Client Name: Sheree McEntire

Client Place of Employment: Dalton Middle School

Client Email Address: sheree.mcentire@dalton.k12.ga.us
:

1. Client Information Clients Name, Clients Organization (School, Company, etc.),

Clients Email Address, (for Georgia certified educators include the client's Certification
ID Number -- publicly available at http://www.gapsc.com/Certification/Lookup.aspx )
Sheree McEntire, Dalton Middle school,
sheree.mcentire@dalton.k12.ga.us, 714147

2. The Actual Assessment Include what will be given to the students or participants to
implement the assessment. You must include clear directions so the students or
participants will know what to do.
Students will be given a set of clue cards. Each clue card will
describe a part of the water cycle and the students will find the
object(s) that represent the clue. The students will then take a picture
of the answer. Once all the clues have been found, the students will
create a presentation using the rubric that is provided as guidance.
Students will submit their assignment on Canvas for the teacher to
grade. Their project must be in electronic form unless stated
otherwise by their IEP.

3. The Measurement Tool (e.g., the Rubric you created for your Assessment Plan)
4. One Example of Student/Participant Submission with Teacher Feedback and
Grade
Teacher Comments: This is not the correct answer to the clue. The clue was asking what are the three
phases of water: solid, liquid and gas. This is why I took 4 points off.
Teacher Comment: No answer or picture -4 points.
Teacher Comment: Good job! This one was tricky.
 Teacher comment and grade: Good job over all. You really showed what you know about the water cycle.
Grade: 91

5. Report of Your Findings

Explain what worked well or did not work well with the assessment implementation.
Overall the students were able to show their knowledge of the water
cycle. The students seemed to have fun while also participating the
project. One thing that did not go well was the amount of time the
students were given to complete the assignment. This student was
an ESS student and needed extra time to complete the assignment.

Were the students/participants able to complete the work as directed or did they need
clarification on anything?
The students were able to complete the assessment. The only thing
that needed more clarification was who the scavenger hunt worked.
Once students realized that the clues helped them find the answer,
they were able to complete the project.

Did you get the types of responses or performances you expected?

We were able to get the outcome we planned for.

What should be done to improve the assessment the next time it is implemented?
She decided that the number of clues needed to be shorten to only
have the most important thing that have to do with the water cycle.

6. Report of Impact on Student Learning

After the assessment has been implemented, conduct an analysis of the data.

First provide an analysis for the whole group of students. Create a table or graph or
another pictorial display that shows the information.
Student's grades

Students 90-100 Students 80-89 Students 70-79 Students 69 or below

Next provide an analysis for subgroups of students. For example, you may analyze data
for males and females. Refer to the description of learners provided in your Assessment
Plan. You should analyze data according to the characteristics you described. For
example, if 15% of the students are Speakers of Other Languages, you should prepare
an analysis for that subgroup of students.
Chart Title
9

0
100-90 89-80 79-70 69 and below

Non ESS/ELL ESS ELL

 Provide descriptive statistics such as means or percentages.
The mean test score was 87 on the project. This was because many
students only missed two or three questions all together. 83% of all
the girls passed while 72% of all boys passed.

Write a brief narrative to explain the interpretation of the data for (a) the whole group
and (b) the subgroups.
The pie chart above shows the over view of the grades. Each section
of grades can be seen represented by the different colored sections.
The bar graph above provided more detail of each section in the pie
chart. Each subgroup of student is grouped into one of three
catagories.

7. Future Instructional Plans

Work with the person you are coaching to review the data analysis and interpretation.
Ask the person you are coaching what should be planned for future instruction. Then
write a brief report of the future instructional plans. The following question must be
answered as a part of the report.
As we talked about the data above we realized that we did not plan
this assessment to meet the needs of all the students. We thought
that every students need was being met but once the students got
out into the scavenger hunt, there were things we did not plan to
happen. One was that our ELL students needed to be partnered with
another Spanish speaking student. This would help with their
understanding of the directions and they could work together to
complete the activity.
What should be done to revise instruction based on areas where students/participants
did not perform well?
The teacher said she needed to use these students assessment and
their feedback to better the assessment for next year. She stated that
providing students with written directions and different check points
throughout the assessment will better the chances of the students to
complete the assignment on time and make a better grade.