Becky Brown

MEDT 7461/Spring 2013

Student/Client Instruction Project

Unity Elementary School
Meriwether County School
System, GA
Marshpoint Elementary School
Chatham County School System,
GA
Area Rural Urban
District Size 8 schools 52 schools
Geographic Location Rural Luthersville, GA Urban Savannah, GA
District Demographics 3,049 students in AYP grades 33,828 students in AYP grades
School Demographics

409 students in grades PK-5 835 students in grades PK-5
Socioeconomic profile Title I School
71% eligible for Free/Reduced
Meals
Non-Title I School
30% eligible for Free/Reduced
Meals
Average years teaching 13.3 17.41
Students per FTE Teacher 12:1 13:1
Spending per pupil $10,329 $10,076
Subgroups 49% African American
44% White
3% Hispanic
3% Multiracial
13.9% SWD
45.2% EIP
3.2% REACH
71% Economic Disadvantage
63% White
20% African American
9% Multiracial
5% Asian
2% Hispanic
11.5% SWD
9.5% EIP
25% REACH
30% Economic Disadvantage
Types of assessment Pre/Post Assessments
Formative Assessments
CRCT (state mandated)
Pre/Post Assessments
Formative Assessments
ITBS (District mandated)
CRCT (State mandated)
Technology available in school SmartBoard in each
classroom
LCD projector in each
classroom
Computer in each
classroom
Computer Lab
Video and audio
equipment available to
enhance instruction.

Computer in classroom
Mobile laptop computer
carts available to
enhance instruction
SmartBoard in each
classroom
LCD projector in each
classroom
Video and audio
equipment available to
enhance instruction.
State of the art
Technology lab
Other observations Fewer students in school
system
Fewer students in school
More money spent on
Marshpoint is a magnet
school.
In 2006 and 2007,
Marshpoint was named a
each student
Less teaching experience
Fewer students per FTE

Georgia School of
Excellence
Marshpoint was
recognized as a 2005
Gold Award Winner by
the Governors Office of
Student Achievement.
More students in school
system
More students in school
Less money spent on
each student
More teaching
experience
More students per FTE

Describe how the various
demographics and
characteristics would help
determine the type of
assessments you would
use before, during, and
after instruction in both
situations.

In terms of assessments mandated by the state of Georgia, both
Marshpoint and Unity would adminster the same CRCT test to
students. In addition to the CRCT, Marshpoint must also administer
the ITBS as mandated by the Chatham County School System. Both
schools also administer pre/post assessments as well as formative
assessments. However, the approach in administering this particular
type of assessment would be different according to the teacher and
the concept being taught. At Marshpoint, I would tend to believe that
the delivery of an assessment would be technology based. One of the
goals of the school is to help students to not only become lifelong
learners but also 21
st
century learners. Because of NCLB, Unity
would be required to ensure that basic technology improvement are
available for student use but there is not as much of an emphasis as
there is at Marshpoint.
Another factor that would determine the delivery of assessments is
the diversity of the students. At Marshpoint, students intellectual
levels, as well as their backgrounds, are homogenous in part because
of its status as a magnet school. Because of this, students would tend
to be tested together. On the other, students at Unity are of varied
intellectual levels and backgrounds. More formative assessments
would be administered at Unity as well as creating small groups to
conduct assessment to ensure that all students are able to understand
the concepts being taught.
Describe how the various
demographics and
characteristics would help
determine the types of
instructional activities
most appropriate for each
situation.

Technology plays a huge part in instruction in each school. Whether
or not a student comes from economic disadvantage, economic
advantage, differing racial backgrounds, or different learning abilities
the use of technology impacts the instruction a student receives. For
a classroom teacher, it is imperative that he/she access prior
knowledge about the technology skills taught to students, teach to
that prior knowledge, and build upon it by teaching new skills to
students.

Other instructional activities would be based on other factors. At
Unity, the varied backgrounds of the students would be a direct link
to the knowledge previously attained by students. To understand this,
the classroom teacher must retrieve information about each student to
ensure that learning gaps are filled with the instructional activities
presented in class. However, at Marshpoint, outstanding classroom
instruction is expected but easier to attain. Knowledge previously
attained by students varies very little and enables the classroom
teacher to fill in fewer learning gaps. In this type of situation,
instructing students on new knowledge would be not only be easier
but could also be attained at a much faster pace.

Georgia. (2012). Retrieved April 4, 2013, from Federal Education Budget Project website:
http://febp.newamerica.net/k12/GA

Marshpoint Elementary School. (2012). Retrieved April 4, 2013, from
http://internet.savannah.chatham.k12.ga.us/schools/mes/default.aspx

Marshpoint Elementary School Student Handbook. (2012). Retrieved April 4, 2013, from
http://internet.savannah.chatham.k12.ga.us/schools/mes/Documents/Student_Handbook12_13.pdf

Profile of Marshpoint Elementary School. (2011). Retrieved April 4, 2013, from
http://archives.gadoe.org/ReportingFW.aspx?PageReq=101&PID=63&PTID=214&SchoolId=3
4407&T=0&FY=2011

Profile of Unity Elementary School. (2011) Retrieved April 4, 2013 from
http://archives.gadoe.org/ReportingFW.aspx?PageReq=101&SchoolID=36961&PID=63&PTI
D=214&T=0&FY=2011

Unity Elementary School. (2013). Retrieved April 4, 2013, from
http://meriwetherues.sharpschool.net/home