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1D.MAGHRIBI IMPACT ON STUDENT LEARNING

Impact on Student Learning

Dana Maghribi

Kennesaw State University

September 19, 2014


Introduction and Demographics

Powers Ferry Elementary School is located in Marietta, Georgia and it is a part of the

Cobb County School District. As of the 2014 school year Powers Ferry has 440 students

enrolled and the school ranges from special needs pre-kindergarten to fifth grade (Strategic Plan

2014). When looking at student achievement at Powers Ferry you have to look at the school as a

whole which includes looking at the school demographics and the socioeconomic statuses of the

students. It helps paint a vivid description of the student population. Powers Ferry Elementary is

a Title 1 school which means a majority of the students are on free or reduced lunch. The

students rely on the meals they receive at school, 91% of the students are on free and reduced

lunch. Throughout the 2013-2014 Powers Ferry made AYP (Adequate Yearly Progress). In the

2005-2006 school years the school met AYP and met criteria in ten out of the ten areas.

Currently, Powers Ferry is made up of 53% African Americans (largest student population), 32%

Hispanics (second largest), 11% Caucasian, and about 4% other (Strategic Plan 2014). In total,

these cultures make up the school dynamics. These students that attend Powers Ferry also

breakdown the school into subgroups of gifted students, talent development students, students

with disabilities, RTI students (Response to Intervention), EIP students (Early Intervention

Program), and ELL students (English Language Learners). All of these specific subgroups

receive services for their precise needs to help them become better learners in the classroom and

outside the classroom.

My classroom is known as the inclusion classroom. The inclusion classroom is the

practice of educating children with disabilities in classrooms with children without disabilities.

The models that are used include: push-in (special education teacher comes in the classroom to


service students) and push-out (special education teacher’s pull student into a smaller group

setting to provide more individualized instruction). My inclusion classroom is made up of 20

students which houses students from both ends of the spectrum. I have students who are gifted,

on- grade level, and students with disabilities. I educate and plan my instruction for the various

levels in my classroom. Like the demographic make- up of the school 73% of my class is

African- American, 22% is Hispanic, and 5% are Caucasian. Four of my students receive special

education services, seven receive talent development for reading, five receive talent development

for math, two students are on TIER one of the RTI process, and three students are gifted. My

classroom is served based off abilities not disabilities. At Powers Ferry, regardless of the

classroom make up teachers and support staff collaborate to ensure we are working for the same

common goal of student achievement.

Curriculum and Learner Outcomes

Standard: MCCS.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and

pennies, using $ and cent symbols appropriately.

Example: If you have two dimes and three pennies how many cents do you have?

Example: What are some possible combinations of coins (pennies, nickels, dimes, and quarters)

that equal 37 cents? (Georgia Department of Education 2014)

Essential questions:

How do I express money amounts?

How will estimating be helpful to us?

How do use money?


How do we use money in daily life?

Enduring Understanding:

Recognize the relative value of penny, nickel, dime, quarter, and dollar.

Show how different combinations of coins equal the same amounts of money.

Learner outcomes:

Students will utilize money strategies to understand how to count money in everyday

life.

Students will have coin recognition

Students will be able to compare the value of coins

Instructional Plans

Monday Tuesday Wednesday Thursday Friday

StandardMCC2.MD.8 Solve word problems

involving dollar bills, quarters, dimes, nickels,

and pennies, using $ and ¢ symbols appropriately.













Mini Lesson: Number talks on making “friendly numbers.” Students will take a pre- assessment on the standard.

Mini- Lesson: Students will bring their Math Interactive Journal to the carpet. They will glue a word problem and we will have students

Mini- Lesson: We will go over our daily number talk’s lesson and go over a Smart Exchange Lesson called Lesson on Money. Students are engaged with

Mini- Lesson:Students will bring their Math Interactive Journal to the carpet. They will glue a word problem and we will have students

Mini- Lesson: (whole group) We will go over our number talks for the day and then review the values of the coins by using the manipulatives.


act it out with manipulatives. After a couple students act it out to the class. We will go over the problem on chart paper. We will model it and write the equation.

the values and adding the values together.

act it out with manipulatives. After a couple students act it out to the class. We will go over the problem on chart paper. We will model it and write the equation.

Whole group- On the carpet, using the SMART board we will go over the different values of the coins. We will go over the value of the penny, nickel, dime, and quarter. Students will understand that they hold value and they are used in everyday life. We will use manipulatives (play money).

Groups- All groups are with an adult. There are three adults in the classroom during guided math.Remediation: Re-teaching the standard using manipulatives.On- Level: Playing a money board game called Money Money.Enrichment: Using the iPad to solve money word problems.** When students are complete they will complete a journaling activity in their math journals. **

Groups- All groups are with an adultRemediation: Using the Ipad.On- Level: Completing work book pages and then playing a money sorting game.Enrichment: Playing a game on their level with higher- order thinking and bigger numbers** When students are complete they will complete a journaling activity in their math journals. **

Groups- All groups are with an adultRemediation: Re-teaching the standard to ensure understanding using manipulatives.On- Level: Use the iPads to play Money Money.Enrichment: Complete workbook pages/ Money word problems/games** When students are complete they will complete a journaling activity in their math journals.**

We will use a Smart Exchange presentation as a review. The program is interactive so students will go up to the SmartBoard to participate in the review.Students will take the post assessment.Collaboration staff is walking around or pulling students who are continuously lacking the skill to give them more of a one-one instruction.

Closing: Turn and talk. Students will turn and talk to their partners about what they learned. They will answer

Closing: At the carpet students will come with their work and 5 students will share in the sharing chair something they learned about

Closing: In the form of an exit slip, I will place a word problem on the SmartBoard and the students will answer it on an index card. This will allow me to check the

Closing:At the carpet students will come with their work and 5 students will share in the sharing chair something they learned about

Closing: None


money in their group.

students understanding and see if I need to modify my instruction for the next day.

money in their group.

**** We will be covering a Number Talk’s strategy before the mini- lesson on the carpet as a part of the mini- lesson. ****

Number Talks strategy for the week: Making Friendly Numbers

Monday: 1+4=

4+4=

Tuesday: 2+6=

6+6=

Wednesday: 3+10=

9+9=

Thursday: 4+12=

8+4=

Friday: 5+10=

6+4=

Differentiated Instruction: My groups are broken into a remediation group, on-level, and

enrichment group. I have the second grade inclusion classroom, so there is a total of three

teachers in the room during math instruction. Each group has an adult with them guiding them

during their working group time. Each activity, game, or iPad task is designed for the level of the

group of students. The enrichment students have higher numbers to work along with word

problems to make sure they are using their higher order thinking skills while students who need

to be re-taught the standards are getting a small group re-teach of the mini-lesson using


manipulatives and white board to help them. The groups are differentiated towards the needs of

the students, levels, and learning styles. We differentiated based on the abilities of the students

and group them by giving a common assessment on Monday. Groups change weekly depending

on the scores of the assessment. Students are with a teacher at all times which helps facilitate

their learning. I collaborate with the support staff weekly to plan math instruction for all groups

to make sure we are all on the same page.

Journaling activity: Students completed a journaling activity in their math interactive journal

after their work time in their groups. They know where to pick up the journaling activity and

they know how to move back to their seats to complete it.

Games: Students also know which games are on their level they can play. There are sorting

games, flashcards, and board games. Students have access to the games and know which ones

they are able to play.

Assessments: I plan my instruction using backwards design. I give a pre- assessment on Monday

and post-assessment on Friday. I use the pre- assessment to guide my instruction during my

mini-lessons and for my small group instruction during guided math groups. I will use my

assessments for data to show where my students are growing and where I need to improve my

instruction.

The lessons are geared to help students understand the standard. They are interactive and

students are able to learn from the tasks they are completing. They are using technology, hands-

on activities, and working one-on-one with teachers in a small group on instruction that is

tailored to their needs. All instructional strategies are planned based on best practice to help

students learn.


Name:_____________________________Date:_____________________

Money Pre – Post Test

Count dimes, pennies , nickels and quarters.

Complete these tables:

1. Counting nickels (5-cents coins)

Nickels 1 2 3 4 5 6 7 8

Value: 5¢$0.05

10¢$0.10

30¢$0.30

2. Counting pennies (1-cent coins)

1 2 4 6 8 10 15 20 25 30

1¢$0.01

10¢$0.10

3. Counting dimes (10-cents coins)

1 2 4 6 8 10 12 14 16

10¢$0.10

100¢$1.00

4. Counting quarters (25-cents coins)

1 2 3 4 5 7 10 12

25¢$0.25

100¢$1.00

125¢$1.25


Circle the coins that match the price.

5. 6.

7. 8.

9. 10.


Method

I used a pre and post assessment to monitor student learning. I give the pre-assessment on

Monday and the post-assessment on Friday. This allows plenty of time to work with students

through whole group and small group instruction so they are able to learn the material. Above is

the pre and post assessment that was used and what also helped me plan my instruction for the

week. The assessment covers all learning objectives that were needed to be assessed for students

to master the standard. The assessment gives me the ability to recognize if students have money

recognition, understand the values of coins and the dollar, and understand how to count money.

I use the assessment to form my remediation group, on-level group, and enrichment

group. From there, I plan my instruction for each group. I plan what workbook pages they will be

doing for practice, which applications they can play on the iPads, and which games are

appropriate for them to play. Considering there are three adults in the classroom during my math

instruction, each group has a teacher facilitating and guiding students through their group

activities. The assessments are meant to help me plan my instruction to group the students on

their abilities.

I use an exit slip on Wednesday (mid-week) to check my students understanding. I use

the exit slip to see where students are coming along with the standard. This allows me to look at

my Thursday instruction and see which students need a change of instruction.

Analyzing and Reporting the data

I have broken down the reports of the data collected from the pre and post assessment. I

used graphs to represent the data which represents the impact on students learning. There was a


gain in percentage from the pre assessment to how the students did on the post-assessment. The

students showed improvement throughout the unit.

Whole Group Pre and Post Assessment Results

Pre-Assessment Post-Assessment0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre-Assessment Percentage Post-Assessment Percentage

53% 91%

Sub Group Data Results

Male Students V.S Female Students

Subgroups Pre-Assessment Post- Assessment

Male Students 64% 87%


Female students 62% 84%

Male Students Female Studenst0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Figure 1 Blue Bar is pre-assessment and the red bar is the post-assessment

The female and male students had an average of about the same pre-assessment and post-assessment. There are about the same numbers of males and females in the classroom.

On- Grade Level Students V.S Gifted Students

Subgroups Pre-Assessment Post- Assessment

On- Grade Level Students 62% 87%


Gifted “Target” Students 73% 93%

On- Grade Level Students

Gifted/ Target Students

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pre-Assessment Post-Assessment Column1

The on-grade level students and gifted students are close in performance. It is always a competition to see who could do better. Both groups got a close average on the pre-assessment and a close average on the post-assessment.

Individual Student Subgroup

Pre- Assessment Post- Assessment

Student 1- African- American student with disability

32% 76%

Student 2- African- American Gifted Student

83% 93%


Student 1 Student 20%

50%

100%

150%

200%

250%

300%

350%

400%

450%

500%

Pre- AssessmentPost- AssessmentColumn1

The two individual students are both male African- American students with disabilities. They receive collaboration services and pull-out small group services. They had a closed average for the pre-assessment but student 2 received a higher score on the post-assessment. Student 1 and student 2 both live in a household with a single mother and stay after school for ASP (After School Program).

Reporting Data

Assessments are always graded the day the students take the test. That allows me to get a

visual of how every student’s is doing in the class and what groups they need to be in. I plan

using the Backwards Design Model so I give a pre-assessment on Monday and post-assessment

on Friday. I walk around during the pre-assessment and take notes of the way I see students

working, which helps me plan my instruction. I make copies of the pre-assessment to keep for

data and send the original home on Tuesday. This allows me to be ready to have evidence for

parents. My students take pre-assessments seriously, because they think it’s a test. I have taught

them to treat it as if it were a test. During my guided math time, we are three adults in the room,

so each group of students is with a teacher. Often, I take the remediation group to work with


them and get a more one-on-one interaction with them. When the higher group is working

independently, the other teacher pulls one student from the remediation group for one-on-one

conferencing. The system in my class works well because the students are never alone; they are

constantly being monitored and guided. When I send the pre-assessment and post-assessment

home, it is with the correct answers on. I send a weekly newsletter home with students, and on

the newsletter I inform parents of what standards we will be going over in every subject area. I

also send home a study guide with practice for every subject area. Parents are always are of what

the students are doing in the classroom. This allows parents to try to work with their kids at

home. I send the post-assessment home on Friday, right when students take the test. This allows

parents to view their child’s progress. The following week, I pull students who didn’t do well on

the post-assessment during morning work. They get pulled for about twenty-minutes to revisit

and re-teach the standard. I allow students to re-assess and place the new grade in the grade

book, but I don’t erase the first assessment. This shows how long it takes some students to

master a standard, and is a good representation for conferences with parents. I want all my

students to achieve every standard even if takes some longer than others.

Reflection

My students need to grow more of an understanding of the value of money in everyday

life. They don’t have the concept of understanding the purpose of money and what it’s used for.

It is an important concept that students need to understand. I think this is linked to the school

demographics and how the students are living. They don’t have an understanding of money

because they are not taught that basic skill at home. Most of the time these students are sitting

home alone because they live in a single parent household, so there isn’t anyone there to teach

them that tool they need. It is important to look at money and make the correlation that it is used


in everyday life to purchase everything. During my mini-lesson, I used real-life word problems

so they can relate to them as much as they can. I used scenarios that had their names in them. I

know I will be using money worksheets for morning work to ensure they have an understanding

of what money is used for and the importance of the value of money.

When looking back at the assessment a majority of my students were successful

with labeling the value of the dollar, quarter, dime, nickel, and penny. They have a clear

understanding of the value of each and they are able to recall the values in many different orders.

One of the weaker areas they had trouble with was counting with the values of the different

coins. This was the first part of the assessment. It made me question, if they are successful with

their skip counting skills because when counting change you are usually counting by tens or

fives. I used a one-hundred’s chart as a part my mini-lessons. We counted by fives and tens, we

also looked at how many quarters there were in a hundred. Sometimes when teaching, I have to

go back and make sure they have a clear understanding of the basics they need. Sometimes, I

need to stop and review strategies they need to be refreshed on to help them become successful

learners. I didn’t think I needed to pullout they one-hundreds chart, but I did and that gave them

a quick review.

One instructional strategy I used was differentiation. I don’t think my students would be

able to succeed if I didn’t differentiate the work to their abilities. Differentiation plays a huge

role in my classroom due to the different levels that I have. I have a class ranging from special

needs students to target students. I have to constantly find different ways to differentiate for my

special needs students and ways to challenge my gifted students. I constantly want to use

strategies that give the most student participation. I also constantly want cooperative learning. I

try to use tools that would help my students the most. I use white boards and manipulatives


during guided math to allow students to have a visual and still show their work on the white

board so I can see it. The students really like having a visual tool they can touch. It really helps

them get the bigger picture. When it came to teaching students about money, it really opened my

eyes to see how much students need that tangible item to touch to help them. This showed clearly

with my remediation group, they always needed that visual confirmation for guidance. I don’t

think students have the background knowledge about money, due to the demographics of the

school. I don’t think parents teach their children that basic life skill they need. The students also

rarely leave their homes so they don’t have much awareness about money. I provided students

with guided practice with an adult and they have the chance to work with their peers.

Outside of using a pre and post- assessment, I used a ticket out the door in the middle of

the week. The students complete the ticket independently without any guidance. I look at it to

show me how the students are progressing after two days of instruction and individualized group

instruction. It allows me to see who I had to pull the next morning during morning work or who

the teachers have to conference individually with during guided math. If a group of students are

struggling with the same issue, I try to pull them all together to work on the same strategy.

Giving a mid-week assessment allows me to see which students need additional support so it is

beneficial for me. I am strong believer in conferencing with students. It gives me a chance to see

where my students are without the distraction of other group members. When conferencing I

scale it between a one and three, with one being low and three means mastery. This is another

tool I use when assessing.

After completing this assignment, I really started thinking about how much

background knowledge you need to have on a specific standard before implementing it. I want to

spend more time, making sure my students have the basic foundation of a specific standard so


obstacles like counting by tens or fives don’t get in the way. I would like to set realistic goals for

my students who take longer than the enrichment or on- grade level students to master a

standard. I want them to master standards within a reasonable time frame using the tools and

strategies they need to be successful. I believe they are fully capable just need additional support

and guidance with individualized instruction. The third professional growth I would like to

succeed in is mastering what type of assessments to use for the specific objectives. I would like

to make sure each assessment I use is as accurate as possible even if I have to create them. My

team has bought the second grade common assessments that we use for each standard, but I don’t

think every single assessment matches the specific goal objective we want students to master.

Often we here, “why reinvent the wheel when there’s stuff already out there.” I think sometimes

though you have to create what you need in order to reach success. These are opportunities I

would like to improve with after completing this assignment. All these tasks are manageable and

I can accomplish these areas of growth.

In the future, after completing this assignment, I would like to spend more time

conferencing with individual students. Considering I have three adults in my classroom during

math, I would like to spend more time with individual students. I would like to make sure all

students in the room are taken care of with what they need to play their games or complete their

assignments in their groups and then I would like to pull individual students. I think this would

make the class average in the post- assessment area increase. Some students need more one-on-

one support verses the rest of students. Another way I would like to improve my performance is

by spending more time on my mini-lessons. When students are following the mini-lesson and are

engaged, they tend to catch on more. This drives better student engagement. I tend to use word

problems because that is what our academic coaches want us using but with switching it up and


using more hands-on activities students will grasp a concept better. I will be setting specific

goals and objectives for certain student needs.


Sources

2014-2014 Strategic Plan. (2014, August 25). Retrieved September 14, 2014.

Georgia Department of Education. (2013) Mathematics K-5. Retrieved from

https://www.georgiastandards.org/common-core/pages/math-k-5.aspx

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