Tutoring and Assessment Case Study for Education 331-01 Fall 2013 Candidate: Annamaria King Subject: 10th

grade History 331 Instructor: Dr. B. Wilson Date: 3 December 2013 # of Students 8 Assessing: American History Prerequisite Knowledge Grade Level: 10th School: St. Albans High School Coop Teacher: Mr. David Stone Date of Pre Test: 10/21 Average Pre Test Score: 40% Date of Post Test: 10/23 Average Post Test Score: 80%

Decision about Who, What and How to Tutor/Teach and How to Assess Mr. Stone and I agreed that I would include the entire class of eight students that are in his 10th grade American History class. The students are beginning a section on Imperialism and World War I. The pre-test was designed around the information the students should have retained from their reading assignment over the weekend. The students are assessed at the end of every class period by an interactive power point quiz. To keep the students from being over assessed we agreed to just administer the pre-test on Monday October 21st and the post-test on Wednesday the 23rd after the students have been exposed to the material in multiple forms. Students will not take the closure interactive quizzes during these classroom periods. The scores from the pre-test determined how much we needed to touch on various topics from the chapter. During my observation hours, I spent the majority of the time presenting Mr. Stones power point presentations on subject matter and reading exams to students with reading disabilities. These power points are great because they are already designed with the standards included and follow exactly what the students need to be covering. These presentations came with the Prentice Hall Text books.

The assignments during class I assisted with were completed together as a class along with Mr. Stone. The students could not be pulled out individually or they would get too far behind. The interactive quizzes given at the end of every section lecture determine what the students have retained after each lecture. I formatively assessed students throughout my time at SAHS by monitoring their improvement on these quizzes as the tri-mester progressed. Since St. Albans High School is on a tri-mester schedule teachers are moving at a fast pace. The Students in Mr. Stones 10th grade History classes are in his sections because they need the course credit to graduate. Basically these students failed the first term of 10th grade History when they were in the 10th grade. Without successfully passing this course these students will not graduate. In order to do a pre and posttest on one particular set of information, I had to do it close together. Mr. Stone was not sure, due to tight schedule, how much information this class would get to before the tri-mester was over. This kept me from varying the information over the course of several sections as I initially intended to. Tutoring Lesson/Unit and Assessment Description I assessed the students on October 21st, after they were assigned reading on a certain section. After reviewing the scores, it was apparent that the students did not read, or did not retain what they read over the weekend. After the pre-test I went over the section with the presentation. Mr. Stone uses a variety of note taking methods to get the students to not only hear him discuss topics but also follow along in the book and with the presentation. This allows for students to be exposed to a variety of learning and ways of retaining information. Using Marzanos Summarizing and Note taking strategy, I guided students through important information to take down during the vocabulary and important people segment of the

presentation. Following this portion, we moved on to a guided reading and reading check worksheet. These worksheets guide students through critical thinking questions and prompt various answers through cues. The next day Mr. Stone covered more material in the second section. I returned to the classroom October 23rd to give the post test. My strategy was to present the information in multiple forms and to expose the students to as much information as possible. Much like the principle of progressive overload in exercise physiology, I wanted the students to learn more than what was expected of them. I used a few additional educational video clips that Mr. Stone had that correlated with the presentation. While students wrote down items on the board on their guided reading and reading checks I played the videos. Even though the students were not completely focused on the video it was still playing in the background. The idea was to over expose the students. Just as adding weights or reps to build muscle, we were adding learning strategies and overloading on information in order to strengthen understanding of the section. Link to Standards:
WV CSOs

SS.10.H.CL6.5 analyzes and explains how political, social and economic factors influenced American involvement in World War I (e.g., treaties, alliances and nationalism). Guided reading activity Reading check activity Web quest

Prentice Hall video on WWI NATIONAL STANDARDS Standard 2: The changing role of the United States in world affairs through World War I Power point presentation on Chapter 8 sections 1 & 2

Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression

Web Quest

Results of Assessments: The results of the assessments are listed in the table below: Students Ab Bg Cb Dg Eb Fg Gb Hg Pre Test Score 10% 30% 40% 30% 40% 50% 30% 40% Post Test Score 70% 90% 100% 80% 100% 100% 90% 90%

WWI TEST SCORES

120 100 PERCENTAGE SCORE 80 60 40 20 0 A B C D E F G H STUDENT

PRE POST

As the table and the graph show, student F had a grasp on the subject matter. Students C, E, and F received comparable scores displaying their possible prerequisite knowledge of World War I. Students B, D, and G show limited familiarity and student A answered only one correctly. After this lesson and the combined web quest, students dramatically increased their scores on the post test. Students C, E,F compared to A,B,D,G, and H. Students A, B, C, E and G all increased

their scores by 60%. Students D, F, and H increased by 50%. The average score on the pretest was approximately a 30% and the average climbed to 90% on the post test.

DISAGGREGATED MALE VS FEMALE DATA WWI TEST SCORES

120 PERCENTAGE SCORES 100 80 60 40 20 0 MA A MA C MA E MA G FEM B FEM D FEM F FEM H STUDENTS PRE MALE POST MALE PRE FEM POST FEM

Reflection and Data-Base Decision Making & Disaggregated Data I chose to separate male and female students and compare the data. Mr. Stone did not assign seats. This class room was very small and cramped. Ironically the students filed in boy girl boy girl on day one and never shifted seats. The assessments are fill in the blank with a word bank. Some students left parts of the pretest blank resulting in lower scores. Students A, C, and E had the largest jumps in scores. Student A has difficulty reading. The post-test given was read aloud to all of the students. I believe this was the largest contributing factor in his score. All of these students are dealing with difficult home lives. All four of the females in this class have full time jobs after school and on the weekends. Only 2 of the 4 boys work. The female

students are older as well. 6 of these students are 17+ and failed this course previously. They are trying to cram in this class to graduate. 4 of these students are in all resource classrooms. The night before the pre-test all of the females in this class worked until 10:00 PM. One of these students had to catch a bus home and did not make it until after 11:45PM. I contribute the lower test scores to their lack of rest. Males C, E, and G are severely ADHD. A is as well but is medicated. Reading the post-test to the class was beneficial for all of the students. I believe this boosted the scores. Based on the Pretest scores students C, E, and F had some knowledge of this topic. Students B, D, G, and H had limited familiarity and student A knew little to no information regarding the information. Knowing that some students are simply better testers, and considering the various learning disabilities these students possess, student A needed the most help during the lesson. This particular student has a severe reading disability. Once the student hears the information and copies down information from presentations and lectures student A knows the information, they just need assistance reading the tests. Students B, D, and G admitted to guessing on the answers and students C, E, F, and H all said they were familiar with the information on the pretest. The post test showed obvious improvement. Students seemed to retain a great deal of the information taught. These students will still need to remain in the resource room. They are all able to learn with the appropriate assistance provided more intensely in a resource classroom. As mentioned in my lesson post-teachings I wish I would have had close to a week to get more in depth into this lesson. I really wanted to do a lengthy web quest and assign certain topics

for students to prepare an oral assessment for at the end of the week. I would have also liked to have made a more varied pretest with more information. I truly enjoyed working with the students at St. Albans High School this Fall. I learned so much about students with disabilities, but the most important lesson I learned is that not all disabilities are obvious. The majority of my students did not seem to have any issues until they began to read or take examinations. As an educator my mission will be to reach all students of varying disabilities allowing them to soar to their fullest potential.