Lesson Plan page 18

2

Table of Contents • PDSA Quiz page 19• High Students Quiz page 20• Middle Students Quiz page 21• Low Students Quiz page 22• Post Lesson Plan Data

page 23• Pre/Post Assessment Chart page 24• KAHLE page 25• Final Reflections

page 263

Student Diversity Stagecoach Elementary school is a very diverse school. The population of the school includes; 2.4%

Native American, 0.01% African American, 0.05% Caucasian and 0.73% Hispanic. The Economics of our school is middle-class to low class. There are 28 students on reduced meals and 260 students on free lunches and 31 students who pay for their lunches.

The breakdown of staff includes 17 classroom teachers, 2 bilingual and 2 special education teachers. There are 2 pre-school assistants, 3 kinder assistants, and 7 teacher assistants. There are also 5 janitors one for each hall, 4 cooks and 4 office staff members.

Student male to female ratio fluctuates within each grade level. The ratio in kinder is 28 male to 24 female, in the 1st grade is 21male to 22 female, in the 2nd grade is 35 male to 26 female, in the 3rd grade is 36 male to 22 female, in the 4th grade 30 male to 22 female, and in the fifth grade 15 male to 18 female. There are 17 students that are in the special education program. There are 2.09% of students who are under the ELL.

Some of the special education services that the school provides to the students are but not limited to is;

Reading Language Arts Math Speech OT/PT Psychologist Braille

I work with the grades from 2nd to 5th grade. Some of the 2nd graders that I work with their exceptionalities are; 3 with Specific Learning Disability and 1 with Emotion Disorder. The 3rd graders their exceptionalities are; 2 with Speech/Language Impairment, 1 with Traumatic Brain Injury, and 4 Specific Learning Disability. The 4th grader his exceptionalities is Other Health Impairment. The 5th grade his exceptionalities is Specific Learning Disability. The cultural and linguistic backgrounds of the students that I work with are from a Hispanic or Navajo culture. Most of the students who come to this school their first language in their homes is that of their culture, which could be Spanish or Navajo.

4

Classroom Environment

Our classroom is an old teacher’s lounge. It is very narrow and only fits

8 desks which are set up into groups of 4 and one round table that sits four students. Once

you walk into the classroom there is a book case to the right of the door. There is an office in

this room, it is used for test files, and this room is not used for students. Once you are into

the room you turn to your right and there is a chalk board and on the same wall is where the

computer desk is. This computer desk holds two computers. These computers are used by

the teacher and students. Also on this wall there are the PDSA’s (Plan, Do, Study, and Act).

Then you look to the wall that is east of the room is the world wall. It is on blue paper with

words that are used for the week, it is surrounds by Christmas lights to influence the

students to look at it. To the side of this wall is another door. Then you are facing the south

wall which is nothing but cabinets all along this wall. The color of the room is a beige color

with the cabinets being a salmon color. The walls have the district requirements on what

needs to be up, such as fire safety, rules for the school and district, PDSA’s and mission

statements and vision statements for district, school and classroom. On the cabinets there is

some student work and on the doors. There is no teacher desk when in the classroom, but in

the office that holds the test files.

5

Overall School Culture Stagecoach school provides different tools in being able to help the students learn more. Some of

the following tools are used through out the school to help the student succeed in their education; Pre-School which are half day sessions (the school is mostly for Developmental Delayed students

then other students are allowed in. Full Day Kindergarten Technology Education Visually Impaired Education PE & Music Education Character Counts Program Conflict Mediators Bilingual Education Program both for Spanish speaking and Navajo speaking students. Counseling Services both on site and off Social Services School Psychologist Full time Nurse OT/PT Services Speech Services Title I

Stagecoach’s administrator and staff recognizes how important to collaborate with the community. The school tries different tools in order to bring in parents, and the rest of the stagecoach community to the school. Some of the following actives are used with them.

Parent/Teacher Organization

Parent/Guardian room to find information out

Students have an opportunity to participate in the After School Program, Boy and Girl Scouts, and tutoring.

6

Surrounding Community Stagecoach Elementary school is located

in an urban setting. The school is set back of the stagecoach neighborhood. There are houses and low-income apartments that surround the area of the school. There are also hotels that some of our students live in as well. There is also an alterative high school that is located 1 mile away from the area. The school itself is far from the main part of the town. Most of the families live on WIC, food stamps and the community pantry. For the parents that do work go from teachers’ assistants to house cleaning jobs.

7

Pre-Assessment Data For my Pre-Assessment Data I used a

test called New Mexico G03 Mathematics ClassViews A, by Learnia. This program is used at Stagecoach Elementary and the Gallup McKinley County School district. This program goes along with their math program from Harcourt math. The questions that were ask in this test are questions that 3rd students should know or learn during their 3rd year. For the students that I gave the test to, range from high, middle and low.

8

Example questions from the Learnia Test

9

Graph of Scores for Learnia

10

Reflection of Pre-AssessmentAfter giving the students the Learnia test, I felt that this test was not a great test

to measure the students on what they know and don’t know. Most of our students are at a 1st grade level or lower. So by testing them on a test that is programmed or geared towards students who are at 2nd grade level or even higher is bias, for the students in my classroom. After checking the test and seeing how the students did I was pretty excited that some of them answered at least one or more problems and tried their best on this test.

In order to see the different levels my students are at, I chose two students that high, two students that are in the middle and two students that are low in math. The students that I picked are students who have a wide range of disabilities from Traumatic Brain Injury (TBI) to Specific Learning Disability. The students who are at a high level, their disabilities are Specific Learning Disability. The two students who are in the middle their disabilities are TBI and Specific Learning Disability. The students who are low are students who have Mental Retardation and Specific Learning Disability. So the range of answers on the test can show who is able to figure out the question and problem that is given to them on the test.

During the test most of my students let me know that they did not know a thing on the test. I heard, “ I don’t get this. Who wrote this test? I’m dumb. Ms. Jenny we do not know how to divided.” After hearing this I told them that this test was to show us, as teachers and students what we need to learn and teach for this year. After the students felt a sense of ease the students focused on what they were capable of doing.

To be able as a teacher to help my students understand the problems that are on the Learnia test and will be given at the end of the school year, I will be setting up lessons along with their regular education teacher in order to meet the benchmarks and standards of the 3rd grade level. For my students I will be looking into their IEP’s to see what is needed for modification and their goals for the up coming year. I will put the goals of the regular education teacher, special education teacher, and state goals together and make up a lesson plan that will start from the basic units that 3rd graders need to know. Each week I will meet with the regular education teacher and discuss what units will be covered for the week and what goals would they like their students to meet by the end of the week. By making these decisions I have included the regular education teacher and the state mandated goals for students who are in 3rd grade.

11

Unit/Lesson DevelopmentIn order to develop lesson plans, I will meet

with the regular education teacher and get a copy of their lesson plans for math and discuss what is needed for my students for each week. By being able to get the regular education teachers lesson plans I will be able to get the state benchmarks and standards for 3rd grade level. I will also adjust the lesson plan to fit my students needs and their own goals for the school year. Each week the students will take a PDSA (Plan, Do, Study, Act) Quiz at the end of each week. This will help the regular education teacher and myself to determined if the students are understanding the lesson of the week and what we would need to go over.

12

5 Sequential Formal Lesson Plans

The following pages show five (5) different lesson plans that have been used through out a week after the Learnia test. The 3rd grade teachers gave me their lesson plans and allowed me to change and add different tools in order to help our students.

13

Day 1 Lesson PlanDaily Lesson Plan Format Title:Odd and Even Numbers

Grade Level: 3rd Content Area(s): Math

Date: 8/28/07 Standards & Benchmarks (beyond initials and numerals):Standard: Students will understand numerical concepts and mathematical

operations. Students will understand algebraic concepts and applications.

Use mathematical models to represent and understand quantitative relationships.

Benchmarks:1. A.1 Exhibit an understanding of the place-value structure of the base-ten number

system by:• reading, modeling, writing, and interpreting whole numbers up to 10,000• comparing and ordering numbers up to 1,000• recognizing the position of a given number in the base-ten number system and its

relationship to benchmark numbers such as 10, 50, 100, 5001. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring

the size of 1,000 by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).

2. A. 6 Create, describe and extend numeric and geometric patterns including multiplication patterns

2. C. 1 Model problem situations with objects and use representations such as pictures, graphs, tables and equations to draw conclusions.

Measurable Objectives (3-5):The student will; identify odd and even numbers and use a hundred chart to skip-

count, with teacher and by themselves. The student will; be able to recall even and odd numbers that are given to them. The student will; be able to write down 3 odd numbers and 3 even numbers. Verbs to describe behaviors to write measurable goals:Answer recite solve read write sequence Identify sort choose find list recognize Name record

respond spell list retell Materials for students:

Materials for teacher:Paper

a) BasalPencils

b) Chalk boardMath book (Harcourt)

c) Practice questions

Practice work booksd) worksheets

Counting bears e) Pencil

White Boards

Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines

Introduction/Review (15 minutes):The students will come into class and be introduced to Odd and Even numbers.We will brain storm on what is the difference between the two (5 minutes).The teacher and student will then go over vocabulary, (Even are numbers that have a

0, 2, 4, 6, or 8. Odd numbers that have a 1,3,5,7 or 9) this sequence will be shown on the chalk board (5 minutes).

The class as a group will do the problem of the day, (looking at the hundred chart on page 21 and find a pattern) and talk about what they see, and learned.

This will set us up for how does a number chart help us with finding odd and even numbers (5 minutes).

Development (45 minutes):Students will be in groups at their desks to work together (5 minutes).The teacher will provide guided practice by doing some of the questions from the

book as a class on the board and out loud (15 minutes).The students will then do their practice workbooks with classmates that are at their

table (20 minutes). Once students finish work book pages PW 7 and RW 7 we will come back as a class

and go over the answers (5 minutes).Closure (30 minutes):Students will be able to answer simple questions about what is an odd number what

is an even number (15 minutes).Students can ask any questions about the lesson of the day (15 minutes).TransitionsStudents will come into class and sit at a desk facing the chalk board.The teacher will provide the lesson as a group at the chalk board.Students will then need to work at the desk or with a partner at the round table.Once this lesson is done the teacher will tell them, and then move into a 5 minute

break, (bathroom, water, etc.).Once the students come back we will move into Language Arts by starting off

recalling what we did the day before. Cross-Disciplinary This lesson will cover reading, language arts and science. The way that reading is

being covered in this lesson is by allowing the students to follow the directions and using new words to express themselves. By saying that this lesson can also be used in science, is allowing the students to learn how science uses odd and even to predict what is the out come of a experiment.

Evaluation of Objectives:The students demonstrated mastery of objective one by; counting odd numbers and

even numbers to the teacher. They will also show how to skip-count on a hundreds chart by going up in front of the class and counting.

The students demonstrated mastery of objective two by; the student will be able to recall odd and even numbers on their end of the week test. We will also do a pre-test to see if they understand the difference between odd and even.

The students demonstrated mastery of objective three by; Student will be given 3 odd numbers and 3 even numbers and will have to tell them a part on paper.

14

Day 2 Lesson PlanDaily Lesson Plan Format Title: Math (Two Day Lesson)

Grade Level: 3rd

Content Area(s): Place Value Date: 8/29/07 & 8/30/07 Standards & Benchmarks (beyond initials and numerals):Standard: Students will understand numerical concepts and mathematical operations.Benchmarks:1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system

by:• reading, modeling, writing, and interpreting whole numbers up to 10,000• comparing and ordering numbers up to 1,0001. A.2 Use whole numbers by using a variety of context and models (e.g., exploring the size

of 1,000 by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).

1. A. 3 Identify some representations for some numbers and generate them by decomposing and recombining numbers (e.g., 853= 8 x 100 + 5 x 10 + 3; 85 x 10 + 3 + 853; 853 = 900 – 50 + 3).

Measurable Objectives (3-5):The student will; identify place-value relationships in 4- digit numbers.The student will; be able to add place- value 4- digit numbers.The student will; find the value of a digit by using its place-value position. Verbs to describe behaviors to write measurable goals:Answer prepare recite solve read sequence retell respond

state

write recognize identify sort complete choose find list

Record name compare describe conclude Materials for students:


a) BasalPencils

b) Chalk BoardHarcourt Math book

c) Model productWorkbook

d) Copies of worksheetsHundreds charts

Base Ten blocks

Step by Step Procedures [with Imbedded Pedagogical Strategies] & TimelinesIntroduction/Review (30 minutes):The students will come into class and be introduced to Place Value.We will brainstorm in what does Place Value means in math (5 minutes).The teacher and student will then go over vocabulary, (digits- the tens symbols 0, 1, 2, 3, 4,

5, 6, 7, 8, and 9 used to write numbers. Standard form- a way to write numbers by using the digits 0-9, with each digit having a place value. Expanded form- is a way to write numbers by showing the value of each digit. Word form- is a way to write numbers by using words) this sequence will be shown on the chalk board (20 minutes).

The class as a group will do the problem of the day, (Problem of the day is in the teachers edition page 22A) and talk about what they see, and learned (5 minutes).



table (20 minutes). Once students finish work in their work book on pages PW 8 and PW 9 we will come

back as a class and go over the answers (5 minutes).For students who have finished they will get on the computer and do some of the

work that is offered through the book company website. Closure (15 minutes):Students can ask any questions about the lesson of the day (15 minutes). TransitionsStudents will come into class and sit at a desk facing the chalk board.The teacher will provide the lesson as a group at the chalk board.Students will then need to work at the desk or with a partner at the round table.Once this lesson is done the teacher will tell them, and then move into a 5 minute


recalling what we did the day before. Cross-Disciplinary In this lesson the students will be able to use this lesson in the areas of reading,

language arts, and science. The ways that a student can use this lesson in reading is being able to see a pattern that goes along with how their books are number and how the chapters are number. The way that science is used for knowing how to place materials for experiments.

Evaluation of Objectives:The students demonstrated mastery of objective one by; Scoring a 90% or higher on

their weekly test.The students demonstrated mastery of objective two by; by doing their homework,

classroom work and getting a 90% or higher score. The students demonstrated mastery of objective three by; having the students be able

to come to the chalk board and be able to write the place value on the board of a number that is given to them.

15

Day 3 Lesson PlanDaily Lesson Plan Format Title: Math (Two Day Lesson)

Grade Level: 3rd

Content Area(s): Place Value Date: 8/29/07 & 8/30/07 Standards & Benchmarks (beyond initials and numerals):Standard: Students will understand numerical concepts and mathematical operations.Benchmarks:1. A.1 Exhibit an understanding of the place-value structure of the base-ten number system

by:• reading, modeling, writing, and interpreting whole numbers up to 10,000• comparing and ordering numbers up to 1,0001. A.2 Use whole numbers by using a variety of context and models (e.g., exploring the size of

1,000 by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).


Measurable Objectives (3-5):The student will; identify place-value relationships in 4- digit numbers.The student will; be able to add place- value 4- digit numbers.The student will; find the value of a digit by using its place-value position. Verbs to describe behaviors to write measurable goals:Answer prepare recite solve read sequence retell respond state

write recognize identify sort complete choose find listRecord name compare describe conclude Materials for students:


a) BasalPencils




Base Ten blocks

Step by Step Procedures [with Imbedded Pedagogical Strategies] & TimelinesIntroduction/Review (30 minutes):The students will come into class and be introduced to Place Value.We will brainstorm in what does Place Value means in math (5 minutes).The teacher and student will then go over vocabulary, (digits- the tens symbols 0, 1, 2, 3, 4,

5, 6, 7, 8, and 9 used to write numbers. Standard form- a way to write numbers by using the digits 0-9, with each digit having a place value. Expanded form- is a way to write numbers by showing the value of each digit. Word form- is a way to write numbers by using words) this sequence will be shown on the chalk board (20 minutes).

The class as a group will do the problem of the day, (Problem of the day is in the teachers edition page 22A) and talk about what they see, and learned (5 minutes).



table (20 minutes). Once students finish work in their work book on pages PW 8 and PW 9 we will come

back as a class and go over the answers (5 minutes).For students who have finished they will get on the computer and do some of the

work that is offered through the book company website. Closure (15 minutes):Students can ask any questions about the lesson of the day (15 minutes). TransitionsStudents will come into class and sit at a desk facing the chalk board.The teacher will provide the lesson as a group at the chalk board.Students will then need to work at the desk or with a partner at the round table.Once this lesson is done the teacher will tell them, and then move into a 5 minute


recalling what we did the day before. Cross-Disciplinary In this lesson the students will be able to use this lesson in the areas of reading,

language arts, and science. The ways that a student can use this lesson in reading is being able to see a pattern that goes along with how their books are number and how the chapters are number. The way that science is used for knowing how to place materials for experiments.

Evaluation of Objectives:The students demonstrated mastery of objective one by; Scoring a 90% or higher on

their weekly test.The students demonstrated mastery of objective two by; by doing their homework,

classroom work and getting a 90% or higher score. The students demonstrated mastery of objective three by; having the students be able

to come to the chalk board and be able to write the place value on the board of a number that is given to them.

16

Day 4 Lesson PlanDaily Lesson Plan FormatTitle:Standard & Expanded (review for the week) Grade Level: 3rd Content Area(s): Math Date: 8/31/07 Standards & Benchmarks (beyond initials and numerals):Standard: Students will understand numerical concepts and mathematical operations.

Students will understand algebraic concepts and applications. Use mathematical models to represent and understand quantitative relationships.

Benchmarks:1. A.1 Exhibit an understanding of the place-value structure of the base-ten number


relationship to benchmark numbers such as 10, 50, 100, 5001. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring the

size of 1,000 by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).


2. C. 1 Model problem situations with objects and use representations such as pictures, graphs, tables and equations to draw conclusions.

Measurable Objectives (3-5):The student will; be encourage in solving problems by using a place- value chart (Odd

and Even).The student will; apply what they have learned about place value in 3-digit numbers to

place value in 4-digits numbers (Place Value).The student will; be able to use the ACE Rubric (Answer the problem, Compute your

work, Explain how you got your answer). Verbs to describe behaviors to write measurable goals:Answer prepare solve read

sequence reciteRetellrespond state write recognize

identifySort complete choose find list

trackChoose conclude name compare

describe draw Materials for students:


a) BasalPencils




e) Base Ten blocks

Step by Step Procedures [with Imbedded Pedagogical Strategies] & Timelines

Introduction/Review (30 minutes):The students will be re introduced to math work that they have been doing over the

school week (15 minutes).The teacher and student will then go over vocabulary; from the week (Even are

numbers that have a 0, 2, 4, 6, or 8. Odd numbers that have a 1,3,5,7 or 9, digits- the tens symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 used to write numbers. Standard form- a way to write numbers by using the digits 0-9, with each digit having a place value. Expanded form- is a way to write numbers by showing the value of each digit. Word form- is a way to write numbers by using words) this sequence will be shown on the chalk board (15 minutes).

Development (45 minutes):Students will work individually on the work from their books (pages 26-27) (15

minutes). The class will then come back together as a group and go over their answers and

discussion how they cam e up with their answers. This is part of A.C.E. (Answer the problem, Compute your work, Explain how you got your answer) (20 minutes).

The students will finish up any workbook pages that they have not finished through out the week of August 27-31 (10 minutes).

Closure (15 minutes):Students will be able to come to the teacher to ask any one on one questions about

their work for the week (15 minutes).TransitionsStudents will come into class and sit at a desk facing the chalk board.The teacher will provide the lesson as a group at the chalk board.Once this lesson is done the teacher will tell them, and then move into a 5 minute


recalling what we did the day before. Evaluation of Objectives:The students demonstrated mastery of objective one by; the student will be able to

explain to the class a problem by using the chart and being able to explain in their own way to solve a problem given by the teacher.

The students demonstrated mastery of objective two by; the student will be able to explain to the class a problem by using the chart and being able to explain in their own way to solve a problem given by the teacher and being able to use the base ten blocks.

The students demonstrated mastery of objective three by; Filling out their ACE chart on a problem that is given from the book, and will be given to the teacher.

17

Day 5 Lesson PlanDaily Lesson Plan Format Title: Place Value: 5 and 6 digit Numbers Grade Level: 3rd Content Area(s): Math Date: 9/5/07 Standards & Benchmarks (beyond initials and numerals):Standard: Students will understand numerical concepts and mathematical operations.

Students will understand algebraic concepts and applications.Benchmarks:1. A.1 Exhibit an understanding of the place-value structure of the base-ten number


relationship to benchmark numbers such as 10, 50, 100, 5001. A.2. Use whole numbers by using a variety of contexts and models (e.g., exploring

the size of 1,000 by skip-counting to 1,000 using hundreds charts or strips 10 or 100 centimeters long).


2. A. 6 Create, describe, and extend numeric and geometric patterns including multiplication patterns.

2. A. 7 Extend and recognize a linear pattern by its rules (e.g., the number of legs on a given number of horses may be calculated by counting 4’s by multiplying the number of horses by 4, or through the use of tables).

Measurable Objectives (3-5):The student will; identify the place value of digits in 5 and 6 digit numbers.The student will; be able to use a place value chart correctly.The student will; be able to recognize 5 and 6 digit numbers and place them in a place

value chart.

Verbs to describe behaviors to write measurable goals:Answer prepare recite solve read sequence retell respondstate write recognize sort name record completeChoose find list compare describe spell imitateMaterials for students:


a) BasalPencils



d) Copies of worksheetsPlace Value charts

e) Place Value chart (overhead) Step by Step Procedures [with Imbedded Pedagogical Strategies] & TimelinesIntroduction/Review (15 minutes):The students will come into class and be introduced to Place Values for 5 and 6 digit

numbers (5 minutes).We will brainstorm in what does Place Value for 5 and 6 digit numbers mean in math

and how does this affect 3 digit place value (10 minutes).

Development (55 minutes):Teacher will direct the students to the place value charts which will show 5 digit and

6 digit place chart (example from Teacher book), at this time the teacher will go over the place values for 3 digits and show how we just add on. (15 minutes)

Go over the placement of the comma and where it should go and go over using the word and is going to be used in mixed numbers and decimals not with reading 3-6 digit numbers (10 minutes).

On the board work out problems 1-6 from page 33 in textbook on the board with students helps. Answer any questions that might come up during this point of lesson (15 minutes).

Have students get in their groups and work problems 7-18 on page 33 in their books (15 minutes).

Closure (20 minutes):The teacher will have students come back together as a class and go over the

answers that they got. (10)Students can ask any questions about the lesson of the day (10 minutes).

TransitionsStudents will come into class and sit at a desk facing the chalk board.The teacher will provide the lesson as a group at the chalk board.Students will then need to work at the desk or with a partner at the round table.Once this lesson is done the teacher will tell them, and then move into a 5 minute


recalling what we did the day before.

Cross-Disciplinary In this lesson we are given different ways in teaching our students, for this lesson we

are given an alternative teaching strategy, special needs lesson, and a social studies connection. In each of these lessons we are given a kinesthetic, logical/mathematical, visual, and verbal/linguistic. By teaching students different ways will allow the students in the classroom to be able to learn in their own personal way.

Evaluation of Objectives:The students demonstrated mastery of objective one by; having the students write

out in expanded form The students demonstrated mastery of objective two by; writing out a place value

chart and where a comma would go. The students demonstrated mastery of objective three by; having the students write

out in standard form.

18

PDSA Quiz for the WeekName:______________________________

Date:________________________PDSA QUIZ

1. Circle the numbers that are odd;1, 2, 22, 11, 17, 24 2. Circle the numbers that are even;2, 10, 13, 11, 33, 30 3. What is the place value of the number that is underlined?220 4. What is the place value of the number that is underlined?4330 5. Fill in the blank spot with the correct number.0, 2, 4, 6, 8, 10, _____, 14, 16, 18, ______ 6. What odd numbers are missing?___, 3, 5, 7, 9, ____, 13, 15, 17, 19, 21

19

High Student’s PDSA Quiz

20

Middle Student’s PDSA Quiz

21

Low Student’s PDSA Quiz

22

Post Teaching Lesson Plan Data Analysis

After reviewing the students PDSA quizzes and talking with their regular education teacher, we have decided that the students are learning the lesson of the week and are able to do the same work as their peers. For the students that are considered low, the have improved with answering questions verbally in class and are able to work at a third grade level. The students that were tested as being high actually jump 0.65 points which for Learnia means they jumped 6 months within the month that this research was being process.

23

Pre and Post Assessment ChartLearnia Test

24

KAHLEKnowing- This year was a great year to see my students grow in their

education and myself as a teacher. I had two students who made the nine weeks progress and were able to receive an award for math.

Affective- I have never felt so proud and excitement as a teacher in a long time once I found out two of my students made such a big progress in nine weeks. But along with the happiness, there were some down times. When I saw that some of my students were falling behind and not trying. This made me feel as I was not doing my job to get them excited about school.

Learning- If I had to tell somebody who was not present during my semester of student teaching, is that my group of boys have come a long way. They have grown into young gentlemen and have been given a chance in life.

Happening- With all the information I have learned over the semester I now know what difference I can make in somebody’s life. That I can be a positive influence in a persons life and show kids something new.

Examples- 25

Final ReflectionsWith all the information I have learned this

semester at Stagecoach Elementary, I will be able to grow as a teacher and a person. I feel that sometimes when you get stuck in the same place or area you might get stuck in a rut. Coming out to Gallup has helped me look at new ways of teaching and tools to use with my students. I’m so thankful for the opportunities s to be in Gallup and with the teachers I was with, that I think this time in my life with always be close to my heart!

26

Jenilee M. Charley Stagecoach Elementary. Table of Contents Student Diversity page 4 Classroom Physical Environment page 5 Overall School Culture page.

Documents

low students quizpage

lesson planpage

high students quizpage

middle students quizpage

student male

female ratio

grade level

overall school culture