Name: Thomas Shull

Date:

2/13/12

Purpose of this assignment:

This is the first phase of the three-part course Data-Driven Decision-Making Project and will be completed
individually. The goal of this assignment is to learn to organize and analyze classroom assignment data to assess
student learning and begin to plan for improvement.

Maryland Teacher Technology Standard IV: This task provides evidence of the ability to use technology to analyze
problems and develop data-driven solutions for instructional improvement. This task holds key criteria as seen in
the rubric.

Submission directions:
Use the temple below. All parts of this assignment must be united into one document and then submitted to your
WebTycho gradebook. Please title your document with this format: firstname_lastinitial_Phase1

Completion directions:
You have been given an excel gradesheet holding individual student lesson grades, attendance and homework data,
as well as Limited English Proficiency (LEP), Individual Educational Plan (IEP) and State Testing Data. You are
asked to average the data and write in the Standards and Learning Objectives that youve chosen. Upload this
separately to the WebTycho gradebook.

You have also been asked to sort the data and then display it through a useful visual representation. The display
needs to be in the form of tables and associated graphs. You will then analyze the data and offer suggestions for
improved student learning. This and other sections of the assignment will be placed in this template.
A rubric for completing this assignment has been provided. Review it carefully before doing a final submission.
This template needs to be filled in completely with all questions answered to the best of your ability. The template
will be the second document uploaded to the WebTycho gradebook.
After filling in the gradebook excel sheet with standards, learning objectives and averages, complete the analysis
and assignment by answering the following questions.

PART ONE - GRADEBOOK PREPARATION

1) Please list the Curriculum Area for Gradebook Analysis:

Physical Education

2) Please list the Standards for Gradebook Analysis:

State Standard 3.0 Motor Learning Principles Students will demonstrate the ability to use motor skill
principles to learn and develop proficiency through frequent practice opportunities in which skills are
repeatedly performed correctly in a variety of situations.

3) Please list three learning objectives that are associated with the Standards and grades you are using for your
Gradebook Analysis:
SWBAT- Navigate Microsoft Media Player to watch their throwing motion
SWBAT- Demonstrate the correct throwing motion with automaticity
SWBAT- Use Microsoft Media Player to watch and critique their own throwing motion by giving specific
feedback.

4) After analyzing the gradebook numbers, what patterns did you see? (Describe at least 3 patterns
completely and be sure to include patterns from the additional data tab on the excel gradesheet).

As I was looking through the data I notice a couple of patterns the 1st were how much attendance
played a major factor in mastering the objectives. The students who were graded below 84% and below on
attendance had lower grades than the students whose attendance was 85% and above.
The Second pattern I notice was that the students with IEPs graded out a lot lower than the regular
Ed students. The last Pattern that I notice was the LEP students data did not differentiate very much from
the rest of the class. I also highlighted the student who scores basic in reading and math MSA scores to see
how well they performed on mastering the objective.

5) Now that youve described the patterns in words, display the most important patterns by creating a table of
that data and turning the table into a graph or chart that is most appropriate for discussion. Copy/paste
the table, graphs and/or charts below.

Students in highlighted in green scored basic on their math and reading MSA
Student:

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23

AVG

AVG

7.2

5.6

3.4

4.6

2.6

3.4

3.6

4.6

3.8

10

8.2

7.8

7.6

10

7.6

3.2

3.4

2.6

4.4

4.4

7.2

6.8

7.4

10

10

9.2

7.2

4.8

4.2

6.8

10

10

8.8

7.6

7.2

7.8

5.8

3.6

5.8

4.4

3.8

6.4

4.2

2.4

10

10

9.4

10

8.4

8.4

8.2

6.8

AVG

8.4

10

10

10

9.6

7.4

5.8

7.6

5.8

7.2

2.6

3.4

3.4

5.4

2.4

0.4

2.2

24
25

0.4

1.6

0.4

4.6

4.8

4.4

Students in pink scored 84% or below on their attendance grade

Student: Attendance AVG

1
2
3

93
80
86

OBJ
5.4
3.5
4.0

4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

90
100
78
87
78
96
92
94
82
98
81
68
84
100
92
94
94
65
64
98
99
100

7.9
8.2
4.2
3.8
7.1
7.8
4.0
7.9
7.5
3.8
4.7
4.3
8.3
7.8
7.8
7.6
6.9
3.1
3.9
1.5
0.8
4.6

IEP vs. Regular Education Student Averages for Each Objective

8
7
6
5
4
3
2
1
0

3.49

Objective 1

6.4

3.03

Objective 2
IEP RegED

5.76

2.74

Objective 3

LEP vs. Regular Education Student Average for Each Objective

7
6

6.2
5.53

5.5 5.4

4.93 4.91
LEP

RegED

3
2
1
0

Objective 1

Objective 2

Objective 3

6) Relevant to the type of graph or chart: Why do you choose this visual to display the data to others?
Choosing the 2 bar graphs for the LEP and IEP students I wanted to show how they did in direct comparison to
the students that do not face the same struggles. I also, wanted to show that students with limited English were still
performing at almost the same proficiency as the rest of the class.

When I used the two color sorted graphs I wanted the audience to get the feel of each individual student
and how they did on the objectives. Rather than see the class as an average I wanted the impact to be shown on the
individual student.

PART TWO - GRADEBOOK ANALYSIS Questions to be answered

1) What patterns seem most evident, most important and why?

The two most evident patterns were the students who scored basic in both reading and math MSA did not have
one objective average over 5.8 out of 10. This is alarming that the highest score was that low. The second pattern
that I noticed was the drop in average to the students with and IEP. As shown in the graph those students were
drastically at a disadvantage during the unit. Having the students with an IEP scoring so low is cause for concern
and might need to be considered for a change in their accommodations.
Another important pattern was attendance the student who did not attend at a high rate suffered lower scores. Not
being at school puts those children behind the eight ball and it is a very fixable problem.

2) What groups of students are affected by each of the patterns that you see?

The students who scored basic on both the math and reading MSA

The students with attendance below 85%

Students with IEPs

3) Why do think that that these particular students in EACH pattern are affected?

The students with basic scores in reading and math may be affected because they do not have the
educational background and skills need to master the objective. The students with low attendance is
affected because they cannot learn the material if they are not in class. A possible reason the IEP students
are affected could vary. Those students may not have used their accommodations, the teacher may not have
been aware of each childs specific accommodations.

4) What other student information or student data could help with an even more thorough analysis of each
pattern?

Some other pieces of data that would have been helpful would be if the students tardy or leaving school early on
a regular basis. They may have missed the beginning of class many times and could have fallen behind. Some others
are; was a substitute teacher any of those weeks or days, how were the assessments given.

PART THREE STUDENT IMPROVEMENT PLANS Questions to be answered

1) Pattern 1: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).

Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)
For the children with basic scored in math and reading MSAs I would communicate with
administration and their parents by e-mail letting them know my concerns with their performance. After I
have talked to them both I would set up small groups of students who scored well on the assignment with
the student with the basic scores. In the small groups I would have the student who scored lower on the
assessment be in charge of navigating the Microsoft media player on the groups laptop. As he/she is
watching the throwing motions I would have the other students who scored wells job to point out the errors
and correct form of the overhand throw. In addition I would have the selected students meet with the
Media Specialist so that they may use the promethium board to strengthen the throwing skill.

How will they be involved to help the student(s) be successful?

The group of students will help the student by showing the correct ways of performing the overhand throw
as well as point out the errors while watching the throws on the media player. Parents will hopefully be more
involved and I will encourage them to go outside and throw the ball with their son or daughter. The media specialist
will act as a facilitator of the promethium board and teach them how to critic themselves using the tools.

How will you assess if this plan has helped?

I will reassess the student in two weeks using the same assessments and see if there are improvements in
most of the students. I will also use that data to see if which objectives they improved the most and least on.

2) Pattern 2: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).

Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)

The second pattern is students with poor attendance receive lower grades. The first thing I would
do is meet with the students teachers from years past and see if the lack of attendance is consistent
throughout the years. I would also have an individual meeting with those childrens parents and
administration. During the meeting I would provide the sorted data in a power point that proves to the
parent the lower the attendance the lower the scores. The last step I would take is to have the student come
in for recess for the amount of days he/she missed.

How will they be involved to help the student(s) be successful?

The previous teachers will give me some background information on the students attendance in
the past this will help me decide whether it is an ongoing problem or if it a new issue. The administration will
provide a sense of importance to the meeting. Being that the unit is a 3rd grade unit the parents are the most
important factor for attendance. If I can show the how much attendance matters hopefully they will take
responsibility on themselves to make sure their child comes to school every day.

How will you assess if this plan has helped?

In two weeks I will check the students attendance records and see if he/she is at school on more of a
regular basis. If he/she has been attending regularly then I will check the grades and see if there is a substantial
improvement or if more interventions need to take place.

3) Pattern 3: Based on your analysis and the students that are portraying that pattern, what plans can you
provide to improve their learning? (Please be sure to include technology tools in this plan).

Who will be involved in helping the student or student group toward more success? (Teacher, Groups of
Students, Parents, Administration, Other classroom teachers, specialists etc)

Having students with IEPs scoring so low is a major concern. The first thing I would do is to
make sure the student is receiving all of the accommodations and services he/she deserves. The second
action I would take is to meet with a special educator and see what other tools we could use to help the
child succeed. If a physical disability is hindering the childs ability to perform the throwing skill I would
use the X-Box 360 connect to help him/her perform the overhand throw this tool gives the child the ability
to move their body in a throwing motion without the weight of a ball. The X-Box then can accurately tell if
the students performed the throw well and with accuracy.

How will they be involved to help the student(s) be successful?

The special educator would help me with any inquaries I have about the students accommodations as well
as be a good resource to use to help find different equipment to help the child be successful. I would monitor the
student and see if the x-box is scoring accurately and is being a help the child.

How will you assess if this plan has helped?

4 weeks later I would perform a series of assessments on the student, both cognitive and physical and see if
there has been any progress. In addition, I would continue to work with the special educator and mold the IEP that
best accommodates the student.

PHASE II COLLABORATIVE CULTURE ASSIGNMENT

Team member names:

Toni Anita Haynes

Callie Jacqueline Jackson Isenberg
Thomas Michael Shull

MayyadaIssamTawasha

Goal of team

School improvement plan is a continuous process schools use to ensure that all students are performing
and achieving at high levels. Several factors contribute to the success of our improvement plan.
Collaboration of school administration, school teachers and staff, students, families and community plays
a great role in setting the foundations of the improvement plan. Providing staff development, innovative
instructional strategies and programs based on scientifically research, along with different resources, and
integrating technology are also important factors to the process of improving our students education.

The goal of the school team is to provide opportunities for all students to succeed in a culturally rich and
diverse community and to deliver high-quality education to all students. The school team will focus on
creating a framework for an improvement plan in the subject area of Math/ Algebra I based on analyzing
students data for the grades of three learning objectives that are associated with Standard3.0:
Technology for learning and collaboration: Use a variety of technologies for learning and collaboration,
from Maryland Technology Literacy Standards for students.
Collecting data on students performance and analyzing it is vital to the process of improving. The data
allows the school team to identify root causes for problems and take action to address them. Students
data are used to inform school improvement, change educators views and attitudes towards practice, to
stimulate research for new ideas and to heighten teacher expectations for at-risk students towards
positive change (Wayman & Stringfield, 2006).

The purpose of this improvement plan is to improve the quality of teaching and learning so that greater
numbers of students achieve proficiency in the core subject of Math by selecting and using technology
tools to enhance learning, encourage collaboration, and increase productivity. Therefore, specific goals
for this improvement plan are set to:

Increase students attendance: Problematic concerns with attendance are consistent with
concerns with poor homework and overall academic performance. Therefore, the need for
strategies to improve school/class attendance is evident.

Improve students performance in their homework: Direct relationship between homework

performance and overall academic performance is evident and thus improving students
performance in their homework should play a major role in improving their overall academic
performance.

Improve the overall performance of students: This is especially beneficial to help IEP students
improve in their learning objectives sine evidence shows that IEP students are the most affected

student group in terms of their poor academic performance. Therefore more efforts should be
focused to devise plans and strategies that target this group to meet their special needs.

Curriculum level of students and field of study:

The curriculum level of students is 9th grade and the field of study is Mathematics.

Roles of team members:

Organizer: Toni Anita Haynes

Editor: Callie Jacqueline Jackson Isenberg
Reminder: Thomas Michael Shull
Communicator: MayyadaIssamTawasha

Course Week

Action Plans

Completions

Week 4

Group Formation

Based on curriculum
area interest and level
of students that we
teach or will teach in the
future, we contacted
each other through
emails and WebTycho
and formed our group.

Week 5

Assigning roles for

group members as
well as a timeframe
for week 5.

By the end of week 5,

each member has
chosen a role to
contribute to the
collaborative work of
Phase II project.

Submit individual
Phase I project in

Comments

Despite the lack of face to face interaction in onli

we were able to effectively contact each other thro
and private messages in Webtycho and decide on
members. What makes our team group special is
in our subject areas (technology literacy, PE, Chem
math).

The roles that the team members decided on (com

editor, organizer, and reminder) were very helpful f
and keeping track of our work.

Week 6

collaborative
document.

All team members

submitted a copy of
Phase I project to be
read by all team
members.

Discuss Phase I
project and
brainstorm ideas for
an improvement
plan.

Each member of the

team submitted
collaborative documents
with ideas and thoughts
regarding the initiatives
for the improvement
plan.

Three initiatives for

the improvement
plan are chosen.

Each member selected came up with an initiative

benefit the students that are struggling. It was grea
people gave impute and added suggestions to eac
make them as strong as possible. It shows that tea
different subjects can come together and create gr
to best serve the students.

A discussion between
the members of the
team was conducted to
decide on the grade
level, the content area,
the learning standard
and objectives as well
as the three initiatives
for the improvement
plan.

A draft of Phase II
Template was submitted
in Collaborative
Documents.

Week 7

Finish developing
and revising the 3
initiatives.

Complete rough draft

of phase II

Divide up the work to

be completed for the

Each member
communicated openly
through collaborative
documents and chat
room about the 3
initiatives. In addition,
we finalized the
objectives and
initiatives.

Divided up the workload

evenly between all

The group met to divide and conquer the Phase II

After discussion of the initiatives was completed, th
was divided in order to create a document suitable
submission. The group worked very well and ther
volunteers for the tasks at hand.

final phase II project

Set timeline for

group members work
to be completed.

group members during

a study group chat.

Submitted in
collaborative documents
rough draft of phase II
project.

Created a timeline for

phase II to be
completed

Week 8

Plan to meet in
study group chat to
finalize phase II.

Submitted in
collaborative documents
phase II rough drafts
within the given
timeline.

Complete rough draft

of phase II

Finalize the phase II

project and submit
the end product for a
grade.

Meet in study group

chat to look over final
project and add or edit
the final product.

Make edits to finalize

phase II project and
submit for grading.

Collaboration was essential this week. Each mem

contributed to the creation of the overall Phase II d
added their changes in a timely manner. There we
communications through private chat and group co
area. Two meetings were conducted to share thou
certain that the document was satisfactory to all.

Timeframe of team interactions and plans:

Week 5: By the end of week 5, the team members will decide on the team roles and submit Phase I
project in Collaborative documents.

Roles:
Callie-Editor
Mayyada- Communicator
Toni- Organizer
Thomas- Reminder

Title of 3 initiatives
1. Attendance Achievement
2. Homework Hero
3. Expect More, Achieve More

Week 6:

Submitting and reading Phase I project by the beginning of the week.

Submitting ideas, suggestions, and comments in Collaborative Documents by the middle of the
week.
1. Finalize Grade level (9th)
2. Finalize Content area(Math)
3. Finalize Technology Standard (Technology for Learning and Collaboration: Use a variety
of technologies for learning and collaboration. If you all agree we can go on with this
standard for our group work and pick three learning objectives from this standard.)

Decisions on the improvement plan and three initiatives by the end of the week.

Week 7:

Complete rough draft of phase II (Submitted in Collaborative Documents)

Divide up work to be completed for completion of phase II

1. Goals of team: Mayyada
2. Template and Timeframe: Thomas
3. Student Learning and Considerations: Callie
4. Student Data and Tables: Toni

Meet Sunday Night at 8:00pm Est. to discuss work need for phase II

Create timeline for phase II completion of individual assignments (Completed by Sunday before
discussion at 8:00pm Est.)

Week 8:

Submit individual Assignments of phase II for editing in collaborative documents

Meet Sunday at 8:00pm in Study Group chat

Finalize phase II project

Submit phase II for grade

Student learning considerations for team planning:

The improvement plan begins with the consideration of desired learning objectives that are identified in
Standard 3.0 of Maryland Teacher Technology Standards (MTTS): Technology for learning and
collaboration: use a variety of technologies for learning and collaboration. The three learning objectives
are based on the select and use of technology tools to enhance learning and collaboration:

Learning objective 1: Evaluate the choice of specific technology tools to complete task
and support personal learning needs.

Learning objective 2: Select and use technology tools, including software, hardware, and
learning management systems to learn new mathematical content and reinforce
mathematical skills.
Learning objective 3: Select and use technology tools, including software, hardware, and
learning management systems to support collaboration.

The application of these standards went hand-in-hand with knowledge of the challenges IEP students
face. After analyzing data, the group determined that IEP students had a much more difficult time
achieving success in the learning objectives than did their peers. The individual special needs that these
students face stand in the way of high performance in the learning objectives. Therefore it is very
important to address their needs and provide the accommodations and modification needed.

Another consideration in planning was accounting for excessive student absences. If students are not in
class, they are failing to learn. This group accounted for the second lowest success rate in achievement
of learning objectives. In order to help this subgroup of students learn, it was important to look at all of
the factors that influence their attendance including but not limited to: emotional factors, illness and family
issues. It was also important to consider the roles that parents, teachers and administration play in
increasing attendance.

Student data considered during team planning:

The school team has considered the analyzing of students data for the grades of three learning
objectives that are associated with Standard3.0: Technology for learning and collaboration, as well as
attendance and homework data, State Testing data, and students status as Limited English Proficiency
(LEP) or Individual Educational Plan (IEP) and State Testing Data.

The graph below reflects the comparison between attendance and homework averages. The homework
grade was converted to percent to make for a more measurable comparison on the same scale of 100%.
Recall, the homework scale was 1-5. The student number is on the left (Y axis).

Attendance Affects on Homework Performance

Student Number

20

40

60

80

100

Attendance and Homework Comparison

The second graph shows the average grades of IEP students to the average grades of the class. The
graph illustrates the poor performance of IEP students and indicates that IEP students re the most
affected group of all

120

IEP average grades vs. class average grades for the three learning objectives
6
5
4

IEP Avg Grades

Class Avg Grades

3
2
1
0

obj.1

obj.2

obj.3

As a result of all of the above, what three initiatives were presented during your weeks of team
discussions? Please place the name, intent and description of each of three initiatives below.
Use as much space as you like to complete this template well.

Initiative I (Title): Attendance Achievement

Initiative I (Goal): Decrease the number of absences from school in order to increase performance on
homework and academic content objectives. This is a school wide initiative that will support all grades 912 and all content areas.
Initiative I (Description): There is a notable, problematic correlation between low attendance and poor
homework and overall academic performance. Therefore, the need for strategies to improve school/class
attendance is evident. Accountability has to be addressed with all stakeholders. This can be done as
follows:

1. Identify Stakeholders and roles.

Students will:
o

participate in after-school make-up sessions.

sign and follow student contract.

Parents will:
o

provide adequate documentation to support excused absences

check student progress reports

follow-up with school to get home assignments

Teachers will:
o

provide after-school tutoring

submit "watch list" for attendance concerns to the attendance clerk

get students to sign attendance contract

provide referrals for the Home-work Club

Attendance Clerk will:

o

Make consistent calls to parents who are chronically absent

serve as the liaison between the teacher and parents

Administrators will:
o

provide school-wide incentives to students with improved attendance

provide monthly data, relative to attendance, to all staff

2. Develop a "parental contact committee" to initiate contact with parents of students who have
missed 2 or more classes in a row and more than 4 total in a given marking period. Contact will
be made through phone calls and emails to ensure contact.
3. Develop a "concern list" which will include students whose attendance is low (missed more than 4
total classes) or falling (missed 2 or more in a row) in order to monitor these students on a regular
basis.
4. Meetings between school councilors and students with the highest rate of absences will be
arranged to address the real reasons behind their frequent and unexcused absences.
5. Track the reasons (illness, suspensions, etc.) for the absence through an Excel spreadsheet to
identify problem areas for attendance.

6. Create a While You Were Out bin that has daily folders of missed work for students. Provide
parents with make-up work if it is known that the students absences will continue due to illness,
suspension, etc.
7. Teacher website will be kept up to date with topics covered, Power Points, tutorial links and
assignments posted so that when students are absent they have the ability to see what has been
missed. Students will also be able to submit some work electronically.

Assessment: To assess the success of this school wide initiative a monitoring tool will be used. This tool
will observe and record class attendance as well as the participation in the after-school Homework Club
(initiative 2). The table below will be utilized to help measure the effectiveness.
Class Attendance:

Homework Club Participation

Homework Average

95-100% Excellent
85-94% Good
75-84% Fair
Week
#1

1-5
5 (Always complete
and accurate)
Week
#2

Week
#3

Week
#4

Week
#1

Week
#2

Week
#3

Week
#4

Week
#1

Week
#2

Week
#3

Week
#4

Studen
t
1
2
3
4
5
6
7
8
9
10

Initiative II (Title): Homework Hero

Initiative II (Goal): The goal of this initiative is to increase homework scores in the math content area, in
order to prepare students for the 9th/10th grade Algebra High School Assessment. The Homework Club
will offer assistance to students to help reinforce and review their math skills, as well as, help students
improve the skills that need improvement. Students can be directed to a number of online self-paced
practice tests and tools, including http:www.mdk12.org. The Homework Club can involve support from
teachers and mentoring higher grade-level students. Students with IEP's can also benefit from these
online sources.

Initiative II: Homework scores directly correlate to achievement of standards. This is especially
true for LEP and IEP students. In order to combat the lack of homework completion the following
will be implemented:

1. Create a Homework Club to assist students to perform better on their homework. Content
area teachers as well as teacher assistants, ESOL teachers, special educators, college
students and student peers will join the club and be available on Tuesdays and Thursdays
after school for 1 hour specifically for homework help. Any student who needs any help
working on his or her homework or needs extra clarification on ant topic can walk into the club
and get assistance. The Homework Club will have access to dictionaries, text books, calculators,
and other devices which will better help the teachers and the students while working on their
homework assignments.
2. Create Homework charts in the classroom to reward students with a sticker when they have
completed an assignment. Stickers will be given to the student to put on the chart when their
homework assignment is checked. This will be a visual reminder of how many assignments each
student has completed and may initiate some competition between them.
3. Give students credit for effort and accuracy when checking homework assignments. This will
encourage students to attempt their homework on their own when they cannot get the help they
may need. Homework can then be reviewed during class for understanding.
4. Teacher website will be kept up to date with topics covered, Power Points, tutorial links and
assignments posted so that when students are absent they have the ability to see what has been
missed. Students will also be able to submit homework electronically.

Assessment: To assess the success of this school wide program, a number of factors are considered.
The increase of students participation in the club reflects on the benefits that students are gaining from it.
A sign-in sheet will be provided each session to monitor students participation especially LEP and IEP
students. Another factor that can be looked at is the performance and grades of students who are
regularly attending the club. If there is any positive change this means that the club is assisting the
students.

Initiative III (Title): Expect More, Achieve More

Initiative III (Goal): The goal of this initiative is to determine best practices to help students with IEP's
improve their performance on the Algebra H S A (High School Assessment).
These students can benefit from "practice test sessions" during class instruction, after school with the
Homework Club, and at-home. Online experiences, using GIZMOS, other math content software, and
sites, as mentioned above in Initiative #2, will provide these students with many practice opportunities too.
FAST Data from quarterly assessments can be used to monitor students' progress.
Initiative III: Students with IEPs are achieving significantly lower averages on all of the learning
objectives. Even when they are regularly attending class and completing homework, their scores are
much lower than other students. This gap must be closed. To do this, the principles of Universal Design

for Learning (UDL) in classroom instructions will be utilized. The UDL framework is based on these
principles:

Multiple means of representation: provide options for perception, language and symbols, and
comprehension.
Multiple means of action or expression: provide options for physical action, expressive skills and
fluency. And executive functions.
Multiple means of engagement: provide options for recruiting interest, sustaining efforts and
persistence, and self-regulation.

Adopting this approach will allow teachers help all students and especially IEP students. The following
ideas will also be implemented.

1. DI for these students by utilizing computer programs such as Moby Math and Study Island.
These programs will track the student progress and give them more practice on problems they
are struggling with.
2. Utilize Gizmos to help students work through difficult concepts and develop some critical thinking
skills while being led through a worksheet.
3. Group the IEP students with the high achievers. Peer to peer relations could help students grasp
difficult concepts they are neglecting to understand from the teacher. This is also beneficial to the
high achievers since they will be able to learn from teaching.
4. Encourage students to attend after school workshops for remediation on content they may be
having trouble with. The Homework Club should be suggested to all IEP students.
Assessment: To assess Expect more, Achieve more we will evaluate the scores for all students on the
next set of objectives. The new scores will be compared to the initial scores for the first 3 learning
objectives. Success will be measured by the change in IEP scores compared to the class average. We
are looking to close the gap. A graph, such as the one below, will be used to compare IEP student
achievement to the total class average.

IEP Student Performance Vs. Class

6.0
5.0
4.0
Average Scores

3.5

3.0

IEP Average

2.7

Class Average

3.0
2.0
1.0
0.0
1

2
Learning Objectives

References:

Wayman, J. C. & Stringfield, S. (2006). Technology-supported involvement of entire faculties in

examination of student data for instructional improvement. American Journal of Education, 112 (4), 549571. Retrieved from http://dx.doi.org.ezproxy.umuc.edu/10.1086/505059

Summary of group effort 100 words or less (written from the individual perspective of the
person, who is submitting this in their WebTychogradebook folder)

Our group worked extremely well together. We communicated through e-mail , live chat,
and study group conferences to complete the project. The members of the group all completed
their roles well and in a timely manner. In addition, everybody was upbeat and very respectful to
one another. The conversations were pleasant and encouraging. I am very please on how the final
project turned out, this could not have been possible without a hard working group. Cooperating
in a group assignment through an online class can be tricky because of the distance between each
member, but our group worked seamlessly.

Phase III

Below is an initiative that was created to help students that received poor scores in homework as well as
mastering the objective. By putting together a homework after school program it is my hope to have those
students improve their test scores and master each objective.

Initiative II: Homework scores directly correlate to achievement of standards. This is especially
true for LEP and IEP students. In order to combat the lack of homework completion the following
will be implemented:

1. Create a Homework Club to assist students to perform better on their homework. Content
area teachers as well as teacher assistants, ESOL teachers, special educators, college
students and student peers will join the club and be available on Tuesdays and Thursdays
after school for 1 hour specifically for homework help. Any student who needs any help

working on his or her homework or needs extra clarification on ant topic can walk into the club
and get assistance. The Homework Club will have access to dictionaries, text books, calculators,
and other devices which will better help the teachers and the students while working on their
homework assignments.

Since the after school program is open to any students who would like extra support we would need a
parent consent form. This would ensure that the student was able to come after school on Tuesdays
and Thursday. In addition, since we would like to impact the students who currently have below
average scores, we would contact the students parents and let them know that we recommend their
child to participate in the Homework Heros programs. It is vital to this program that we keep an
accurate attendance sheet with the time and dates the students entered and left the room.
Implementing the sign in and sign out sheet will help keep data on who is coming and for how long as
well as letting the parents know if their child is participating regularly or not. The students would also
need to get a teachers initials on the attendance sheet to verify when they left.

Homework Heroes
Attendance Sheet
Dat
e
Stude Sign Sign
nt
In
out

Dat
e
Sign
In

Sign
out

Date
Sign
In

Sign
out

Date
Sign
In

Sign
out

Date
Sign
In

Sign
out

Now that the students are accounted for the next step in implementing the program is the logistics
and materials that are needed. The program would be most successful if the same group of teachers is
present. An optimal teacher to student ratio would be 1 teacher to 5 students; this would ensure that the

students would get small group help. The program needs to be in the same room every time that way
there is no confusion as to where the students should go. In the room there will be sample worksheets as
well as extra copies of the homework in case the student has lost it. The room will also have any
additional materials needed to complete the work correctly; in addition a computer would be available for
IEP & LEP students.

2. Create Homework charts in the classroom to reward students with a sticker when they have
completed an assignment. Stickers will be given to the student to put on the chart when their
homework assignment is checked. This will be a visual reminder of how many assignments each
student has completed and may initiate some competition between them.

The students who completed 90% of their homework will be given a reward at the end of the month.
The reward would be candy, or gift certificate to the school store. Each class that is affected by the
program needs to have a class chart for the stickers to be put on. This chart would also be put on the
internet so that students and parents can keep track. Keeping the data would be beneficial
documentation to figure out if the homework club is achieving its goals.

Completed
Homework
Stude
nt

Date

Date

Date

Date

Date

Date

Date

Date

Date

Date

3. Give students credit for effort and accuracy when checking homework assignments. This will
encourage students to attempt their homework on their own when they cannot get the help they
may need. Homework can then be reviewed during class for understanding.

Homework completion is tracked and counts for 10% of the grade. Students will be graded on effort
of completed homework and were corrections being made by the student when the teacher reviewed it in
class. This along with the stickers should help motivate the students to try their best and complete their
homework.

4. Teacher website will be kept up to date with topics covered, Power Points, tutorial links and
assignments posted so that when students are absent they have the ability to see what has been
missed. Students will also be able to submit homework electronically.

On the website we will also have broadcasts of lesson that way on the days students miss or cannot
attend homework club they can still get the instruction to be successful mastering the objective. I will be
able to check the website to see which students are logging on by giving each student their own individual
log-in member name.

To assess the success of this school wide program, a number of factors are considered. The increase
of students participation in the club reflects on the benefits that students are gaining from it. A sign-in
sheet will be provided each session to monitor students participation especially LEP and IEP students.
Another factor that can be looked at is the performance and grades of students who are regularly
attending the club. If there is any positive change this means that the club is assisting the students. At the
end of each test I will chart and graph the student scores. I will see if the students who attend the
homework program are improving their test scores.

Multimedia Reflection
http://edtc615phaseiii.wordpress.com/2012/04/02/working-in-a-group/