EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN TEMPLATE

Candidate: Katelyn Price Cooperating Teacher: M. Bryan/ A. McLendon Grade: 7th District: Orangeburg 5 School: William J. Clark Middle School Year: 2013 Major: Middle Level Education Cognate(s): Math and Social Studies Section I: Student Information (Key Element 1.A)
Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information (Key Element 1.A) Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) SES Description (of your findings in terms of your students) Majority of my students are on free or reduced lunch. Five students in my first block class and five students in my second block class have IEPs Male: -1st Block: 13 -2nd Block: 14 -3rd Block: 14 -4th Block: 13 Female: -1st Block:9 -2nd Block: 13 -3rd Block: 15 -4th Block: 15 African- American: -1st Block:15 -2nd Block: 26 -3rd Block: 28 -4th Block: 25 Caucasian: -1st Block: 4 -4th Block: 1 Hispanic: -1st Block: 1 -2nd Block:1 -4th Block:1 Middle Eastern: -3rd Block: 1 -4th Block:1 I noticed the students being pulled out of class during test so that the resource teacher can read the test to them. Classroom observation Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.)

Learning Disabilities

Gender

Ethnicity

Classroom observation

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Reflect on the student Information (Key Element 1.A): Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans? The student information is of primary importance because you have to know your students abilities as well as any setbacks they might have that can affect my classroom. I will use the student information to guide the development of my long range planning by giving my students class time for projects and research. Also I will plan to differentiate my instruction so that I can teach the students on different reading levels and with learning disabilities.

Section II: Long Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students. Subject: Mathematics

Long Range Learning and/or Developmental Goals -- Key Element 1.B The student will demonstrate an understanding of tessellations and transformations by creating transformations The student will demonstrate and understanding of the structure of exponential form by using prime factorization. The student will demonstrate the understandings of standard form and scientific form converting between the two. The student will demonstrate how to analyze data by comparing, contrasting, and interpreting information. Also the students will create box plots and circle graphs. The student will demonstrate an understanding of interquartile range by interpreting and calculating data.
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

The students will need to meet these goals in order to pass the school wide test (common assessment), the district wide test (Mini Assessment/Benchmark), and the state wide test (PASS). Once the students pass these test with at least an 80% proficiency then I will know they have mastered the objectives. Subject: Social Studies

Long Range Learning and/or Developmental Goals -- Key Element 1.B Students will be able to recall and explain events that have happened in the world throughout history. Students will be able to explain the difference between different types of governments. Students will understand the United States role in historic events in other countries. Students will demonstrate through explanation the understanding of causes and effects of certain events in history.
Reflect on the long range learning and/or developmental goals (Key Element 1.B): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

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My ultimate goal is for my students to excel on the state standardized test known as PASS, district assessments, MAPS, and school assessment. These goals are important because they are basic knowledge needed for the students to be successful in the 8 th grade. These goals are necessary for the students to be promoted to the next grade.

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

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.

Subject: Mathematics Unit Length (i.e., approximate number of lessons 1 Week 2 Weeks 3 Weeks

Unit Topic or Description -- Key Element 1.C 7-4.9: Create tessellations with transformations. 7-4.10: Explain the relationship of the angle measurements among shapes that tessellate. 7-2.6: Translate between standard form and exponential form. 7-2.7: Translate between standard form and scientific notation. 7-6.1: Predict the characteristics of two populations based on the analysis of sample data. 7-6.2: Organize data in box plots or circle graphs as appropriate.

Reflect on the instructional units (Key Element 1.C): How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? I used the districts pacing guide to determine my instructional sequence and the amount of time to be spent on each unit of instruction. Describe ways in which you will integrate the arts, PE and Music in your unit. The students will use art by coloring and creating pictures using tessellations as an activity in class.

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Social Studies Unit Length (i.e., approximate number of lessons 2 weeks

Unit Topic or Description -- Key Element 1.C 7-4.6: Analyze the Holocaust and its impact on European society and Jewish culture, including Nazi policies to eliminate the Jews and other minorities, the Nuremburg trials, the Universal Declaration of Human Rights, the rise of nationalism in Southwest Asia, the creation of the state of Israel, and the resultant conflicts in the region. 7-6.2: Compare features of nationalist and independence movements in different regions in the post-World War II period, including Mohandas Gandhis role in the nonviolence movements for Indias independence, the emergence of nationalist movements in African and Asian countries, and the collapse of the apartheid system in South Africa.

1 Week

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7-5.5: Analyze the events that contributed to the collapse of the Soviet Union and other communist governments in Europe, including the growth of resistance movements in Eastern Europe, the policies of Mikhail Gorbachev and Ronald Reagan, and the failures of communist economic systems. 7-6.1: Summarize the political and social impact of the collapse/dissolution of the Soviet Union and, subsequent changes to European borders, including those of Russia and the Independent Republics, the Czech Republic, and Slovakia; the breakup of Yugoslovia; the reunification of Germany; and the birth of the European Union. 7-6.6: Summarize the dangers to the natural environment that are posed by population growth, urbanization, and industrialization , including global influences on the environment and the efforts by citizens and governments to protect the natural environment.

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1 Week

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

I determined my instructional sequence by using the districts pacing guide. The pacing guide outlines each standard and indicator and it tells the teacher when to use it and how long to spend it.
Describe ways in which you will integrate the arts, PE and Music in your unit.

I will integrate the arts in my unit by having the students trace a map and create their own key for each new country they study. Section III B: Materials and Resources
Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Powerpoints: They will be used to present the students with content. Starboard: I will use it to play review games with the students before common assessments. Also the will interact with it during lessons. Textbooks: Journey Across Time Various internet resources: I will use them to give the students more information about the standard that cannot be found in the text.

Student Materials Notebook: To keep their notes Loose Leaf Paper: For their formative assessments during the units. Textbooks: Journey Across Time

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

Describe (1) the major course assessments ( include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments ( or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

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Assessments (Indicate whether formative or summative) Common Assessment is a summative assessment that is done every other Friday. All the 7th grade social studies teachers get together and create the test, same for math teachers. Ticket Out The Door is my formative assessment that I use to see if the students have an understanding of what was taught with-in the unit each day.

Evaluative Criteria

The test is multiple choice and they use a Scan-tron to record their answers.

In social studies it is a question that relates them to the learning that took place that day. In math it will be a math problem that requires them to utilize the skill they learned that day. The test is multiple choice and they use a Scan-Tron to record their answers.

Mini Assessment is the formative assessment that the district creates. This assessment is done every other week as well.

Student Progress/Achievement Reporting Method(s) If the student makes and 80% or better on the test they have mastered that unit. If you not they are allowed to retake the test on the next Friday. The students are required to cover three points on the TOTD: -purpose -problem -solution Based on what the students respond I decide if I need to reteach the content. The students do not have to make a certain grade on this test it is for the district to see if they are mastering skills they need for the PASS test.

Matching Standard

There is a test for each standard.

The TOTD will match the standard for that day.

There is a test for each standard.

Reflect on student performance (Key Element 1.D): (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject? Majority of my major assessments are district enforced assessments. The Monday before a common assessment the students receive a study guide with the answers on the study guide. The study guide is the exact test so the students are not surprised on Friday. Parents are mailed interims and report cards and the students receive and sign for progress reports every two weeks. In addition to that each teacher keeps a data book that has every student in it and what they make on common assessments.

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

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement: I uses a grade book to keep a record of student progress and achievement. B. Procedures for aggregating and displaying data: The teacher has a data wall in the back of classroom and I plan to use an excel spreadsheet with the help of the Learning Station software. C. How will you use the data to make instructional decisions? I will use the data to determine if I taught the standard accurately enough. If the majority of my students do not pass the assessment then I need to reteach it.

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

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

My expectations during instruction are for the students to be respectful to everyone in the classroom. I also expect them to raise their hand and not talk to their neighbors during class. If my students are having problems I expect them to let me know if I have not already identified them. I also expect them to follow school rules.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

My expectations during non-instructional routines are not too different then my expectations during instruction. I still expect them to respect others but I do give them more freedom to talk and have conversations.

RULES AND CONSEQUENCES Rules: 1. Respect your classmates and your teacher. 2. Come to class prepared 3. Make smart decisions Consequences: 1. Warning 2. Phone call home 3. Write up
Reflect on classroom management (Key Element 1.E): What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

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The most important thing to consider in the classroom when it comes to management is the type of students. Each class cannot be managed the exact same different students call for different rules and privileges. For instance in one of my classes the students are not allowed to sharpen their own pencils because theyll use the time to walk around and hit each other. My last block can handle the task without touching each other but they are an overly talkative bunch.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class. Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

1. I send a letter home outlining my rules, goals and expectations, and etc. 2. When I send progress reports home every two weeks. I will also be calling parents occasionally. 3. I will have parent nights for the students and parents to come and ask questions about the students progress. 4. I will send out a periodic newsletter every two weeks about what is going on in class and it will have helpful resources that the parents can use at home with the students.

The biweekly newsletter will give the parents at home resources that they can use with the students to further learning outside the classroom.

Procedures for involving parents with the learning at home

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Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A.

Strengths: My strengths are my sequence and unit planning.

B. Weaknesses: My weaknesses are assessments I need to spend more time on developing other formative assessments for the students to do so tat I can be a better teacher. It will give me more feedback on what they students do and do not understand. I will probably reflect on my teaching practices every day.
C. Time line for evaluating long range plan components. I will evaluate my long ran components at the end of every unit. D. List modifications and adaptations that you think might be needed to improve the procedures. I might need to modify my parent contact, wit the types of at home activities I have them do with the students. E. Plan for reflecting on your teaching practices. I plan to have better more effective assessments in my actual classroom. I want to guarantee that I am effectively assessing my students by creating more than one way to have a summative assessment.

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