EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN -- MIDDLE LEVEL & SECONDARY

Candidate: Rayvon Rogers

District:
OCSD5
Major:
Middle Level Education

Cooperating Teacher: Benton

School: William J. Clark Middle School
Cognate(s): Mathematics, Social Studies

Grade: 8th
Year: 2015-2016

Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.
Important Student Information
Factors
(e.g. gender, SES, reading levels,
disabilities, ethnicity, student
interests, and other relevant
factors, etc.)
GENDER

ETHNICITY

READING LEVEL

SOCIAL ECONOMIC STATUS

AGE

Description
(of your findings in terms of your
students)

Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)

1st Block 15:7 (F:M)

2nd Block 9:9 (F:M)

Students

1st Block 9.1% female & other,

59.1% female & black, 31.8% male &
black.
2nd Block 11.1% male & other,
5.6% female & other, 38.9% male &
black, 44.4% female & black
2nd Block 15 students have an
average Grade Equivalent of 5.1 (5th
grade and 1 month).
100% of the students receive free
lunch.
1st Block 15 thirteen year olds, 6
fourteen year olds, 1 twelve year old
2nd Block 11 thirteen year olds, 7
fourteen year olds

Attendance Clerk

School Records
School Personnel
Attendance Clerk
Students
School Records

Reflect on the student Information: 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 feel these factors are of importance because they each contribute to student learning in their own way. The SES and ethnicity of the
students will contribute to deciding in what ways I can relate mathematics to the students. I understand the culture of the students so I

Revised Fall 2013 ACEI/NAEYC 2010 Standards

can choose examples that are related to their everyday life. I think age is a factor because the younger kids may be intimidated by the
older kids. The older kids may learn faster because they are developing before the younger students. I will have to choose relevant
examples that will adhere to all students which means I may have to give more than 1 example when giving examples. I will use this
information to help me better plan and teach to the strengths of each student so each student will be able to learn.

Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your students in each of the
four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and
diversity for students.

Content 1: Mathematics

Long Range Learning and/or Developmental Goals

An individual increase of AT LEAST 25% in the mastery of 8th grade mathematics standards.
An increase in the reading comprehension with respect to the reading level of the mathematics textbook.
An increase in the personal desire of appreciation for higher level mathematics.
At least 70% of students will be able to pass the math portion of the ACT Aspire.

Reflect on the long range learning and/or developmental goals: Of the long range 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 the goal of the students increasing their reading comprehension is the most important. This is important because reading is
very important to a persons everyday life and students will have to increase their reading skills to become successful. Not being able to
read on grade level will soon catch up to the students. Students must demonstrate their ability to read directions and their success in
following directions correctly will depend on their comprehension of what they are reading.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Content 2: Social Studies

Long Range Learning and/or Developmental Goals

An individual increase of AT LEAST 25% in the mastery of 7th grade social studies standards.
An increase in the reading comprehension with respect to the reading level of the social studies textbook.
An increase in the personal desire of appreciation for higher level social studies.

Students will be able to understand history and that history sets the groundwork for what is to follow.

Reflect on the long range learning and/or developmental goals: Of the long range 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 the goal of the students increasing their reading comprehension is the most important. This is important because reading is
very important to a persons everyday life and students will have to increase their reading skills to become successful. Not being able to
read on grade level will soon catch up to the students. Students must demonstrate their ability to read directions and their success in
following directions correctly will depend on their comprehension of what they are reading.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class.
Subject: Mathematics

Unit Topic or Description

The Number System (NS)
7.NS.3 Apply the concepts of all four operations with rational numbers to
solve real-world and mathematical problems.
8.NS.1 Explore the real number system and its appropriate usage in realworld situations.
a. Recognize the differences between rational and irrational numbers.
b. Understand that all real numbers have a decimal expansion.
c. Model the hierarchy of the real number system, including natural,
whole, integer, rational, and irrational numbers.
8.NS.2 Estimate and compare the value of irrational numbers by plotting
them on a number line.
Functions (F)
8.F.1 Explore the concept of functions.
a. Understand that a function assigns to each input exactly one output.
b. Relate inputs and outputs to independent and dependent variables.
c. Translate among the multiple representations of a function, including
mappings, tables, graphs, equations, and verbal descriptions.
d. Determine if a relation is a function using multiple representations,
including mappings, tables, graphs, equations, and verbal descriptions.
e. Graph a function from a table of values. Understand that the graph and
table both represent a set of ordered pairs of that function.
8.F.2 Compare multiple representations of two functions, including
mappings, tables, graphs, equations, and verbal descriptions, in order to draw
conclusions.
8.F.3 Investigate the differences between linear and nonlinear functions
using multiple representations (i.e., tables, graphs, equations, and verbal
descriptions).
a. Define an equation in slope-intercept form (y=mx+b) as being a linear
function.
b. Recognize that the graph of a linear function has a constant rate of
change.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Unit Length
(i.e., approximate number of lessons
FIRST NINE WEEKS

c. Provide examples of nonlinear functions.

8.F.4 Apply the concepts of linear functions to real-world and mathematical
situations.
a. Understand that the slope is the constant rate of change and the yintercept is the point where x = 0.
b. Determine the slope and the y-intercept of a linear function given
multiple representations, including two points, tables, graphs, equations, and
verbal descriptions.
c. Construct a function in slope-intercept form that models a linear
relationship between two quantities.
d. interpret the meaning of the slope and the y-intercept of a linear
function in the context of the situation.
e. Explore the relationship between linear functions and arithmetic
sequences.
8.F.5 Apply the concepts of linear and nonlinear functions to graphs in realworld and mathematical situations.
a. Analyze and describe attributes of graphs of functions (e.g., constant,
increasing/decreasing, linear/nonlinear, maximum and minimum,
discrete/continuous.
b. Sketch the graph of a function from a verbal description.
c. Write a verbal description from the graph of a function with and without
scales.
Expressions, Equations, and Inequalities (EEI)
8.EEI.2 Investigate concepts of square and cube roots.
a. Find the exact and approximate solutions to equations of the form x^2
= p and x^3 = p where p is a positive rational number.
b. Evaluate square roots of perfect squares.
c. Evaluate cube roots of perfect cubes.
d. Recognize that square roots of non-perfect squares are irrational.
8.EEI.5 Apply concepts of proportional relationships to real-world and
mathematical situations.
a. Graph proportional relationships.
b. interpret unit rate as the slope of the graph.
c. Compare two different proportional relationships given multiple
representations, including tables, graphs, equations, diagrams, and verbal
descriptions.
8.EEI.7 Extend concepts of linear equations and inequalities in one
variable to more complex multi-step equations and inequalities in real-world and
mathematical situations.
a. Solve linear equations and inequalities with rational number
coefficients that include the use of the distributive property, combining like
terms, and variables on both sides.
b. Recognize the three types of solutions to linear equations: one
solution, infinitely many solutions, or no solutions.
c. Generate linear equations with the three types of solutions.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

d. Justify why linear equations have a specific type of solution.

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
I determined the instructional sequence was by way the Pacing Guide. It spells out in order what the students should be learning and in
what order in which they should learn the standards. The amount of time spend on each unit is determined by the District Guidelines.
Again, it is clearly outlined how much time is to be spent on each unit of instruction.

Describe the instructional units, in sequence, for each content area for your class.
Subject: SOCIAL STUDIES

Unit Topic or Description -- Key Element

Reconstruction

Unit Length
(i.e., approximate number of lessons
SECOND NINE WEEKS

Standards: 8-5.1, 8-5.2, 8-5.3, 8-5.4

Congressional vs. Presidential Reconstruction, Black

Codes, Freedmens Bureau, Impact of Reconstruction on
different social classes, New opportunities for African
Americans, Rise of discriminatory groups, Success and
failures of Reconstruction, Discrimination practices after
the Civil War
Industrialization, Expansion, and Progressivism

SECOND NINE WEEKS

Standards: 8.5-5, 8-5.6, 8-5.7, 8-5.8

Industrialization, Textile manufacturing in the South,

Immigration and urban life Technological
developments/inventions, Territorial expansion,
Sharecropping, Life for farmers, Populist Movement, Ben
Tillman, Migration patterns within the country,
Progressive Movement/areas of reform
Imperialism and World War 1.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

SECOND NINE WEEKS

Standards: 8-6.1

Imperialism, Americas global role, Causes of World War I,

War on the home front, Impact of World War I, Economic
impact of the war on South Carolina, Treaty of Versailles,
League of Nations
Boom and Bust: The Roaring Twenties and the Great Depression

SECOND NINE WEEKS

Standards: 8-6.2, 8-6.3, 8-6.4

The culture of the 20s, Prohibition, Agricultural challenges (boll weevil,
overproduction) , Political social, and economic changes, Harlem Renaissance.

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on
each unit of instruction?
I determined the instructional sequence was by way the Pacing Guide. It spells out in order what the students should be learning and in
what order in which they should learn the standards. The amount of time spend on each unit is determined by the District Guidelines.
Again, it is clearly outlined how much time is to be spent on each unit of instruction.

Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that
list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials
Carnegie 3, Teachers Implementation (Vol. 1 and 2)
For class and extended studies (homework).
Downloads Downloads such as brainpop and Kahn
Academy to aid students learning.
Lumens - To display expectations for work enhance
direct instruction and guided practice.
LCD Projector Used to display what is put under the
lumens or on the computer.
White Board Used to aid students in visuals of any
teacher written problems.
Computer To download any aids to assist students

Student Materials
Carnegie 3, Students text (Vol. 1 and 2) For classroom instruction
and assignments
Notes Journal (NJ) Used for note taking on instruction given by
teacher
Binder Used to store any graded assignments as well as for
classwork and other assignments
Parts 1, 2, 3 Used to assess what students have learned that day in
class
4 Rs reviewing strategy (Review, Reteach, Reinforce, Retest)
Used to assist students in re-learning material for a Retest

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for
this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present
multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate
whether formative or
summative)
Pre-test on Multiplying and
dividing rational numbers

Evaluative Criteria

Students are expected to

excel on the pre-test
because it is just a review of
past material that was
already learned in grade 7.

Post-test on Multiplying and

dividing rational numbers
(summative)

Students are expected to

excel on the post-test
because it is the same
material from the pre-test
but with different numbers.

Re-test on Multiplying and

dividing rational numbers
(summative)

Students are expected to

excel on the re-test because
it is the same material from
the pre-test and post-test
but with different numbers.
Students are expected to
learn material from standard
that will be given on the retest. Students will complete
activities such as problems
from the book for the first 15
minutes of class.

Parts 1, 2, 3 and the 4Rs

that come after a test
(formative)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Student
Progress/Achievement
Reporting Method(s)
Students knowledge of
material will point me in
which direction I need to
teach and how much
information I need to review
from previous standards.
Students post-tests will be
graded and students will
receive their grades as well
as chance to make it up on
the re-test. The re-test will
consist of the same content
but different numbers
Students will receive their
re-test scores and that will
become their final score.

Students are to turn in their

Parts 1, 2, 3 and their 4Rs
(when applicable) into their
assigned classroom bins.

Matching Standard

7.NS.2

7.NS.2

7.NS.2

8.NS.1a,8.NS.1b,8.NS.1c,
8.NS.2, 8.EEI.1b, 8.EEI.1c,
8.EEI.1d

Reflect on student performance: (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 this class/subject as well as (b) the reports regarding the students overall
progress and achievement in the class/subject?
I determined that my major assessments are appropriate for evaluating student progress and achievement by checking for students
understanding of the content that was provided on the tests. They will do their best on the test(s) and I will determine how much they
have progressed from the pre-test to the post-test and if needed, to the re-test. Students as well as parents will understand what is
expected in the evaluation criteria from the students syllabus. Each student received a syllabus at the beginning of the year and was
instructed to glue them in the back of their notes journal. This was done so students will have no excuse as to where their syllabus is
and they can check off standards once each standard is mastered and completed by the class as a whole. Parents and students will
also understand their overall progress and achievement in the class because each student receives a progress report/interim ever 2
weeks. This is not a classroom requirement, this is mandatory throughout the school. Every teacher is to provide each student with a
progress report/interim twice a month.

Section IV B: Assessment of Student Performance Record Keeping

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your
procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement:

The system that is in place in the classroom is using a gradebook as well as power schools. Teachers, Mrs. Benton and I, also have
attendance grids where we record grades and can make changes to those grades before putting the final grade for an assignment in
power schools.

B. Procedures for aggregating and displaying data:

The procedure for aggregating and displaying data within the classroom is that students are given an assignment to complete. Once
completed, assignments will be graded and handed back to the students. Students will be able to see the assignments under the
lumens but wont be able to see the name of the student whose work is being displayed at the time. All of the assignments will be
displayed and then a certain number of those assignments are selected to be put up in the back of the class.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

C. How will you use the data to make instructional decisions?

Decisions are made based upon data that is collected from assignments, tests, quizzes, etc. I will analyze what the students have given
me and then I will make a decision that is best for all students in regards to which direction the class will move. If I see that most
students are struggling on one particular problem then I will cover that information again so that all students understand the material. I
would like to see all students successfully learn and retain the knowledge that is being presented before them each day.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your
description as you were explaining these expectations to your students and their parents. List the rules and consequences,
and your procedures for non-instructional activities.
EXPECTATIONS DURING INSTRUCTION

Sit in assigned seat

Pay attention to the speaker of the classroom at all times
No talking during
the direct
instruction
and independent
EXPECTATIONS
DURING
NON-INSTRUCTIONAL
ROUTINESpractice
Raise your hand if you would like to speak or leave your seat
Turn in all Redos, late work, and old work to the assigned box at the end
of class
If you need to sharpen your pencil, hold your pencil up
If you are confused about the instruction, raise your hand and let it be
known to the teacher
Have respect for yourself, your peers, and the teacher at all times
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EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

Enter the classroom and read the board for instructions

Gather materials from the back of the class from the assigned box
If you are tardy, then you must have A Pass with a Purpose
Always honor 20-20 (students are not allowed to leave the room for the
first 20 minutes of class and the last 20 minutes of class)
Have respect for your teacher, your peers, and yourself at all times

RULES AND CONSEQUENCES

If student is excessively talking, their seat will be moved.

Call home to parent/guardian
Negative comment on Power schools for parents to read
Parent-Teacher conference

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Reflect on classroom management: What are the most important considerations in managing the classroom to maximize
instructional time, and why do you believe them to be important?

The most important considerations in managing the classroom to maximize instructional time are both effectively teaching students and
engaging students, while handling other complications such as questions from the students about the lesson, classroom disruptions,
and effectively managing students time to maximize their learning. It is important for every student to learn and feel as though they can
and will learn in the classroom. If the classroom has multiple disruptions then the students will not be able to get the days full lesson
because the teacher will have to continuously stop to deal with such problems.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for
instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your
parents with learning at home. How do you plan to periodically inform your parents about their childs learning and
behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.
Procedures for providing initial information

My procedures for providing initial information about my goals and expectations

for student learning, plans for instruction and assessment, and rules for student
behavior to parents begin with sending a letter home to the parents of my
students, making phone calls to parents, putting comments on progress reports
and report cards, and meeting parents face to face during parent-teacher
conferences or at open house. Periodic notifications for student progress and
behavior will be sent home every two weeks via progress reports. If students
behavior and/or learning progress begins to stall, parents will be notified
immediately.
Revised Fall 2013 ACEI/NAEYC 2010 Standards

Procedures for involving parents with the learning at home

I will involve my parents in the learning process by recommending various

resources that the school district has for parents to use to be involved in their
childs learning. Parents are also encouraged to ask their child what they have
learned for the day and to demonstrate their skills for the parent. I am available at
the school during school hours for parents to call. I can be reached at any time via
email.

Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide
what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on
your teaching practices.

A. Strengths:
I feel that my strengths are my variety of assessments, high expectations for student achievement, and my classroom management. I
differentiate between using formative and summative assessments. I give the students independent practice each day to see what they
have learned from the lesson on that day as well as giving them a posttest once we have completed each standard. I have high
expectations for my students by telling them before class starts what they should know by the end of the lesson and how it relates to
their everyday lives. I am able to manage my classroom by ensuring that students are engaged and on task.
B.

Weaknesses

I feel that my weaknesses lie in the resources I have in which to teach the students. I dont have as many ways to express the material
as some other schools do. Therefore, I have to creatively come up with ways to change the way I teach.

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C.

Time line for evaluating long range plan components.

I would evaluate my long range plan and its components at the end of each nine weeks.

D.

List modifications and adaptations that you think might be needed to improve the procedures.

The modifications and adaptations that should be made would have to take place in various aspects, such as a change in
administration, district officials, funding, etc.

E.

Plan for reflecting on your teaching practices.

My plan for reflecting on my teaching practices occurs at the end of each lesson. I take time to
think about how the lesson went, positives, negatives, how it could have been better, etc.

Revised Fall 2013 ACEI/NAEYC 2010 Standards