COLLEGE OF CHARLESTON

SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

UNITWORKSAMPLE
(REFERREDTOATTHECOLLEGEOFCHARLESTONASCANDIDATEWORKSAMPLE)

UnitWorkSample(UWS)PurposeandDefinition

The purpose of the School of Education, Health and HumanPerformancesunitworksampleistodocumenteach

interns effectiveness in promoting student achievement. In the context of the UWS, student achievement is
defined as measurable growth in students knowledge and skills inaparticularareaorareasoveraspecifiedperiod
of time. The unit work sample provides evidence regarding the interns performance relative to ADEPT APSs 2
and3.

The UWS was adapted from the South Carolina Department of Educations SAFE-T Project adapted from The
RenaissancePartnershipforImprovingTeacherQualityProject(http://fp.uni.edu/itq).

ImportantguidelinesforputtingtogetheryourUWS:

Content: Each unit work sample (UWS) includes the five sections describedbelow.Eachsectioncorrespondsdirectlytoa
componentoftheaccompanyingscoringrubric.Followtheseinstructionscarefullyusingthescoringrubricasyourguideas
you work through each section of the UWS. Following these section-specificguidelinesisatemplateforbasicinformation
andeachsectionofyourUWS.

Process: The UWS is intendedtobeanongoingprocess,notaprojectthatisputtogetherattheendoftheclinicalpractice
experience.Thecontinuousnatureofyourworkwillallowyoutocollaborateeffectivelywithbothyourcooperatingteacher
andcollegesupervisortomakethisprojectanexampleofyourbestwork.

Performance: Expected performance on each component of the UWS/CWS is attheAcceptablelevelorabove.Itisrare

for a candidate to receiveascoreofTargetonacomponentoftherubric;Targetindicatesperformancethatisinnovative,
insightful,indepth,andtypicallybeyondtheexperientialscopeofacandidatewhoisnotaseasonedteacher.

I. Section I: Unit Topic or Title. The unit (i.e., a set of integrated lessons designed to accomplish learning
objectives related to a curricular theme, a particular area of knowledge, or a general skill or process) is
drawn from the long-range plan. The unitmustbecompletedinitsentirety,frombeginningtoend,during
clinical practice and must last for a minimum of two or more weeks. In rare instances where an intern is
unable to design a unit that is two or more weeks in length, the internmustrequestapprovalfromhis/her
college supervisor to select two instructional units to complete during the internship. In this event, the
entire unit work sample process must be followed for each unit of instruction. Assessment criteria can be
foundinaccompanyingrubriccomponentI.

All early childhood interns must select a unit that relates to language or pre-literacy. Integratedunitsthat
combine language or pre-literacywithoneormoreothersubjects(e.g.,mathematics,science,socialstudies)
arepermitted.
All elementary interns through grade three must select a unit that relates to English language arts or
reading. Integrated units that combine English language arts or reading with one or more other subjects
(e.g.,mathematics,science,socialstudies)arepermitted.

II. Section II: Contextual Factors; Community, School, and Student Diversity. Describe contextual factors
include the relevant student characteristics included in the long-range plan as well as any other factors
related to the community, district, school, classroom, or students that are likely to impact instruction
and/or student learning with regard to the selected instructional unit. This section also includes a
description of the waysinwhicheachofthesefactorswillbetakenintoconsiderationduringunitplanning
and instruction. Assessment criteria for this section can be found in rubric component II. A-G: The
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

candidate is expected to demonstrate in both plans and teaching an awareness of each aspect of student
diversitylistedbelow.Includetheseaccommodationsinlessonplans.
A.Communityandschoolcharacteristics
B.Learningdifferences
C.Learningstyles(allbutspecialeducationcandidates)
D.Cultural/linguisticcharacteristics
E.Exceptionalities
F.Gender
G.Socio-economicstatus

II. SectionIII:UnitPlan.
Atthebeginningofthissectiononthetemplate,includeyourplan.
Part A. This part of the UWS includes the unitobjectives(i.e.,whatstudentsareexpectedtoknowandbe
able to do at the conclusion of the unit) and correlated standards and expectations. All unit objectives 1)
must be assessed in the assessment plan and 2) must relate to learning goals in content and cognitive
complexity. This means that the level of learning intheobjectiveandtheassessmentmustmatch;also,the
contenttaughtandcontentassessedmustmatch.SeerubricIII.A.
Part B. This part of the UWS includes described and/or attached 1) all planned assessments (pre-, post, and
formative) that will be used to measure student progress and achievement, 2) all assessment criteria (i.e.,
appropriate scoring rubrics, observation checklists, rating scales, item weights), and 3) descriptions of
technology used to store and manage student data and 4) assessment data in graphical form. See rubric
III.B.
Part C. This section includes descriptions of any necessaryaccommodationsforidentifiedstudentsduring
assessment.Besuretoincludeaccommodationsinindividualplans,aswell.SeerubricIII.C.
Part D. This part of the UWS includes results and analysesofdatafrompre-assessments.Rememberthese
analyses should guide your instructional planning and you should be able to explain how. After
administering the pre-assessment(s), analyze student performance relative to the unit objectives. In yourfinal
project for submission, attach one or more clearly labeled tables, graphs,orchartsthatdepicttheresultsof
the pre-assessment(s) in a format that allows you to find patterns of student performance relative to each
objective. Summarize the results of the pre-assessment(s) and describe the implications of these resultson
instruction.SeerubricIII.D.
Parts E and F. This part of the UWS includes the key instructional activities, strategies, materials, and
resources (including technology) that you have chosen to meet students learning needs and the unit
objectives that they support. Address the technology that you use for instruction and that students use for
learning. You are expected to maximize use of instructional technology even though your cooperating teacher may
seldomuseitornotuseitatall.SeerubricIII.EandIII.F.

IV. Section IV: Analysis of Student Learning. Once you have completed the unit, analyze all of your
assessments and determine your students progress relative to the unit objectives. Attach one or more
clearly labeled visual representations (e.g., tables, graphs, charts) that depict student performance on both
pre- and post assessments (a) for the entire class, (b) for one selectedsubgroup(seeSectionII,A-G),and(c)for
at least two individual students. (Note: Special education teachersorotherteacherswhomayhavedifficulty
in aggregating results for an entire class and/or subgroup may substitute analyses of the performance of
additionalindividualstudents,atthediscretionofthecooperatingteacherandcollegesupervisor.)Foreach
visual representation, provide a descriptive narrative summarizing the analysis of student progress and
achievement. Finally, explain the ways in which student grades(orotherindicatorsofstudentperformance)
have been assigned andrecordedaswellashowandtowhomtheseresults(i.e.,gradesorotherindicators)have
beenreported.SeerubricIV.A,B,andC.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

V. Section V: Reflection and Self-Assessment. Reflect on and describe the relationship between your
students progress and achievement and your teacher performance. In other words, in what waysdidyour
instruction impact student learning? If you were to teach this unit again to the same group of students,
what, if anything, would you do differently and why? The evaluation criteria for this section are found in
rubriccomponentV.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

*Eachsectionofthistemplateiscompletelydescribedabove.
*Sectionnumberscorrespondtocomponentsoftheassociatedscoringrubricforthisproject.

ClinicalPracticeIntern AdelaideHoffman Major SecondaryEducation,History

School WandoHighSchool

Gradelevel(s)/Subjectarea(s) 10thGrade,HonorsWorldHistory

Datesofunit from 3/20 to 3/31 Numberoflessonsinunit 3

UWSSectionI:UnitTopicorTitle(fromLRP)

Post-WarSocieties:1970-thepresent

UWSSectionII:ContextualFactors(fromLRP)
There is a total of 4 Honors World History classes, this includes 95 different students. There are 48 males and 47
females. Out of these 95 students 8 have 504 Plans and 1 has an IEP.Theoverwhelmingmajorityofthestudentsin
the 4 classes are white. Out of the four classes, there are 4 African American students, 1 Asian student, and 1
Mexicanstudent.TheclassIhavechosentofocusonfortheCandidateWorkSampleismadeupof23students.
I will use thisinformationregardingmystudentsasawaytoplanmyclassandclassroomactivities.Thestudentsin
each of these classes are honors students, so it is important to remember to challenge the students in each class. I
plan to make my class mainly project-based. However, I aim to address all types of learning styles through
instruction. This is beneficial for the global, visual, auditory, kinesthetic, and analytical learners because these
projects will address each of theselearnersinalmosteveryassignment.Lectureswillbeespeciallybeneficialforthe
visual and auditory learners. The global and analytical learners will benefit from discussion and writing
assignments. Kinesthetic learners will likely enjoy the hands-on aspect of project-based learning. My classroom is
not particularly diverse, so I intend to put a special emphasis on understanding and valuing our differences.Iwill
teach my students that differences are beautiful and should be celebrated instead of ridiculed. Socioeconomic
status of the students in these classes is largely unknown. Wando High School draws from various fairly affluent
neighborhoods however, it cannot be assumed that all of these students are from middle and upper class
socioeconomic situations. Socioeconomic status will not play a large role in how I teach my students, because I
believe that their socioeconomic statushasnothingtodowiththeirabilitytolearn.Forthestudentswith504Plans
and the student with an IEP I will teach these students and follow the suggestions according to their plans. I will
attend the necessary IEP meetings and help implement systems in the classroom that aid this students learning
experience.

UWSSectionIII:IncludeyourUnitPlanHere

Monday-3/20LessonPlan

LessonTitle:ModelUnitedNationsProjectIntro
TimeFrame/Length:45minutes(1classperiod)
Subject/Course:HonorsWorldHistory
GradeLevel(s):10thgrade

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

Summary:StudentsandteacherwillengageinconversationregardingtheoriginsandpurposeoftheUnited
Nations.StudentswillwatchavideoaboutwhattheUnitedNationsdoescurrently.Teacherwillintroduce
studentstotheupcomingModelUnitedNationsproject,reviewinglocationsofcontinents,regions,andspecific
countries.

CorrespondingStandardsandLessonObjectives:

Standards Objectives

MWH-8.2:Explaintherationaleforthe
developmentofsupranationalorganizations
(e.g.,theUnitedNations,theEuropean
Union,theAfricanUnion,theOrganization
ofAmericanStates).
SWBATexplainhow/whytheUNwas
created.
SWBATlistthefunctionsoftheUN.

Accommodations:Accommodationswillbemadeforstudentswhohave504PlansorIEPs.

MaterialsandResources:Computer,SmartBoard.

Procedure/InstructionalStrategy:
-Studentswillcomeinandsharegoodnews
-TeacherbeginsdiscussionabouttheUnitedNationsbyaskingforstudentcommentsaswellasaskingprompting
questions
-StudentswillwatchavideoregardingtheUnitedNationscurrentfunctions
-Studentswillbeallowedtoaskquestionsregardingtheprojectattheendoftheclassperiod

Assessment:Classroomdiscussionwillserveastheassessment.

Tuesday-3/21LessonPlan

LessonTitle:ModelUnitedNationsProject:Assigningcountries
TimeFrame/Length:45minutes(1classperiod)
Subject/Course:HonorsWorldHistory
GradeLevel(s):10thgrade

Summary:Studentswillpickapartner.Alistofcountriestobeassignedfortheprojectwillbewrittenonthe
board.Studentpairswillrankthesecountriesinorderofpreference,aftereachpairhasrankedthecountries
studentswillplayrock,paper,scissorswithothergroupstobattlefortheirchosencountry.Aftereachpairis
assignedacountrythestudentswillengageinconversationwiththeirpartnerinordertolearnmoreaboutthe
aspectsofthecountry.Studentswillthenengageindiscussionwiththeteacheraboutthevariousaspectsoftheir
countryinordertomeasurepriorknowledge.Thiswillworkasthepre-assessmentfortheassignment.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

CorrespondingStandardsandLessonObjectives:

Standards Objectives

MWH-8.4:Describethediffusionofaspects SWBATdiscusstheseaspectsoftheir
ofpopularcultures,includingmusic,film,art country.
forms,andfoodways.

Accommodations:Accommodationswillbemadeforstudentswhohave504PlansorIEPs.

MaterialsandResources:Computer,SmartBoard,whiteboard,markers.

Procedure/InstructionalStrategy:
-Studentswillcomeinandsharegoodnews
-TeacherreviewsthediscussionabouttheUnitedNations.
-Studentswillchosepartners
-Pairswillrankcountries
-Pairswillbattleforcountries
-Pairswilldiscusstheircountrywitheachother
-Pairswillthendiscusstheircountrywiththeteacherforthepre-assessment

Assessment:Discussionbetweenpairswillserveastheassessment.

Thursday3/27-Friday3/31LessonPlan
LessonTitle:ModelUnitedNationsProject
TimeFrame/Length:5classperiods/45minuteseach
Subject/Course:HonorsWorldHistory
GradeLevel(s):10thgrade

Summary:Studentswillworkontheirprojectsonchromebooks.Duringthisindependentworktheteacherwillgo
aroundtheclassroomaskingstudentsquestionsabouthowtheircountrywoulddealwithcurrentissuessuchas
climatechange,naturaldisasters,politicalunrest,etc.

CorrespondingStandardsandLessonObjectives:

Standards Objectives

MWH-8.2:Explaintherationaleforthe SWBATtalkaboutcurrentissuesgoingon
developmentofsupranationalorganizations withintheirassignedcountry.
(e.g.,theUnitedNations,theEuropean
Union,theAfricanUnion,theOrganization
ofAmericanStates).
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

MWH-8.4:Describethediffusionofaspects SWBATdiscusstheseaspectsoftheir
ofpopularcultures,includingmusic,film,art country.
forms,andfoodways.

MWH-8.7:Evaluatethebenefitsandcostsof SWBATspeakontheseaspectsoftheir
increasingworldwidetradeandtechnological countryandhowtheserelatetotheir
growth,includingthemovementofpeople countriesspecificregionandcontinent.
andproducts,thegrowthofmultinational
corporations,theincreaseinenvironmental
concerns,andtheincreaseincultural
exchanges.

Accommodations:Accommodationswillbemadeforstudentswhohave504PlansorIEPs.

MaterialsandResources:Computer,SmartBoard.

Procedure/InstructionalStrategy:
-Studentswillcomeinandsharegoodnews
-Teacherwillreviewthevariousassignmentsinvolvedintheproduct(brochure,electronic,physical)
-Teacherwillallowstudentstoworkontheirprojects
-Teacherwillgofromgrouptogroupaskingquestionsthatpromotehigherorderthinkinginregardstoeach
groupsspecificcountry

Assessment:Questioningofeachgroupwillserveastheassessment.
-thecompletedprojectwillserveasthepost-assessment

UWSSectionIII,PartA.

UnitObjectives Correlated
Standards/Expectations
1. StudentswillbeabletolistthepurposeofthecreationoftheUnited MWH-7.4,7.5,8.1,8.2,8.3
Nations.
2. Students will be able to outline the key events, physical structure, MWH-7.5,8.1,8.2,8.3
government,andeconomyofaspecificcountry.
3. Students will be able to compare and contrast differing countries MWH-7.4,7.5,8.1,8.2,8.3
from1970-thepresent.
4. Students will be able to create and defend arguments from their MWH-7.4,7.5,8.1,8.2,8.3
assignedcountyspointofview.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

UWS Section III, Parts B and C: Describe and/or attach the assessments for each unit objective. Include
descriptions of any necessary accommodations. For each assessment, include the evaluation criteria (i.e., describe
and/or attach appropriate scoring rubrics, observation checklists, rating scales, item weights, and the like). Note:
Attachmentsmustbeclearlylabeledtoindicatetheirrelationshiptotheelementsinthetablebelow.

Assessments(IIIB) Accommodations EvaluationCriteria

(IIIC) (IIIB)
Unit Objective 1:Pre-Assessment(s): Class discussion on the Students who need Students will be
actionsthatleduptothecreationoftheUnitedNations. accommodations will evaluated on discussion
be provided for with forthePre-Assessment.
separate lesson plans
and provisions. These
students include those
with IEPs, ESOL and
ESL students, as well
as those who have
specific classroom
needs such as
proximity to the board
oranyotherneeds.
Unit Objective 1:Post-Assessment(s):Discussionandapplication Students will be
ofinformationwithintheirassignedproject. evaluated on accuracy
and incorporation of
information into the
discussion and their
assignedproject.



Unit Objective 2:Pre-Assessment(s): Individual discussion with Students who need Students will be
each student group about their specific country and what they accommodations will evaluated on discussion
knowaboutthedifferentaspectsoftheircountry. be provided for with andparticipationforthe
separate lesson plans Pre-Assessment.
and provisions. These
students include those

with IEPs, ESOL and
ESL students, as well
as those who have
specific classroom Students will be
needs such as evaluated on accuracy
proximity to the board of information.
oranyotherneeds. Students who include
accurate answers to all
aspects of their assigned
country will receive full
credit.

Unit Objective 2:Post- Assessment(s): Brochure, Electronic, and
Physicalportionoftheirassignedproject.
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

Students who need
accommodations will
be provided for with
separate lesson plans
and provisions. These
students include those
with IEPs, ESOL and
ESL students, as well
as those who have
specific classroom
needs such as
proximity to the board
oranyotherneeds.
UnitObjective3:Pre-Assessment(s):Classdiscussion. Students will be
Students who need evaluated on discussion
accommodations will forthePre-Assessment.
be provided for with
separate lesson plans
and provisions. These

students include those
with IEPs, ESOL and
ESL students, as well
as those who have
specific classroom
needs such as
Students will be
proximity to the board
evaluated on accuracy
oranyotherneeds.
of information and
ability to draw
conclusions from the
information they have
learned.

Unit Objective 3:Post-Assessment(s): Students will be asked to
answer questions from their countries point-of-view and explain
howtheirstancediffersfromothercountries.

UnitObjective4:Pre-Assessment(s):Classdiscussion. Students who need Students will be
accommodations will evaluated on
be provided for with completion for the
separate lesson plans Pre-Assessment.
and provisions. These
students include those
Students will be
with IEPs, ESOL and
evaluated on accuracy
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

ESL students, as well of information,

as those who have information on
specific classroom planning sheet, and
needs such as participation in
proximity to the board discussion.
oranyotherneeds.

Unit Objective 4:Post-Assessment(s): Planning sheet and Students who need
debate/discussionwithstudentsfromSchooloftheArts. accommodations will
be provided for with
separate lesson plans

and provisions. These

students include those
with IEPs, ESOL and
ESL students, as well
as those who have
specific classroom

needs such as
proximity to the board
oranyotherneeds.
Unit Objective 4: Other Assessment(s): Resolution sheet and
classdiscussion.
Students will be be
graded on their
resolutions andtheclass
discussion that stems
fromtheresolution.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

UWSSectionIII,PartD:

Thisclassismadeupof23students.Thescoresonthepre-assessmentindicatedthatstudentknowledgevaried
fromstudenttostudent.Themajorityofstudentsscoredbetweenthe50-60%range.Thesescoresindicatestudents
havearelativeunderstandingoftheinformationpresentedtotheminthepre-assessment.Whilealargenumberof
studentsdidnotindicateastrongunderstandingoftheinformation,thestudentsthatscoredinthe50-60%range
areinthemajority.Thisdataindicatesthatmanyofthestudentshavebeenpresentedthisinformationpreviously,
thisisbeneficialtoinstructionbecauseitallowsformoreindepthconversationanddiscussionthatresultsin
higherorderthinking.

UWSSectionIII,PartsEandF:

Unit
Activities/Strategies/Materials/Resources/Technology
Objective

Number(s)
Presentations: SmartBoard, Computers.Thesematerialswillbeusedforstudentpresentationsof MWH-7.4,
information. These presentations are crucial to the learning process because they require 7.5, 8.1, 8.2,
studentstodoresearch,citesources,andpresentinformationclearlytotheirpeers. 8.3
Physical Representations: cardboard, markers, clay, paper, etc. These materials will be used for MWH-7.4,
student presentations of their physical representations of their project for their country. This 7.5, 8.1, 8.2,
portion of the project is helpful to students who engage best in kinesthetic learning because it 8.3
allowsstudentstoengageinthelearningprocessinawaythatisbeneficialtothem.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

UWSSectionIV:AnalysisofStudentLearning:

In this chart, the blue line indicates the pre-assessment and the orange line indicates the post-assessment. This
student data indicates that the students benefitted from instruction and improved their scores. The majority of
students scored between 80-90% which is an improvement from the the pre-assessment. While projects do not
always indicate an understanding of information, the data does indicate an improvement in understanding from
thepre-assessment.

The grades underlined in yellow are the grades of the students that worked in a pair of one male and one female.
The majority of students worked with a partner that was of their same gender, so I chose to analyze the grades of
the groups that did not pick their partners in thatway.Inanalyzingthisdataitisevidentthattheprojectgradedid
nothavealargeimpactonthegradesthatthesestudentsearned.

COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

The data colored in green represents the first individual student I chosetoanalyze.Inthisclass,thisstudentisthe
most talkative and disruptive. This was important to analyze because most of this project required students to do
independent work instead of teacher led instruction. This student scored relatively high on the pre-assessment
indicating that the student had some degree of priorknowledgeonthetopicandwasabletoapplythatknowledge
to the pre-assessment. However, this students post-assessment score was one of the lowest in the class. Thisdata
indicates that the student made very min0r improvements and advancements during this unit. Thisisconcerning
becausemanystudentsscoresonthepost-assessmentweremuchhigherthantheirscoresonthepre-assessment.

The data colored purple represents the second individual student I chose to analyze. In this class,thisstudenthas
the most absences compared to the other 23 students. As previously mentioned, this assessment required a large
amount of in-class independent work. Also, students who worked on their projectmostlyinclasswereabletoask
questions and receive help from myself as well as other students. This student earned and average score on the
pre-assessment which indicates a fair amount of prior knowledge but with plenty of room for improvement.
However, the data represented by the post-assessment indicates that the students scores were negativelyaffected
by the amount of classes they missed during this unit. This data also supports the notion thatstudentsthatcould
COLLEGE OF CHARLESTON
SCHOOL OF EDUCATION, HEALTH, AND HUMAN PERFORMANCE TT3: UNIT WORK SAMPLE

ask questions and for help from the teacher during the project score higher than the students who truly did the
projectindependentlyoutsideoftheclassroom.

All of these scores on the post-assessment have been recorded in PowerSchool, all students have online access to
PowerSchooloncethegradesaresubmittedbytheteacher.

UWSSectionV:ReflectionandSelf-Assessment

Overall,myinstructionwasbeneficialtothemajorityofmystudents.Thedatapresentedineachofthegraphs
aboveindicatesthatmanyofmystudentswereabletoearnmuchhigherscoresonthepost-assessmentthantheir
scoresonthepre-assessment.Further,bylookingatthetwoscoresoftwoindividualstudentsIwasabletodraw
conclusionsabouthowstudentsinthisclasslearnbestandhowstudentsdoindependentworkbestaswell.In
analyzingthescoredatafromthedisruptivestudent,itisevidentthatevenduringindependentworkstudents
sometimesneedreminderstostayontask.MovingforwardIwillhavetomonitorthosestudentswhoaremore
talkativeorhardertokeepontaskduringindependentworkinorderforthesestudentstoearnhigherscores.In
regardstothestudentthathadthemostabsences,Iwillhavetoworktoengagethesestudentsindiscussionin
ordertopushhigherorderthinkingandtoencouragestudentlearningandachievement.Althoughastudents
attendanceisgenerallyoutofmycontrolandstudentsshouldabsolutelycometoclassregularly,thestudentsthat
areworkingindependentlyoutsideoftheclassroomarelikelytoneedmoreteacherhelpinordertoscorehighlyon
theirassessments.