STUDENT LEARNING
Jennifer Stroupe
Fourth grade
Gunter Beebe Elementary
Congruence with Instructional Outcomes
Danielson 1f
Standard Type of Assessment Accommodations
AR.Math.Content.4.NBT.B. Formative assessment Low- May use
6 with 9 long division multiplication table to help
Find whole-number problems. High- more challenging
quotients and remainders problems
with up to four-digit
dividends and one-digit Davion- may use
divisors, using strategies multiplication table
based on place value, the Bailey- answer 1-9 not
properties of operations, using multiplication table
and the relationship Noah- was given some
between multiplication four digit numbers instead
and division of all 3 digit.
Design of Formative Assessment
Danielson 1f
These assessments showed me what my students already knew about long division.
In general my students knew very little. The highest score was a 4 out of 9. I knew
after giving this test that they would need lots of practice on long division, and that
when teaching strategies we would need to be specific. This was something they
had never seen before.
Intern- I plan to use this data to see how much my students grow during our long
division unit. After analyzing the results I will know if they understood what I taught
or if I should have done something different
Student- I want the students to use this test to see how much they grew during this
unit. I plan to gave my students their pre and post tests to compare.
Student Results Used for Planning
Danielson 1f
The students did not do well on this pre-test. The highest score was a 4 out of 10 and
that was from one of my gifted students. This test has shown me that several of my
students need to work on their multiplication facts. During this unit I am going to allow
them to use their multiplication tables some to help and I will pull them during our RTI
time. I anticipate that although my high students did not do great on the pretest they will
learn long division fairly quickly. For them I plan to give challenging and thought
provoking work to do when finished early. I would also like to let my students work in
groups. I am going to pair them according to abilities.
Davion and Catelyn: These two do not know their multiplication facts. I plan to pull them
during RTI and review those with them. I also plan to help them during individual work
time. When working in groups these two will be paired with students who are
understanding division.
Noah and Rylin: Both of these boys are gifted students. They catch onto skills faster
than most of my other students. To help them I plan to give them challenging work when
they finish that will enhance their learning. I have researched ways to differentiate their
learning and am planning to implement these as I go along.
Bailey: Bailey is an average student. She performs well and makes As and Bs. To help
her I am going to be available to answer question during independent work time.
Maintaining Accurate Records
Danielson 4b
9
5
post-test
4
pre-test
3
1
0
0 5 10 15 20
Number of students
Monitoring of Student Learning
Danielson 3d
These examples are of a check we did half way through the division unit. We wanted
to see how our students were doing on division. So we gave them this 3 question
quiz to see how they did by themselves. I have chosen to show you Noahs, Davions,
and Baileys. Noah is a high student. Davion is low and receives tier RTI for math,
and Bailey is medium.
Monitoring of
Student Learning
Danielson 3d
Noah did well on this test.
To challenge him during
this unit I have been
giving him brainiac
challenges. These are
papers with division
problems on them that
really challenge him. He
has to complete all the
problems to find the
answer to a riddle. He
really enjoyed these.
Monitoring of
Student Learning
Danielson 3d
Davion did not get any of the
three questions on this quiz
correct. So he is going to
continue working in RTI on
division and we are going to
do our best to work one on
one with him in class. He did
redo this paper with help
from me.
Monitoring of
Student Learning
Danielson 3d
Bailey performed well on
this quiz. The only thing
she missed were a few
simple mistakes such as
subtracting wrong or
writing the remainder in
the wrong place. For Bailey
we called her aside during
RTI and talked to her about
these mistakes. We had
her correct them and then
gave her a grade since they
were simple mistakes.
Student Self-Assessment
Danielson 3d
To self assess I gave students an exit ticket that asked on a scale of 1 to 10 how
well do you understand division? Students had to give me a number and then
explain. This helped me know where my students were and what we needed to
review and focus on in future lessons.
Noah put a 10 down. I thought this was accurate because he is making 100s on all
his division papers.
Bailey put a 7 down. I think this is a little high for her. She is still asking for a lot of
help with her assignments and is taking a while to finish them.
Davion put a 4 down. This is pretty accurate. He understands the process some
but he does not know his multiplication facts. This causes him to struggle with his
assignments.
Analysis & Evaluation of Diverse, Individual
Learning
Danielson 1b, 4a
The work samples I am showing are some word problems we worked on. While
doing division we realized that our students needed help on word problems. So we
used this paper with multiplication because multiplication is something they know.
The students I have chosen to show are: Cate, Davion, and Andy.
Analysis & Evaluation
of Diverse, Individual
Learning
Danielson 1b, 4a
Cate: Cate started school at Beebe
about a month after school started.
She is struggling in math.
Needs are met by: She receives tier
3 RTI for math about 3 times a week
for 30 min to work with the math
interventionists. On this assignment
she was allowed to work with a
partner and she did very well! Her
partner was someone who does well
in math. As you can see based on
her work working with a partner
really helped her.
Analysis & Evaluation
of Diverse, Individual
Learning
Danielson 1b, 4a
Davion: Davion struggles in
not only math but reading
too.
Needs met: He receives tier
3 RTI for math. He does not
know his multiplication facts,
so he gets to use his
multiplication table on some
assignments. For this
assignment he also got to
work with a partner, and he
did well due to this. His
partner was a student who
performs well in math.
Analysis & Evaluation
of Diverse, Individual
Learning
Danielson 1b, 4a
Andy: Andy is an ESL student.
Needs met: He has a language
barrier, and gets pulled for tier 3 RTI
in literacy. Because of this he does
not always perform well on word
problems in math. The sample is
blurry but it shows that he did well
with the numbers, but when writing
his math sentence he struggled. I
did not count him off for this.
Instead I corrected his sentences
for him to review over when he gets
this paper back. He got all answers
correct but one and ended up with
a 40/50 or 80%.