TT1: Long-Range Plan

Teachers name

Mr. Barry White Jr.

Contract level

District

Chesterfield County

School

Academic year

2014-2015

Evaluation period

Course

Jefferson Elementary
Preliminary

Final

5th Grade ELA

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.
(Check one of the following two options.)
The student information is described in a separate document. (Note: A copy of this document
must be included in the dossier.)
The student information is described in the table below.
Important Student Information (Key Element 1.A)
Factor
(e.g., gender, SES, reading
levels)

Description
(in terms of your students)

Source(s)
(if needed)

Girls
Caucasians
African American
Others

6
4
1

Power teacher

Boys
Caucasians
African American
Others

11
6
5
0

Power teacher

ALPHA

Gifted and talented

program/Ms.
Funderburk

Map Score

Reading
Not Met
3

Maps
Gale

Updated March 2009

Met
7

Exemplary
6

Exam/

Ms.

 Reflect on the student information (Key Element 1.A): (1) 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?

I believe it is essential to students learning to take into account demographics when teaching. It is
important that a teacher knows their students levels so she can best differentiate in an attempt to
meet each ones needs. It is important to take into account differences and interests so that
students are engaged in every lesson. I believe that you lose students attention if they become
uninterested, and as a result, less learning takes place. I believe it is also of importance to know
when your students will be absent from your lessons when they are partaking in resource or gifted
and talented classes. Lastly, I believe it is of utmost importance as well for the teacher to set goals
for herself in ensuring her students succeed. This why knowing your students MAP and Pass
scores are beneficial in your instruction, knowing that some children may require that extra
attention or even just that extra motivation. Essentially, a teacher must know her students in order
to reach them and ensure success.

Section II: Long-Range Learning and/or Developmental Goals (Key Element 1.B)
Describe the long-range learning/developmental goals that you have established for your students
in the subject/course.

The learning goals and objectives are based on Common Core Standards. By the end of the year
and upon successful completion of fourth grade, the students will be able to demonstrate effective
understanding and mastery goals and objectives presented. I also to establish with my students that
learning is a continuous process that develops over a life time.
(Check one of the following two options.)
The long-range learning and/or developmental goals are described in a separate document. (Note:
A copy of this document must be included in the dossier.)
The long-range learning and/or developmental goals are described in the table below.
Long-Range Learning and/or Developmental Goals
(Key Element 1.B)
Students will develop strategies
Students will extend their reading comprehension skills
Students will enhance written expression
Students will increase oral language proficiency
Students will develop reading fluency
Students will develop listening comprehension skills
Students will participate in cooperative learning skills
Student will demonstrate an understanding of grammar and mechanics skills
Students will improve their communication skills

Updated March 2009

 Reflect on the long-range learning and/or developmental goals (Key Element 1.B): Of the longrange learning and/or developmental goals you have established, which goals do you believe are the
most important for all students to achieve, and why?
I believe it is very important that all students meet or master all goals and standards for 4 th grade
students. However, I do want my students to feel accomplished and successful no matter the
outcome on standardized testing, and success is different for every student. I want my students to
obtain a strong confidence in their abilities and understand everyone does not always reach
Exemplary. Improvement each year is what the desired target should be, this may be moving
from Not Met to Met, or Moving from Met to Exemplary. Student success can also be
moving up a level in the Fountas and Pinnell chart, or raising their grades to all As. It is my job to
find out what success means to the student and ensure that I help them reach it.

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

Describe the instructional units, in sequence, for this course.
Standards are addressed in the reading program with the Common Core State Standards for
English/Language Arts and incorporate the balanced literacy approach.
(Check one of the following two options.)
The instructional units are described in a separate document. (Note: A copy of this document
must be included in the dossier.)
The instructional units are described in the table below.
Unit Topic or Description
(Key Element 1.C)

Unit Length
(i.e., approximate number of
lessons)

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?

Updated March 2009

In an attempt to divide instructional units for the year, I first divided them by weeks in the school
year. However, I realize that units will take longer than others therefore some units may overlap and I
will modify them over time.

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

Describe (1) the major course assessments, (2) the evaluation criteria for the course, (3) the way(s)
in which you will report overall student progress and achievement, and (4) your system for
maintaining records of student progress and achievement for this course.
(Check one of the following two options.)
The assessment information is described in a separate document. (Note: A copy of this document
must be included in the dossier.)
The assessment information is described below.

Grades are placed in the grade book and computer program Power Teacher. Grades are dated and
labeled. Every Monday, graded work will sent home for parents to view, sign, and return. This
work is placed in a file for each student. Interim reports are sent home for all students.
Conferences are required for students who are having academic and/or behavioral problems.
Parents are required to pick up their childs report card at the end of the first nine weeks.
Phone calls and notes to parents are also used as necessary.
Students are given regular assignments as we work on each story and set of skills. Quizzes are
given after certain indicators. End of unit test are given at the completion of each unit of study.
Graded assignments are given on comprehension, writing, grammar, phonics, spelling, etc
Assignments are weighted differently when computing nine week grades. Test/Project/Quizzes
are 50% and Homework/Classwork is 50%.

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 the course as well as (b) the reports they receive regarding the students overall
progress and achievement in the course?

I will describe the more informal assessments in this passage. In my classroom, I cover one
topic, not unit in a weeks time span. Each week, students are assessed. I believe it is important to
vary assessments for several reasons. One reason in varying assessments is that different type of
assessments work for different students. I do not feel you are doing your students justice if you
present them with the same type of assessments each time, especially for the student that does not
succeed given that type. Also students should be assessed in different ways as they will be in life. I
feel a teacher can gain information needed for each student on whether they have mastered the
content or not, by assessing.

As stated in the section above, interim reports and report cards are sent home on the designated
days assigned by the district, at the end of each grading period. Grades are also posted online for
parents to obtain as they are posted. In my classroom, grades are sent home

Updated March 2009

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

Describe your expectations for student behavior during instruction and during non-instructional
routines. Write your description as though you were explaining these expectations to your students
and their parents.
(Check one of the following two options.)
The explanation for student classroom behavior during instruction and during non-instructional
routines is described in a separate document. (Note: A copy of this document must be included in
the dossier.)
The explanation for student classroom behavior during instruction and during non-instructional
routines is described below.
Students are expected to follow the school and district discipline policies sent home at the
beginning of the school year. The following should also be obeyed.
Classroom Rules
Raise your hand and wait to be called on
Listen when your teacher and others are speaking
Follow all directions
Keep hand, feet, and objects to yourself
Do not disturb others
Show respect to all people
Work and play cooperatively and safely.
Classroom rules and expectations, as well as the behavior system in which we follow, are sent
home at the beginning of the school year in the handbook. Parents and students sign a form
stating they have read and understood the rules
Consequences
Behavior chart and demerit system are used in my classrooms. Students are given a warning, then
silent lunch for the second offense. The third and fourth offensives result in no recess and a note home,
respectively. Continued misbehavior and/or severe misbehavior, such as fighting, will result in students
being sent to the office. Students are also given the opportunity to advance in our behavior system in
which they are rewarded with tickets and prizes at the end of each week.
Procedures for Non-Instructional Activities
Students obtain books and materials from their book bags and hang them on their designated
hook in the hallway before entering the classroom.
Students place their homework in the homework basket for their grade level upon entering class.
Students start the class off by reading their book they have selected and logging it into their
reading binder log sheet.
Attendance and lunch count Is taken each morning
Listen to announcements. The Pledge of Allegiance is recited
On Monday mornings, classroom jobs are selected.
Students are given bathroom breaks

Updated March 2009

Fire and tornado drills are posted by the door along with class rosters and the emergency drill
procedures.
Make up work is placed in the makeup work basket. Students are responsible for completing the
work when absent.
Communication with parents
Parents are contacted several times a year. A handbook with the grading policy, class rules,
consequences for breaking rules, and other general information is sent home on the first day of school.
Graded work is sent home to be signed each week. Interim reports are sent home to all students. Phone
call and additional notes are used when necessary. Weekly emails with updates are sent to parents who
wish to be added to the email list. Report cards are sent home every nine weeks. An updated academic
plan is sent each nine weeks to parents along with report card.

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?
I consider behavior control to be an important consideration in managing my classroom. If the teacher
does not have to stop every other minute and apply negative reinforcement than more time can be used on
the actual content being taught. I also believe if you have set routines for things such as: Pencil sharping,
throwing away trash, transitioning to different topics, etc than less time will be spent on distractions
and can be used to maximum quality instructional time.

Section VI: Additional Teacher Comments (optional)

I plan to evaluate my long range plan at the end of each grading period. Necessary adjustments will be
made at that time.

Resources
Reading:

Houghton and Mifflin Harcourt Journeys Reading textbooks

Houghton and Mifflin Harcourt Journeys Teacher Resource book
Houghton and Mifflin Harcourt Journeys Selection Test Book
Houghton and Mifflin Harcourt Journeys Reading, Spelling, and Grammar worksheets
Houghton and Mifflin Harcourt Journeys End of the Unit and Year Skills Tests
Houghton and Mifflin Harcourt Journeys Leveled Readers and Resource Guide
Library Books
Novel units
Craft Lessons
Instructional websites (Example: Brain Pop)

General

Computer
Promethean Board

Updated March 2009

Projector
Document Camera
Crayons, Markers, Colored Pencils, Pens, Pencils, Highlighters, Sticky Notes, Scissors,
Glue
Dry Erase Board and Markers
Pocket Folders
Loose Leaf Paper
Classroom Library
Construction Paper

Updated March 2009