RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 1

EDR 317/318
BLANK SLO/Case Study Template

Examiner: Paula Lindley

PART 1 - CLASSROOM CONTEXT
1
Class/Course Target Population (or name of student) Class Frequency Typical Class Duration
Reading Practicum Block 1 Mathematics classroom Daily 87 minutes
A EDR 317/318

Class Size Grade Level District School

16 students 6th Grade Coatesville Area School South Brandywine Middle School
District

1 CLASSROOM CONTEXT
There are 16 students in the target population. Out of the 16 students, 3 students have a Gifted Individualized Education Plan (GIEP) and 1
Analysis of student has an Individualized Education Plan (IEP) under Autism Spectrum Disorder. Due to this, the teacher uses differentiation during
Student instruction and tests. There is a diversity of culture in this population. Out of the 16 students, there are 5 African American students, 3
Performance Hispanic students, and 8 Caucasian students. In addition, there is a range of socio-economic levels in the classroom. There are around 6
(Stage 1) students who are of low socio-economic status, 3 students who are of below middle socio-economic status, and the rest of the students are
Danielson 1b between high middle to high socio-economic status. The goal is for students to improve their skills on solving and graphing inequalities. As
evidence to support the goal, my mentor teacher and I did a Chapter 7 pre-test and noticed that most students left the section blank that
Describe the data consisted of solving and graphing inequalities. Furthermore, my teacher mentioned how past PSSA results have shown a deficiency in that
sources used category as well. Lastly, my mentor teacher told me how conversations with the other 6th Grade teachers have made him realize that not
(NWEA, DIBELS, only his students struggle in that area, but the others as well.
Unit test, and etc.)
that provide Standard - CC.2.2.6.B.2:
evidence of a Understand the process of solving a one-variable equation or inequality and apply to real-world and mathematical problems.
potential
instructional
concern that
warrants
significant
academic support.
Describe your
analysis of the
data and areas of
concern with
respect to one
academic standard.

B
During the “Ladder of Knowledge” (students work up through levels by completing worksheets and work book pages until knowledge is
Identification of gained) instructional practice, I noticed that many of the student groups were stuck on the question involving solving and graphing
Instructional Need inequalities. As I walked around the room, I could tell that the students felt like giving up on the question. In addition to this, various
& Identification of students raised their hand to ask for help with this question from my mentor teacher and myself. Due to this, the students required further
Target Population instruction from both my mentor teacher and me to the extent of my mentor teacher having to gather the class and do a mini-lesson on the
(Stage 1) topic. Additionally, the students are expected to do “Review Preview” questions at the end of each lesson. During this time, it was still
Danielson 1b apparent that students were struggling with solving and graphing inequalities. More specifically, the students demonstrated some
misunderstandings on question 7-126. This question directly relates to our goal and therefore is an area of focus and need.
Based on the data
collected above
identify the
instructional needs
and how it will
relate to your goal,
essential question
and standards.
What research was
conducted on
students
(Individualized
Education Plan
[IEP], English
Language Leaner
[ELL]) and
rational for
selecting the target
RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 2

group

Students will be able to solve and graph inequalities of the form of x + a = b and x + a > b. Students will understand that the solution to an
Goal Statement equation or inequality is the value for the variable which makes the equation true.
Danielson 1c

A description of
the enduring
understanding or
C big ideas that
students will
possess at the end
of the Learning
plan based on
grade level content
standards and
curriculum.

- How can algebra skills be used in solving and graphing inequalitites?

Essential - How can I utilize inequalities to solve problems?
Questions - How is solving an inequality similar to solving an equation?
Danielson 1c - How is solving an inequality different from solving an equation?
- Where do I begin?
Essential questions - How do I graph an inequality?
center on major - When do I use an open or closed circle when graphing?
issues, problems, - Why is the boundary point important?
concerns, interests, - If it is less than, do I make an arrow to the right or left?
or themes relevant - If it is greater than, do I make an arrow to the right or left?
to the classroom.
Essential questions
D should lead
students to
discover the goal
(enduring
understandings).
They need to go
beyond who, what
and where. They
need to lead to the
how and why.

Standard - CC.2.2.6.B.2:
PA Standards Understand the process of solving a one-variable equation or inequality and apply to real-world and mathematical problems.

http://www.pdesas
.org/Standard/view
or
https://www.pdesa
s.org/Page?pageId
=11

ISTE Standards Not applicable for this instructional plan.

www.iste.org

Academic What key terms are essential to this content?

Language - Boundary point
- Less than
Danielson 1a - Greater than
and 1b - Less than or equal to
What key terms - Greater than or equal to
are essential to - Inequality
this content?
What terms are What terms are essential to develop and extend students’ vocabulary?
essential to - Boundary point
develop and - Inequality
E extend students’
vocabulary? What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?
What - Students took notes on the key terms
opportunities will - Students are encouraged to use the “Word Wall” in the classroom for words they do not know
you provide for
- Students are expected to use key terms during instructional time
students to - Students are expected to use key terms when talking to peers during discussions/group work
practice the new - Students will do a vocabulary matching activity in order to practice the key terms
RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 3

language and
develop fluency,
both written and
oral?

2 PRE- AND POST-ASSESSMENT PLAN (STAGE 2 SLO RUBRIC)

The various tools/assessments which will be used to measure student achievement toward a specific goal.

The pre-assessment was a worksheet that consisted of 12 problems on solving and graphing inequalities. The pre-assessment specifically
Describe the pre measures the target population’s ability to solve and graph inequalities. Furthermore, the pre-assessment will help me keep track of the
and post target population’s progress towards the goal because this same exact worksheet will be used as the post-assessment. The post-assessment
assessment (such will be given to the target population after two lessons and a vocabulary matching activity on solving and graphing inequalities are
as performance taught/given by my mentor teacher and me.
task and rubrics)
F that measure
students’
understanding of
the goal.

The assessments were created by my mentor teacher and given to all students as a benchmark. Both assessments are valid because they
How will you were developed by my mentor teacher. My mentor teacher is qualified to create valid assessments because he has a college degree from
ensure the West Chester University. In addition to this, he has had over ten years of experience with teaching mathematics. Furthermore, he knows the
G assessments are curriculum well and how to approach the expectations under the curriculum while teaching his students. To go along with this, my mentor
valid and reliable teacher knows the students well and what kind of assessments they are used to and which ones are new to them. Lastly, these assessments
data? If using a are reliable because it is given to all students as a benchmark.
proprietary
assessment
provide
information on the
tool and why it
was selected. If
the tool is not
proprietary discuss
how you will
ensure content
validity and
reliability?

The date for the pre-assessment is on Tuesday, March 20th. The first lesson on solving and graphing inequalities will be taught on Monday,
Assessment March 26th. The vocabulary matching activity will be given on Wednesday, April 4 th. The second lesson on this topic will be given on
Window: Friday, April 6th. My mentor teacher and I have high expectations that after the lessons and review are given, we will see an overall class
H Assessment improvement in this category. The post assessment is scheduled to be given on Friday, April 20th.
window should
not be included as
part of the
learning plan
activities. Pre-
assessment should
be administered
well in advance of
instructional
delivery. Post-
assessment should
be administered
after the last day
of formal
instruction.

Baseline and The pre-assessment was administered by my mentor teacher during a class period. After administering the pre-assessment, the baseline data
Trend Data used to identify the goal was how many problems students left blank and how many problems students answered correctly on the solving
After and graphing inequalities worksheet. After reviewing the data, I calculated that 106 problems out of 168 were left blank by students and
administering the were incorrect as well. The other 62 problems had answers written on it, but were all still incorrect. Furthermore, the class average on the
pre-assessment, pre-assessment was a 0% or 0 out of 168 problems were correct. Based on this evidence, it was clear that students struggled with this topic.
describe the data Therefore, I came to the conclusion that my mentor teacher and myself should pay attention to helping students grow in this area of need.
used to identify
assessment and
growth targets.
I Explain how this
data helped you
identify the
growth targets for
your students.
RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 4

How was the

assessment done?
What were the
results of the data
gathered?

3 ACHIEVEMENT GOAL (STAGE 1 SLO RUBRIC)

Select the type of growth that will be used for the SLO
__Tiered __ Uniform Growth Target X Individualized Growth Target (Half-Split Target)

Identify actual Block 1 Mathematics Pre-Assessment Score Growth or Achievement Post-Assessment Score Exceeds/Meets Goal
performance (e.g., classroom Goal
grades, test or Total left blank 106/168 28/168 0/168 Yes
rubric score) Total Correct 0/168 126/168 140/168 Yes
targets from the
baseline data Due to absences, the pre-assessment was given to only 14 students out of the 16 total target population. Therefore, the post-assessment will
J collected. Include only be given to the same 14 students in order to have valid and reliable data.
patterns and
themes and Patterns noted during observation:
qualitative data While the pre-assessment took place, the students were not able to work through any of the 12 problems on solving and graphing
collected. The data inequalities worksheet. Most students left the problems blank or tried guessing by re-writing the problem on the answer line. It was clear
should be that the students did not know how to go about completing this worksheet successfully.
presented in a
table format. While the first lesson took place, the students began understanding the topic of inequalities and how they similar and different to an
equation. About half of the target population started to feel comfortable working through these types of problems. However, some students
still did not feel confident with the topic.

While the vocabulary matching activity took place, the students definitely seemed more confident learning about the symbols and key terms
that go along with solving and graphing inequalities. During this time, only about 25% of the population was getting the symbols mixed up
with one another. The rest of the population knew which symbol went with which key term correctly.

While the second lesson took place, the students were very familiar with solving and graphing inequalities. This lesson was more of a
review for them. Throughout the lesson, students knew exactly how to solve and graph inequalities. The students no longer felt
uncomfortable approaching the topic.
For the pre-assessment, the target population left 106 out of 168 problems blank. Due to this, the achievement goal is for there to be only a
Achievement Goal total of 28 out of 168 problems blank. In other words, the students will be able to leave 2 problems blank out of the 12 problems they are
given on the worksheet. This will show an increase in learning. Furthermore, the average on this worksheet was a 0% or 0 out of 168
problems done correctly. On this section, the achievement goal is for there to be an average of 75% or 126 out of 168 problems done
correctly. For the post-assessment, the target population left 0 out of 168 problems blank. In analyzing this information, it can be said that
the target population exceeded the achievement goal. In addition to this, the target population’s average on the worksheet was an 83% or
140 out of 168 problems done correctly. Having said this, it is clear that the target population surpassed the achievement goal in this section
as well. Both grading rubrics remained the same for the pre and post assessment as well as the population size.

3 INSTRUCTIONAL PLAN OUTLINE: Outline the daily evidenced based instructional strategies and/or grouping strategies that will be used to teach the
content. (STAGE 2 SLO RUBRIC)

Outline or brief Instructional Window

description of
instructional Start (first formal instruction after the administration of the pre-assessment)
strategies to Tuesday, March 20th, 2018 – whole class instruction
support the
learning goal. End (last day of formal Instruction before administration of the post-assessment)
Reflection on Friday, April 6th, 2018 – whole class instruction
Planning: theory
or research that Outline of Instructional Strategies
supports the
selection of the Session 1:
strategies. The first lesson will be taught my mentor teacher and me. The objective for this lesson is for students to create equations and inequalities of
the form x + a = b and x + a > b to represent real-world situations in which a value is unknown. In addition, students will understand that
Instructional the solution to an equation or inequality is(are) the value(s) for the variable which makes the equation true and will confirm this by testing
Window values from a given set. Students will then informally solve equations and inequalities intuitively, representing solutions on a number line.
Lastly, students will learn how inequalities and equations are similar and/or different from one another.
03/20/18 Start
(first formal Session 2:
K instruction after The second lesson will be a vocabulary matching activity given by me. Students are expected to know/learn the symbols that go with the
the administration key terms for solving and graphing inequalities. This will be done on the Smart Board. Students will volunteer to come up to the Smart
of the pre- Board and match a symbol of their choosing with its correct definition. There are a total of 5 symbols and 5 definitions.
RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 5

assessment)
Session 3:
04/06/18 End (last The third lesson will be taught by me and it will be a review on solving and graphing inequalities. The objective for this lesson is that
day of formal students will be able to solve and graph one-step inequalities. To begin with, students will be formatively assessed with whiteboards. I will
instruction before write down 3 inequalities on the whiteboard and students will be expected to solve and graph them on their mini whiteboard. Once students
administration of have their solution, they will be expected to hold up their answer towards me. In addition to this, students will be given a worksheet to
the post- complete in their groups. There are a total of 6 problems they will have to complete in order to reach the final level on the “Ladder of
assessment ) Knowledge.” Lastly, the students will be given an exit ticket where they will have to solve and graph and inequality that I will write on the
whiteboard.

Reflection on Planning

After speaking with my mentor teacher about the areas of skill that the target population needed more work on, I decided to focus on
solving and graphing inequalities. I then consulted with my mentor teacher about my decision on moving forward with this skill to make
sure we were both in agreement. My mentor teacher was satisfied with my decision and we began the planning process shortly after. When
we were planning, my mentor teacher already had a worksheet that he said we could use as the pre and post assessment. After the pre-
assessment took place, we noticed that solving and graphing inequalities was definitely an area of focus/need.

Based on my research and with the help of my mentor teacher, I chose 3 different lessons to do with the population. The first was a lesson
given by my mentor teacher and myself that concentrated on introducing inequalities. The second was a lesson given by me that focused
more on key terms and symbols. The third was a lesson given by me that focused on solving and graphing one-step inequalities. For the
third lesson, I was able to find a worksheet to give to students. I found this worksheet on Printable Math Worksheets. This worksheet had 6
problems that I wanted students to definitely complete and 2 problems that were more challenging in case some groups finished earlier than
others. Both the first and third session really focused on the skill as to where the second session was driven towards the target population’s
ability to match symbols and key terms. My materials and procedures were able to support the target population because they gave them
opportunities to practice the skill.

When deciding to make my achievement goal of 28 out of 168 problems left blank, I took into account what I saw on the pre-assessment
and how much practice the population would be given prior to the post-assessment. There were 106 problems left blank during the pre-
assessment. Due to this, I knew this number had to decrease significantly. The reason I chose 28 problems is so that every student in the
target population would be given the chance to leave 2 out of the 12 problems given on the worksheet blank. When deciding to make my
goal of an average of 75% on the worksheet, I also took into account the pre-assessment and exposure to solving and graphing inequalities.
This number would leave room for students to get 3 out of the 12 problems on the worksheet incorrect. The reason I chose 126 out of 168
problems correct was because I felt confident that the instruction that my mentor teacher and I would provide to the population would show
growth in this area of need.

I have considered the population’s background knowledge with the problems on solving and graphing inequalities that I chose to assess
them on. When my mentor teacher approached me with the worksheet that he believed would serve best as the pre and post assessment, I
made sure that all 12 problems were different, but within the population’s level of ability. I also considered the population’s experiences.
From what my mentor teacher had told me about the population, I knew that this group would be able to portray growth in this area after a
few lessons/activities were given. In addition, my mentor teacher mentioned to me that in past experiences, this group has been able to work
through higher-order problems. When it came to interests, I was aware that some students in the classroom enjoyed learning math while
others liked being challenged with new math problems.

4 REFLECTION: Identify the results of the pre- and post-assessment of the targeted population. (SLO RUBRIC STAGE 3 REFLECTION ONLY)

Not applicable for 317/318

Record the actual
number or
percentage of
students who
L achieved the
target in a table
(Danielson 4f)

Block 1 classroom did meet the target goal of receiving 0 out of 168 problems blank and an average of 83% or 140 out of 168 problems
What % or # of done correctly on the post-assessment administered on Friday, April 20th.
students met your
targets?

Candidate Self- Based on the data gathered how would you rate your performance?
Rating Block 1 classroom scored 0 out of 168 problems blank and an average of 83% or 140 out of 168 problems done correctly on the post-
Does Not Meet---- assessment. This score met the target goal and ensured the examiner that the SLO lessons/activities had benefited the target population’s
0 – 69% of overall skill in solving and graphing inequalities.
M students
RJM EDR 317/318 SPRING 2018 SLO/CASE STUDY 6

performed worse
than expected
Needs
Improvement-
70% - 79% of
students
performed as
expected but
overall the group
is below
expectation (need
a minimum of 80
percent)
Meets ---- 80% -
94% of students
performed as
expected
Exceeds – over
95% of student
performed better
than expected.

I know my instructional goal was met because of the target population’s ability to work through solving and graphing inequalities on their
Reflective own, without help from my mentor teacher or myself. With the target population having the worksheets/resources we completed during the
Narrative lessons/activities, they were able to reference back to their own work. This also allowed for Block 1 classroom to look back on their notes
What did you prior to taking the post-assessment. Even though Block 1 classroom exceeded the achievement goal, a challenge that I faced was my
learn about the inability to teach the target population what to do when the variable was on the right side of the inequality instead of the left. I noticed this
N process? was a common mistake on the post-assessment and therefore, I felt like I should have spent time informing the target population on how to
Based on the data graph the inequality correctly. Due to the fact that this SLO did not focus on one particular student, there were not any individual
gathered and self- conferences. However, if there were, I would have focused on explaining symbols and graphing variables that are on the right side of an
rating what do inequality. As a result, there are two areas that could be improved in the instruction plan. The first is teaching Block 1 classroom how the
you believe were procedure changes when there is a variable on the right side rather than on the left. The second is spending more time on having Block 1
challenges or classroom practice matching symbols used when solving and graphing inequalities with their correct definition. This is definitely another
changes you area were the target population made mistakes on the post-assessment. To go more in depth, some of the target population got confused
would have made between the greater than and less than symbols. Due to this, they were not able to graph the inequality correctly. From this teaching
in the delivery of experience, I would like to explore further professional development on math strategies of how to teach students how to solve and graph
instruction that inequalities. My future teaching goal is to work on a skill that the entire classroom needs focus on and guide them through effective
will support the strategies on how to strengthen the area of need.
learning
outcome?
What was the
rationale for
selecting the
learning
activities?
Please use the
SLO rubric to
support the
development of
the narrative.
Source: Document adapted from SLO template provided by Pennsylvania Department of Education pdesas.org. Some of the categories and descriptions were revised to
meet the needs of teacher candidates.