Pittsburg State University

Teacher Work Sample

Your First and Last Name:

Sarah Nistler

Date Submitted:
District where you completed
the TWS:

Frontenac USD 249

Name of School Building

where you completed the
TWS:

Frontenac Junior High

Content Area of your TWS:

Mathematics

TWS Unit Topic:

Statistical Measures

Grade Level of the

Classroom / Students in
Which the TWS Unit Was
Completed:

6th Grade Mathematics

Pittsburg State University

Teacher Work Sample

I. Contextual Information and Learning Environment Factors

A. Narrative General Contextual Information for Community, District, and School (limited to 1 page)
Community:
USD 249 is located in Frontenac, Kansas, which is a small town in southeast Kansas. Frontenac is called home by 3,432 citizens. Of those, 49.3% of the citizens
are males, and 50.7% of the citizens are females. The average median household income for its residents is $39,529, which falls well below the Kansas average
median household income of $50,972. The per capita income is $21,372 in Frontenac. Frontenac has a small town atmosphere and plenty of small town charm.
The community of Frontenac is very proud of the Frontenac School District, and the community supports the school in every way possible.
District:
Frontenac USD 249 is comprised on one elementary school, one junior high, and one high school. All three of these school are housed in one building, and the
students in the three schools have frequent interactions. These three schools have a combined population of 928 students. There are slightly more males than
females within the district, with 52.48% of the students being male, and 47.52% of the students being female. USD 249 is not very ethnically diverse, with 90.73%
of the students being white. The other 9.27% of students are made up of 0.11% African American, 2.80% Hispanic, and 6.36% other ethnicities. Although nearly
10% of the district population is ethnically diverse, only 0.65% of the district population are classified as English Language Learners. USD 249 is home to many
economically disadvantaged students. Of the student population, 49.14% are economically disadvantaged, and 50.86% are non-economically disadvantaged.
School:
Frontenac Junior High (FJH) has a building population of 217 students, and is the only junior high school in the school district. A large majority of the students at
Frontenac Junior High have grown up together, and have gone to school together all their lives. This does not seem to affect how the students welcome new
students to the school. There is a stark contrast in the number of females vs. males in FJH, with only 40.09% of the students being female, while 59.91% of the
students are male. The ethnic make-up of FJH is 87.65% White, 3.69% Hispanic, and 8.76% Other. Even with 12.35% of the building population being ethnically
diverse, only 0.46% of the students are classified as English Language Learners. Most of the students who attend FJH come from economically disadvantaged
homes, with 52.53% of the students being classified as economically disadvantaged, and only 47.47% being classified as non-economically disadvantaged.

Table 1.1 Class Contextual Information (limited to 1 page)

Pittsburg State University
Teacher Work Sample

Grade level __6th__ Content area (e.g., mathematics) ___Mathematics___

Topic (e.g., geometry) __Statistics__
Age range of students _11 - 12___________
Number of male students __11__
Total number of students __19__
Number of female students __8__
Percentage of students receiving free lunch __________
Percentage of students receiving reduced lunch______________
[if free/reduced lunch information not available for class, provide school percentages]
Area in which students live (check all that apply) Urban _____ Suburban __X__ Rural __X__
Ethnicity of students (give numbers)

Language proficiency of students (give

numbers)
Identified special needs categories
represented (give numbers)

___1__ African American or Black

______ Native American/Alaskan Native
______ Asian or Pacific Islander
__19__ Fluent English Proficient
___4___ Specific Learning Disability
_______ Hard of Hearing
_______ Deaf
_______ Deaf-Blind
_______ Other Health Impaired
_______ Multiple Disabilities
_______ Brain Injury
_______ Established Medical Disability (0-5 yrs)
_______ At risk for developmental disabilities

______ Hispanic or Latino

__18__ White
______ Other (specify) __________
___0__ English Language Learners
_______ Speech/Language Impaired
___2___ Visually Impaired
_______ Orthopedically Impaired
_______ Emotionally Disturbed
_______ Autism
_______ Mental Retardation
_______Gifted
_______ Developmentally Delayed
_______ Other (Specify)_______________

Subgroup Selected (describe the group) :

This class of students are an absolute joy to teach. Almost one-third of the class falls into a category of special needs, but you would never
know based on their desire to succeed in the classroom. Although some of these students have to work twice as hard to get the same grade
in my class, they are always willing to give it their all to succeed. Each day, every students puts their best foot forward and strives for
excellence in my room.
.
Rationale for Selection:
I chose this class of students due to the fact that there are many students in this class that face challenges in my classroom each day
because of their special needs. Due to their special needs, I felt like the data for this class would be interesting to study. I also felt like it
would allow me to showcase some of the differentiation techniques we use in the classroom each day.

Provide appropriate charts/graphs to display demographic data for district, school, and classroom in Appendix A.
Pittsburg State University

Teacher Work Sample

Table 1.2 Student Characteristics for Whole Class (limited to 1 page)

Student Characteristics
Intellectual Characteristics
- Including readiness,
cognitive abilities, learning
needs, developmental levels,
etc.

Previously demonstrated
academic performance/
ability:
% Above standard _____
% Meets standard _____
% Below standard _____
Social Characteristics
- Including emotional,
attitudinal, motivational, etc.

Personal Characteristics
- Including physical, social,
individual experiences,
talents, language, culture,
family and community
values, etc.

Specific Descriptions
On most days, this class comes in ready to learn the material for the day. They are even more interested in the days
lessons if we can find some way that they can connect it to real-world situations. This class has a wide variety of
cognitive abilities, which makes this class interesting to teach, as every day brings a new challenge. Several students
have IEPs in this class, and we have three paras in the room during this block. Two of the paras are there to assist the
two students who are completely blind. The other para is there to assist the four students who have learning
disabilities. During the independent practice time, these four students and the para go to the resource room to allow
for a quieter working environment and additional instruction in a small group setting.
Based on the 2015 Kansas Mathematics State Assessment scores for the students in this class, I have found that this
class is a very diverse group of students when it comes to academic performance. This assessment information
parallels what I have observed from the students in the classroom, so the diversity of the students academic
performance did not come as a surprise to me.
This class is a very eclectic mash-up of personalities. I have some of the quietest sixth graders, and some of the most
talkative sixth graders all at the same time. When the students have too much down time, they class tends to get
rowdy rather quickly, so I work hard to keep my students actively engaged in the lesson as I teach the lessons for the
day. Allowing them to work with the other people at their table is typically the best working situation for this class
because it allows them to put their brain power together to complete the worksheet, while also allowing them to talk
to their classmates within reason. There are strict guidelines for working in small groups so that the class does not get
out of control and every student contributes to the assignments. The students who complete their assignments quickly
often get antsy because they would like to move on to the second lesson for the day. As far as attitudes go, this class
is made up of your typical sixth graders, so every day is a new experience. Some days we can be easy-going, while
other days require a strict set of guidelines in order to accomplish our daily tasks. The students know that their
attitudes set the tone for the day.
These students come from very different social and familial backgrounds. They also have very different personalities.
Although they have their differences, they all seem to get along, even if just as classmates, and not so much friends.
They all have people in the class who they would really like to sit by, but they seem to do well working with any of
their classmates when I match them up for partner or group work.

Pittsburg State University

Teacher Work Sample

B. Narrative: Implications for Whole Class Instruction Based on Information from Table 1.2 (limited to 1 page)
Although this class is always eager to learn, there are still many challenges that come along with teaching this class. From the beginning of the class
period, it is imperative to set the tone for the class. If the students know that I am ready to work as soon as the bell rings, then they are typically able
to flip the switch from being talkative to being prepared for me to start our lessons and give them further instructions. The only time that talking
usually becomes a problem in this class is once some of the students start to get finished with the assignments for the day. Because of this, it is
important to keep them occupied throughout the entirety of the class period. Keeping the class to a lower volume level is also very important for a
couple of my students because a couple of them get easily distracted. Even if it is quiet, I often have to keep checking in with these students, so they
dont forget that they are supposed to be working on their assignment. Another challenge for this class comes with figuring out what I need to do to
allow my two students who are blind to see the math we are working on. In some cases, this includes consulting the special education department
and getting very creative in our methods. Due to the wide spread in intellectual levels within this class, it is also imperative to select partners
carefully for the students, in order to balance out the intellectual differences in each group. Although some days are more challenging with this class
than others, their willingness to work hard for me makes it an enjoyable class to teach.
C. Sub- Groups/Students Information
Describe this
Why was this
subgroup/student
subgroup/student
using information
selected?
from Table 1.1

What was learned about this subgroup/student?

Intellectual

Visually Impaired Students

I am going to compare the 2
students that are completely
blind to the rest of their
classmates.

SUBGROUP
or
These two students are twins.
FOCUS
STUDENT Of these two students, one is
a male, and the other is a
female.

To determine how their

average assessment scores
compare to the average
score of their classmates
This will help to determine
if their physical handicaps
put them at a disadvantage
in my classroom, or if
through our combined
effort, we are able to help
them see the
mathematics

Pittsburg State University

These two students are extremely intelligent. Although they typically have to put forth more
effort in the math classroom than their peers, they do not let their visual impairment stop them
from learning anything their peers are learning.

Social
These students are more reserved than most of their peers within this class. They do not talk to
many of the students, but I am not sure if that is out of respect for the class time, or if that is due
to not being friends with most of them. There are, however, a couple students that they talk to at
the end of the hour if they have a few minutes of free time.

Personal
These two students are twins. They come from a middle-class, two-parent home, along with two
other siblings. They are both very respectful towards me, their paras, and their classmates. I have
never heard them use their visual impairment as an excuse, or to get out of doing a task in class.
They are always willing to give 110% in my classroom.

Teacher Work Sample

Intellectual

Females vs. Males

I am going to compare the 8
females to the 11 males in
this class.

To determine whether
males or females perform
higher on average on the
assessments throughout the
unit

SUBGROUP
or
FOCUS
STUDENT

All of the students in this class put forth a great deal of effort every day in my classroom. A
majority of them seem motivated to learn the material I present.
I have placed each student into a category based on how often they answer the questions I ask
during the lesson, and their level of participation during the lesson. The categories are comprised
as follows:
- Always Answer: 3 males, 0 females
- Answer Often: 3 males, 1 females
- Answer Occasionally: 2 males, 5 females
- Almost Never Answer: 3 males, 2 females
The males in this class are also usually the first ones to complete their assignments. They not
only complete their assignments with great speed, but also with great accuracy. Because of these
observations, I would like to examine how the assessment scores differ by gender.

Social
This class is composed of some of my most talkative students, while also having a good number
of my most quiet, reserved students. Those students who do talk to each other seem to get along
quite well. I believe that the divide in the group comes from the fact that my quietest students are
the ones who leave class after the lesson to work in the resource room, so they have not fostered
relationships with the students outside of the resource room.

Personal
These students seem to all come from stable home lives. It also appears that they have the
support structure at home, as far as academics are concerned because they always complete their
work on time and at a satisfactory level.
A few of these students are involved in school activities outside of the normal school day, but
many of them are not involved.

D. Narrative Implications for Sub-Groups/Focus Students Instruction (limited to 1 page)

My first subgroup is composed of my two students who are blind. They are both very intelligent, motivated students. I am not concerned about their ability to
successfully complete this unit. For this subgroup, I typically have to differentiate instruction in order to help them see the mathematics. Sometimes this is more
challenging than other times, especially when we are working with geometry. Because this lesson is over statistical measures, such as mean, median, and mode, I
do not foresee having to differentiate their instruction a great deal from what I will provide for the other students because this lesson uses a lot of computation, and
not so many tangible, hands-on situations. One resource that will have to be available to them is the ability to have their assignments read to them, whether that be
done by me, a para, or formatted in such a way that their computer programs can read it to them. With this accommodation, they should be very successful with
this unit.
My second subgroup is split by gender. When looking the current level of class participation between the males and females, it is evident that as a majority, the

Pittsburg State University

Teacher Work Sample

males are more likely to participate in class. The males are also the ones who typically complete their assignments first in class. Not only do they complete them
quickly, but they also do so with great accuracy. All of the students seem decently motivated to succeed in my classroom, and they all put forth great effort on
every assignment they are asked to complete. In order to try to combat the participation issue, I will try to direct questions to my students who do not typically
participate and interact during the lesson. I will try to ensure that I give these students questions that they have heard the other students answer many times, or ones
that I have gone over multiple times. I believe that this will help to ensure that they have a positive experience when participating in my class.

Pittsburg State University

Teacher Work Sample

II. Instructional Design

A. Narrative Description of Range of Objectives and Rationale for Selection (limited to 1 page)
The objectives that I have listed for this unit were selected based off the mathematics curriculum set in place by the school district, while also
aligning with the Kansas State Mathematics Standards that we still need to cover during the remainder of the school year.
In addition to the objectives outlined by the sixth grade textbook, I, along with the assistance of my cooperating teacher, selected some objectives that
would involve higher-order thinking skills, and would also help students to gain a deeper understanding of the material presented during this unit.
Once the objectives were selected, I ensured that all of my lessons were aligned with the objectives at hand. I also ensured that the various forms of
assessments that were selected for this unit would accurately assess each of the objectives listed for this unit.

B. State Objectives Here: Focus should be on student performance not activities. What will students know or be able to do? (limited to 1 page)
Obj.
No.
1
2
3
4
5
6

Unit Objectives

Level(s)
(e.g. Blooms
Taxonomy)

Students will be able to find the mean of a data set

Application

Students will be able to find and interpret the median and mode of a set of data
Students will be able to predict what will happen to the mean, median, or mode of a data set when one of the
values is removed from the data set
Students will be able to find the measures of variation (first quartile, third quartile, interquartile range, range, &
outliers)

Application

Students will be able to find and interpret the mean absolute deviation for a data set
Students will be able to examine a data set and select the most appropriate measure of central tendency to
represent the specific data set, and justify their selection

Application

Synthesis, Analysis
Application

Comprehension

C. Identify State Standards Benchmarks Addressed by Unit Objectives How do objectives address these standards? (limited to 1 page)
Pittsburg State University

Teacher Work Sample

This unit will meet the following 6th grade Common Core Standards for statistical practices:
- 6.SP.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers
- 6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes
Table 2.1 how
Instructional
Unitnumber
Plan
its values varyDesign
with a single
- 6.SP.5 Summarize numerical data sets in relation to their context, such as by:
T- Lesson
integrates
technology;
R- Lesson
uses
reading
strategies;
I- Lesson
demonstrates
of content
within content fields
- 6.SP.5b
Describing
the nature
of the
attribute
under
investigation,
including
how it integration
was measured
and its across
units ofand
measure
- 6.SP.5c Giving quantitative measures of center (median and/or mode) and variability (interquartile range and/or mean of absolute deviation), as well as
Pre-Assessment:
Test (Same
test
as thedeviations
Post-Test)from the overall pattern with reference to the context in which the data were gathered
describing any Written
overall pattern
and any
striking
- 6.SP.5d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered

T
Lesson
Formative
Instructional Activities/
Describe Specific Adaptations/
Lesson
Date
R
Objecti
Assessment
The unit objectives address these state standards
because
through
the
application
of
the
activities
that
align
with
these objectives, students will learn how to find
Strategies
Differentiation
I
ve(s)
(formal/informal)
the various measures of center
and
variation. Once the students have a grasp of how to find
the different values, then we will use a variety of examples and

Discussion,
Individual
Work
situations, in order to examine how the measures of center and measures of variability are affected when the dataClass
set changes.
This
unit will
also teach students that
Allowed
students
to
use
a
calculator
a data set can be summarized into a single number by using a measure of center, or it can be described based on how the values in the data set varyfor
with a single
as longthe
as numerical
they still showed
theirinwork
number. This unit will also allow students to examine data sets that are related to different scenarios, so that theycomputation,
may summarize
data sets
relation
on
their
assignment
to the context of the scenario.
- Lecture
- Worksheet

3/22

T, R

1, 3

3/22

T, R

3/24

3/24

3/29

- Group discussing through questioning

- Mathematical Practice

- Observations during
homework time

2, 3

- Lecture
- Group discussing through questioning
- Mathematical Practice

- Worksheet
- Observations during
homework time

- Lecture
- Group discussing through questioning
- Mathematical Practice

- Worksheet
- Observations during
homework time

- Lecture
- Group discussing through questioning
- Mathematical Practice

- Worksheet
- Observations during
homework time

- Lecture
- Group discussing through questioning
- Mathematical Practice
- Partner Work

- Worksheet
- Observations during
homework time
- Chapter quiz over
lessons 1-3

T, I

Summative Assessment:
Written Test (Same test as the Pre-Test)
Pittsburg State University
Teacher Work Sample

- Students who struggle with reading worked with

me and a para in order to help them find the
important information in the word problems, and to
determine what the word problems were asking them
- After we helped them with one word problem, they
did the other two with little to no guidance
Class Discussion, Individual Work
- Students who struggle with reading worked with
me and a para in order to help them find the
important information in the word problems, and to
determine what the word problems were asking them
- After we helped them with one word problem, they
did the other two with little to no guidance
Class Discussion, Individual Work
- Allowed students to use a calculator for
computation, as long as they still showed their work
on their assignment
Class Discussion, Individual Work
- Allowed students to use a calculator for
computation, as long as they still showed their work
on their assignment
Partner Work allowed students to reason with each
other in order to see different perspectives about
which statistical measure was the most appropriate
- I selected their partners in order to pair them based
on performance level so far on this unit.

Table 2.2: Narrative Description of Pre-assessment, Formative Assessments, and Summative Assessment (limited to 2 pages)

Describe the assessment to be

used

II. D, H, and K

Pre-Assessment
(Diagnostic)

Formative Assessment
- Informal

Formative Assessment
- Formal

Formative Assessment
- Formal

Summative
Assessment

- Matching vocabulary words

- Solving math problems, and
selecting the correct answers from
the multiple choices
- Solving math problems and
giving the correct answer without
any answer choices given
Students will complete examples
on their iPads, using their
chalkboard app. I will be walking
around checking on each student
multiple times during this time.
After ample time has been allotted,
I will then work their example on
the board to allow them to see
where their mistakes were.
Daily Worksheets

Quiz over lessons 1 - 3

- Matching vocabulary words

- Solving math problems, and
selecting the correct answers from
the multiple choices
- Solving math problems and
giving the correct answer without

Pittsburg State University

Explain rationale for choosing

this assessment

Which
objectives Identify how the assessment will be
does this
scored and/or the criteria to be
assessment used for evaluation.
address?

15

The pre-test grade will be based on

completion. The results from this
assessment will be used to help in the
planning of the rest of the unit, as well as
seeing what has been learned in the unit
by comparing the results to the post-test.

15

As long as students participate in class,

and put forth effort on each example,
they will receive full credit for these
activities.

15

The grade will be based off of the

number of correct responses. Students
will have the opportunity to correct any
incorrect answers.

Used to check for understanding of

the first three lessons before moving
on to the last two lessons, which will
involve application of the knowledge
from the first two lessons.

1, 2, 4

The grade will be based off of the

number of correct responses.

The post-test will be used to provide

me with proper feedback about
which of the unit objectives were
met by the students.

15

The post-test grade will be based off of

the number of correct responses.

The pre-test will be used to provide

me with proper feedback about what
the students already know about the
unit in order to adjust the lessons
accordingly.
I chose this assessment because it
will not only allow me to see how
the students are doing with the
concepts, but it will also be a
learning tool for the students, as it
will allow them to see where their
mistakes were, and how to properly
perform the examples.
Used to allow students to perform
the repetitions that are necessary in
learning mathematical concepts.

Teacher Work Sample

10

any answer choices given

Narrative for Instructional Design

II. E.
Why are the lessons sequenced in this
manner?

The lessons for this unit are sequenced according to the order in which the sixth grade textbook introduces
the topics. This order allows the students to gain a basic understanding during the first two lessons, while
the next three lessons build on top of them the following days.

II. F.
What learning strategies were incorporated
into this unit?

Demonstrations, Classroom Lecture, Individual Work, Class Discussion, Group Work, Review Work

How do the instructional strategies/activities

address the learning objectives for this unit?

The instructional strategies used in this unit allow for deeper understanding of the information. These
instructional strategies allow for students to learn the material by listening and observing first, and then by
performing guided practice to help ensure that they are grasping the key concepts. The students then have
independent practice time, so I can assess how well they understand the material. Some of the lessons also
incorporated cooperative learning in order to help the students see the concepts from different perspectives,
and to allow them the opportunity to grasp the information on a different level by explaining/discussing the
information with their peers.

II. G.
How will critical thinking and problem
solving strategies be implemented? Give
specific examples of use.
II. I.
Explain the reading strategies that will be
used throughout the unit. Give specific
examples. (Remember that using text is not a
reading strategy)

How will technology be integrated within the

unit? Explain both teacher use and student
use.

Pittsburg State University

Critical thinking and problem solving strategies will be incorporated throughout this unit on a constant
basis through questioning, class discussion, and the dissection of mathematical word problems. During
these activities, students will be required to apply the information and knowledge they collect throughout
this unit.
Reading strategies will be used throughout the unit through the use of word problems. Many of the students
struggle to correctly solve word problems due to the challenge of determining what the word problems are
asking them to find, and determining what information is actually important to the question being asked.
Practicing this skill will not only help them in mathematics, but also in other disciplines.
Technology will be integrated into this unit through the use of iPads and an Apple TV. The students will use
their iPads to take notes and to perform their guided practice problems. During this time, the students will
have the opportunity to display their solution to a problem on the Apple TV, and to explain how they found
the solution. The iPads will also be used to complete their assignments, as everything in our classroom is
done on Canvas through the use of type-able quizzes and PDF documents that can be written on. I will use
my iPad and the Apple TV to teach the lesson to the class, instead of using the white board. This will make
it easy for me to have students participate during the examples, without having them come to the
whiteboard, because we are able to pass the iPad around.

Teacher Work Sample

11

How does the unit demonstrate integration of

content across and within content fields?

I incorporated other disciplines into this unit by using examples in the lessons that showed students how
these concepts could be utilized in other disciplines and out in the workforce depending on their future
career paths.

II. J.
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the whole class?
What specific adaptations or differentiated
activities were used to accommodate
individual learning needs for the identified
sub-groups / students?

The students who completed the basic assignments ahead of the rest of the class were given enhancement
activities. These activities directly related to the content of the basic activity and lesson, but they were more
challenging problems.
In order to accommodate the students who struggle to perform mathematical operations with multi-digit
numbers, students had access to basic calculators in order to perform the addition and division necessary in
this unit.
In order to accommodate the two students who are blind, someone read their worksheets, quizzes, and tests
to them. Due to the nature of this unit, having the assignments read to them was the only accommodation
needed for them.
My second subgroup, which was split by gender, did not require any specific adaptations.

Provide a copy of two complete detailed lesson plans in Appendix B.

Pittsburg State University

Teacher Work Sample

12

III. Teaching and Learning

A. Narrative: Daily Teaching Reflections (limited to 4 pages)
Day 1:

Day 2:

Day 3:

Day 4:.Continue to reflect for each day of your unit

B. Classroom Management Plan (rules, procedures, preventative strategies, supportive strategies) (limited to 1 page)

C. Student Interaction and Engagement(Strategies for promoting student to student interaction and student motivation) (limited to 1 page)
It is my belief that one of the best strategies for promoting student to student interaction is by using cooperative learning groups. Through the use of
group work, students in my classroom are able to learn how different students perform the same math problems, which often times helps the students
to find different ways that work best for them. Group work also allows students to help each other better understand the topic if one of them is
struggling with the lesson.
In order to ensure that cooperative learning groups are affective, it is important to ensure that every student in the group plays a role in the group. No
one student should be doing all the work, and no student should be skating by without contributing to the discussion or activity at hand. To help
ensure that the work load is evenly distributed, I walk around the classroom during group work time, so that I can easily observe if every student is
putting effort into the groups assignment. Because students know that this is the expectation for group work, this class does not give me any troubles
when it comes to working together.
Pittsburg State University

Teacher Work Sample

13

The students in this class would prefer to work in groups, rather than work individually, even if they do not get to pick their own groups. This makes
it easy to use cooperative learning groups with this group of students.

D. Student Communication (detailed description of appropriate strategies to encourage student to student communication) (limited to 1 page)
Student to student communication is encouraged on a daily basis in my classroom. From the beginning of my time in this classroom, I have reminded
my students that they are to be respectful of everyones opinions and ideas, even if their opinions and ideas differ immensely. Due to the occasional
gentle reminder, we do not typically have any issues with student to student communication.
One of the main strategies I use to encourage student to student communication is through the use of classroom discussions. During our discussions, I
start out by asking my students a series of questions that relate to what we have learned so far in the unit, and what we will be learning about. These
starter questions are used to guide the student to student communication in the direction that is necessary for our lesson. Once the students get started,
we typically have great discussions that lead to students sharing their different perspectives about past and future topics. During these discussions, the
students usually do a wonderful job at allowing everyone to share their ideas, even if they do not necessarily agree with the different perspectives.
Another strategy I used to encourage student to student communication is through the use of group work. Usually, the groups consist of two or three
students. Through the use of group work, the students are able to learn how different students perform the same math problems, which often times
helps the students to find different ways that work best for them. Group work also allows students to help each other better understand the topic if
one of them is struggling with the lesson.

Narrative: Analysis of Assessment

E. Pre-Assessment

Pittsburg State University

Teacher Work Sample

14

The students shared with me prior to taking the test that they remember learning about the mean, median,
mode, and range portion of this unit last year, but that they had never learned about the other objectives.
Many of them also expressed that they did not remember a majority of what they had learned.
As predicted, the class average for this test came in rather low at __%.

Overall analysis of results.

The pre-test for this unit is composed of matching questions for vocabulary and computation questions, in
which some of them are multiple choice, while others are open response questions. I believe that the class
average would have been significantly lower if it were not for the matching and multiple choice questions
on the test, as all students missed at least 5 of the 8 open response problems.
Subgroup #1, which consists of the two students who are blind averaged 18/32, or 56.25% on the pre-test.
Subgroup #2 divided the class by gender. The females averaged 39.84% correct on the pre-test, while the
males averaged ___% correct.

Discuss the results in reference to

the learning objectives.

These results show me that the learning objectives for this unit are relevant because the class did not meet any of the
objectives outlined for this unit. The results also show me that there exists plenty of room for instruction for every
objective related to the unit.

The data from the pre-test showed me that although my students had previous exposure to the material, they
did not meet any of the objectives, so we will proceed as originally planned.
Describe how pre-assessment data
was used to proceed with instruction
for all students.

What is the plan to differentiate for

all learners?

The data also showed me that I do have a few students who already have a decent grasp on the beginning
lessons for this unit, so with a quick refresher, they will most likely excel, and complete tasks quickly.
Because of this, I will plan to have some more challenging and enriching activities for them to work on after
they complete their daily assignments.
The students who complete the basic assignments ahead of the rest of the class will be given enhancement activities.
These activities will directly relate to the content of the basic activity and lesson, but they will be more challenging
problems. I will also have time built into each class period to allow for individual instruction, and for me to be
available during their homework time to answer any questions they may have. For those students who need even
more instruction, or assistance, I will be available during seminar, so they may receive more one-on-one instruction.
Due to the fact that many of my students struggle to perform mathematical operations with multi-digit numbers,
students will be given access to basic calculators in order to perform the addition and division necessary in this unit.

F. Formative Assessment
Pittsburg State University

Teacher Work Sample

15

Overall analysis of results.

Discuss the results in reference to
the learning objectives.
Are students learning what was
intended they learn?
Discuss any adaptations based on the
results of formative assessments.
Identify differentiation needed to
help all students meet the goals and
objectives of this unit.
G. Summative Assessment
What did the disaggregated data of
the assessment reveal?
Discuss the results in reference to
the learning objectives.
Did all students learn what was
intended they learn? Explain.

Provide a copy of pre-assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one formal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Provide a copy of one informal formative assessment document and the corresponding scoring key/rubric in Appendix C.
Pittsburg State University

Teacher Work Sample

16

Provide a copy of the summative assessment document and the corresponding scoring key/rubric in Appendix C.
H. Visual Representation of Disaggregated Data
Chart/Table/Graphs of disaggregated data for the Pre-assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for the
Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Chart/Table/Graph of disaggregated data for the Summative Assessment should be included in Appendix C.
Due to the varied nature of data collected by the teacher candidates, each candidate is asked to create a chart/table/graph that includes data for
the Whole Class, Subgroup, and Focus Students. Title the table/chart/graph and use labels to accurately portray the data.

Pittsburg State University

Teacher Work Sample

17

IV. Self-Evaluation and Reflection

A. Narrative description of Successful Activities and future implications
Based on the analysis of all the assessment
results, identify TWO learning objectives
from the unit students were most successful.
Objective 1:

Give more than one reason for each of the successes identified.

Objective 2:

Discuss at least TWO things to do differently in the future to extend these successes to continue students academic growth.

B. Narrative description of Least Successful Activities and future implications

Based on the analysis of all the assessment
Give more than one reason for each of the least successful objectives identified.
results, identify TWO learning objectives
from the unit students were least successful.
Objective 1:

Pittsburg State University

Teacher Work Sample

18

Objective 2:

Discuss at least TWO things to do differently in the future to improve students performance.

TABLE 4.1 Communication Log

Date

Person Contacted

Method of
Contact

Reason for Contact

Follow Up
(if
necessary)

Result or Impact on
Instruction

Add rows as needed

C. Narrative Reflection on Impact of Communications (limited to 1 page)

Pittsburg State University

Teacher Work Sample

19

D. Narrative Reflection on Future Professional Development (limited to 1page)

Identify at least TWO aspects of instruction that could be improved.
Explain reasoning.

What specific professional development opportunities/activities will

help to acquire that knowledge or skill?

Aspect 1:

Aspect 2:

Pittsburg State University

Teacher Work Sample

20

REFERENCES

Frontenac Public Schools. Report Card 2013 2014. Kansas State Department of Education,
2014. Web. 1 Feb. 2016. < http://online.ksde.org/rcard/district.aspx?org_no=D0249>.
Frontenac, Kansas. City-Data. Advameg, Inc, 2016. Web. 28 Feb. 2016.
<http://www.city-data.com/city/Frontenac-Kansas.html>.

TEXTBOOK!!

Pittsburg State University

Teacher Work Sample

21

APPENDIX A

Pittsburg State University

Teacher Work Sample

22

Pittsburg State University

Teacher Work Sample

23

APPENDIX B

Pittsburg State University

Teacher Work Sample

24

APPENDIX C

Pittsburg State University

Teacher Work Sample

25