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Teacher Work Sample
Leslie Vasquez-Hunt
Data Analysis Unit January 17, 2014 – February 3, 2014 2nd Grade Math

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Standard I – Class Demographics
Classroom Demographics
Gender Mrs. X’s second and third grade class at XYZ Elementary School in Washington County School District consists of seventeen students, seven boys and ten girls. The information for these numbers can be found in figure 1.0 listed below.
Figure 1.0

Population and Gender Classification
18 16 14 12 10 8 6 4 2 0 Total
Source: Mrs. X, Teacher, XYZ Elementary

Total 17 10 7 Female Male

Female

Male

4 Ethnicity The ethnicity of Mrs. X class can be broke down into two different categories. Out of the seventeen student’s, six are Hispanic and eleven are Caucasian. This information for ethnicity can be found in figure 1.1 listed below.
Figure 1.1

Ethnicity

35% Caucasian - 11 Hispanic - 6 65%

Source: Mrs. X, Teacher, XYZ Elementary

5 Exceptionalities The exceptionalities out of the seventeen students within Mrs. X class consist of three students who are below grade level, three students who are high level learners, one student that is borderline gifted and talented (GATE), and one student who is pulled out once a week for speech. The one student who is borderline GATE has not been tested, and will be recommended to his parents for testing. The student who is pulled out for speech recently had her tonsils taken out, and speech has improved since the surgery took place. However, she is close to completing speech intervention. The three students who are below grade level receive math and reading interventions. This information for exceptionalities can be found in figure 1.2.
Figure 1.2

Exceptionalities

6% 18%

6% No Exceptionalities - 9 Low Level- 3 53% High Level- 3 Speech- 1 Borderline Gate- 1

17%

Source: Mrs. X, Teacher, XYZ Elementary

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Language Proficiency Out of the seventeen students in Mrs. X’s class, six students are English Language Learners (ELL). The first language (L1) for all six students is Spanish. All these students speak Spanish in the home, and speak English at school. Additionally, these six students are all a World Class Instructional Design and Assessment (WIDA) level 4. They are expanding their knowledge and are able to identify key phrases in written directions for activities. I know within the next year they will move into a level 5 and beyond. Out of the seventeen students, eleven students first language is English. This information for Language Proficiency can be found in figure 1.3.

Figure 1.3

Language Proficiency

35% 1st Language English - 11 1st Language Spanish - 6 65%

Source: Mrs. X, Teacher, XYZ Elementary

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Interventions The interventions, which have been implemented out of the seventeen students in Mrs. X’s classroom, consist of twelve students who do not need interventions, three students who need reading and math intervention, one student who needs a reading intervention, and one student who needs a speech intervention. This information for Interventions can be found in figure 1.4.
Figure 1.4

Interventions

6% 18%

6% No Inverventions - 12 Reading and Math Intervention 1 Reading Intervention - 1 70%

Source: Mrs. X, Teacher, XYZ Elementary

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Math Proficiency Benchmark #1 Mrs. X class consists of both second and third grade students. Benchmark testing was done for both grade levels, and included key components taught from the My Math program for chapters 1-3. The scores included are a combination of both grade levels and their proficiencies. Out of the seventeen students in the class, as a whole, eight students scored between 90-100%, four students scored between 80-89%, three students scored between 70-70%, one student scored between 60-69%, and one student scored between 50-59%. This information for Math Proficiency Benchmark #1 can be found in figure 1.5.
Figure 1.5

Math Proficiency Benchmark #1

6% 18%

6% 90-100% - 8 80-89% - 4 47% 70-79% - 3 60-69% - 1 50-59% - 1

23%

Source: Mrs. X, Teacher, XYZ Elementary

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Math Proficiency Benchmark #2 Mrs. X class consists of both second and third grade students. Benchmark testing was done for both grade levels, and included key components taught from the My Math program for chapters 4-7. The scores included are a combination of both grade levels and their proficiencies. Out of the seventeen students in the class, as a whole, nine students scored between 90-100%, five students scored 80-89%, two students scored between 7079%, and one student scored between 60-69%. This information for Math Proficiency Benchmark #2 can be found in figure 1.6.
Figure 1.6

Math Proficiency Benchmark #2

6% 12% 90-100% - 9 80-89% - 5 53% 29% 70-79% - 2 60-69% - 1

Source: Mrs. X, Teacher, XYZ Elementary

10 Treasures Reading Benchmark #1 Mrs. X class consists of both second and third grade students. Benchmark testing was done for both grade levels, and included key components taught from the Treasures Reading Program from units 1-3. The scores included are a combination of both grade levels and their proficiencies. Out of the seventeen students in the class, as a whole, two students scored between 90-100%, four students scored between 80-89%, six students scored between 70-79%, four students scored 60-69%, and one student scored between 50-59%. This information for the Treasures Benchmark can be found in figure 1.7.
Figure 1.7

Treasures Reading Benchmark #1

6% 24%

12% 90-100% - 2 80-89% - 4 23% 70-79% - 6 60-69% - 4 50-59% - 1

35%

Source: Mrs. X, Teacher, XYZ Elementary

11 Fluency Benchmark Mrs. X class consists of both second and third grade students. Fluency testing was done for both grade levels. The scores included are a combination of both grade levels and their proficiencies. Out of the seventeen students in the class, as a whole, six students are above grade level, five students are on grade level, and six students are below grade level. This information for the Fluency Benchmarks can be found in figure 1.8.
Figure 1.8

Fluency Benchmark

35%

35%

Above - 6 On - 5 Below - 6

30%

Source: Mrs. X, Teacher, XYZ Elementary

12 Classroom Policies and Procedures that Affect Curriculum Design and Student Learning Classroom Rules:      Treat others with respect and kindness Respect others space and property Follow directions the first time When someone else is talking, listen Raise your hand

Classroom Procedures  Every morning students will come in and place their cubbies next to the door and place their take home books in the file box.    They are to pull out their bell work and begin working quietly. We listen quietly to announcements and say the Pledge of Allegiance. If a student is has inappropriate behavior they are to stick down on the behavior chart that has been placed at the back of the room. When a student moves their way down to the red portion of the chart, a parent will be contacted. Classroom environment:      The classroom is set up in tables with groups of 4-5 students at each table. The class is a split from grade 2 and grade 3 during math instruction. The classroom has 8 computers set up in the back of the room. The classroom has 10 iPads for student use. The classroom has a whiteboard with the ability to be used as a Smartboard.

13  There is an Image Mate (Elmo) to use for overhead purposes, DVD and VHS player are available in the room as well.   The classroom has access to the Internet and has teacher computer. There are vocabulary and other language material all over the classroom.

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Differentiation and Accommodations
Academic Knowledge Mrs. X class consists of seventeen students total, out of those seventeen students eight students are in second grade and nine students are in third grade. As of the second trimester, two out of the eight second grade students are approaching grade level proficiency. Additionally, there are three out of the nine third grade students who are approaching grade level proficiency, and are receiving tier 3 instruction. The remaining students within the class are on or above grade level proficiency. Each of the students results are a collaboration of their benchmark results shown in this Teacher Work Sample Demographics found on pages 7 through 10, and all of their other graded work. Attendance within Mrs. X class seems to be fairly consistent. One student from second grade and one student from third grade have fallen into the pattern of missing school at least once a week. Then, two students from the second grade class attend school on a daily basis, however, after lunch they tend to feel sick and call for their parents to come pick them up early from school. This causes a huge gap in their learning and several key components of instruction are missed for these students. Eventually, these students are attempting to catch up to the rest of the class or feel unsure due to the lack of information they have received. The overall behavior within Mrs. X’s class is wonderful. Students have a genuine respect for the classroom rules and procedures. There are three students who tend to cause minimal behavioral problems and have had one-on-one discussion with Mrs. X to set up personal behavioral goals. Since then, these students look at their behavior and have learned how to self-monitor and work on their personal struggles.

15 English Language Learners The English Language Learners (ELL) in Mrs. X class consists of three third grade students and three second grade students born in the United State that speak Spanish as their first language (L1). The primary language spoken in the home is Spanish. These students are classified as The World Class Instructional Design and Assessment (WIDA) level 4. All six of these students speak English fluently. Two out of the six struggle with writing their words in sentences appropriately. However, according to Mrs. X, she tends to believe it is due to their grade level, and these skills will improve as they progress in their individual learning. Keeping this information in mind I will be using and implementing Sheltered Instructional Observation Protocol (SIOP) within my lesson plans. Additionally, tier 2 and 3 instruction has been implemented within the classroom for small group and explicit one-on-one direction. Multicultural Perspectives There are several different cultural perspectives within Mrs. X classroom. Along with the Hispanic culture, there is one student who practices the Jewish faith. During the holiday season our class focuses on the differences within several of the cultural traditions around the world. Thus, giving this student the opportunity to bring in some of her family’s beliefs. Additionally, through out the year I have been able to incorporate multicultural literature, traditions and perspectives to give my students the opportunity to see the variety of culture we have in our world. Within my history lesson plans I have integrated poetry and life history for various African American men and women, as well as the cultural perspectives from Native Americans. Prior Knowledge

16 Assessment criteria for literacy within Mrs. X class is determined by the outcome of weekly and unit assessments in the Treasures program. The percentage information can be found on page 9, figure 1.7. Given the results of these assessments we are able to pull into tier 2 and 3 instruction and provide appropriate modifications to meet the needs of these students. The My Math program provides pre-assessments, check my progress assessments, and end of chapter assessments. The results from these various assessments gives me the opportunity to provide appropriate feedback, reteaching, and additional tier 2 and 3 instructions for those students who need the additional help. Along with these assessments we are able to give each grade level their own Benchmark testing within the My Math program. The percentage information can be found on pages 7 and 8 figures 1.5 and 1.7. Along with the tier 2 and 3 instruction I have set time aside to work with one student after school in order to gain confidence and understanding in reference to his math homework. Furthermore, throughout my lessons I am always connecting my students to previous lessons, or personal background knowledge in order for them to gain a better understanding of what they are about to learn or are learning. Exceptionalities Within Mrs. X class there are three high level learners in third grade and one student in second grade that is borderline gifted and talented. For these students I offer several modifications to their lessons in order for them to maintain a connection to the lesson and within the classroom. I offer higher-level questions and give these students more options for a project when beginning a new unit. For my low level learners I have made modifications by giving them less problems on the math homework, and having them focus more on the key skills needed to understand the lesson objections and standards. Overall,

17 for all my students we give them an opportunity to show initiative and take on extra credit by doing projects at home, or use resources at school to explore questions, and topics of interest.