Teacher Work Sample Jessie Fishel

Wichita State Universitys Teacher Work Sample Special Education-Adaptive Jessie Fishel CI 815 Prairie Creek Elementary 11/18/12

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Abstract The Teacher Work Sample is the final project for the graduate course CI 815 for adaptive special education. Its purpose to show case hoe the learner can gather information about the school and the students, use common core or state standards to create a unit to be taught to the students that meets their educational needs taking into account their different learning styles, learning preferences, differentiated needs. The program then compares where the students first began through assessments and compares it to the students growth through different learning assessments.

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Table of Contents Contextual Factors Learning Goals Assessment Plan Design for Instruction Instructional Decision-Making Analysis of Student Learning Reflection and Self-Evaluation References Appendices Appendix A Economically Disadvantaged Students Appendix B Ethnicity Appendix C Graduation Rates Appendix D Special Education Students 20 21 22 23 4 7 9 10 14 15 18 19

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Section I - Contextual Factors

Knowledge of community, school and classroom factors This teacher work sample was completed at Andover, Kansas in the school Prairie Creek Elementary. The total district enrollment is 5,296 students. 84.99% of the students is considered noneconomically disadvantaged. The districts ethnicity comprises of 83.27% white, 8.29% other, 6.70% Hispanic, and 1.74% African American. Our community is a small town about ten minutes west of Wichita, Kansas. The community had grown over recent years, although growth in the community slowed down during our countries recent recession. The community is very well to do, and there is great support for the school community. Parents are extremely involved in the school and often attend almost all the school functions. There are eleven schools within the district. There are six elementary schools, two middle schools, two high schools, and one eCademy in the Andover district. The school that was the focus of the teacher work sample was Prairie Creek Elementary school (PCES). PCES is the smallest of the schools with 321 students. PCES also has the highest amount of Economically Disadvantaged kids attending of any school of the district (30.84% Economically Disadvantage compared to 69.16% non-economically disadvantaged). PCES ethnicity breakdown: white 81%, other 9.35%, Hispanic 8.41%, African American 1.25%. In our building 9% of the students are classified English Language Learners and 21.71% are classified as students with learning disabilities. The classroom this work sample was completed in a special education resource room. This classroom was shared by two teachers, thirty students, and six para-educators. This classroom serviced students from 30 minutes 90 minutes a day in the areas of reading, writing, and mathematics. The classroom was equipped with reading and math curriculums for all grades K-5. There are five laptop computers, a promethean board, four worktables, and two classroom libraries. Once full K-5 decodable leveled reader library, then one library of over hundred books of popular childrens literature (Dr. Seuss, Berenstein Bears, Junie B. Jones, Magic Tree House Series, etc). The 1/21/13

TWS Fishel 5 classroom is laid out to accommodate four different small five student pull out groups. Classroom rules are simple and basic: follow directions quickly, respect our teacher and our classmates, no bullying, do our best work, and keep our dear teacher happy. The classroom environment is laid back, students are allowed to work holding small stuffed animals or to wrap themselves in small fuzzy blankets. If students work hard and follow the rules throughout the week, then on Fridays they are allowed to play educational board games and educational computer games to reinforce skills worked on throughout the week. Most of the time there are 1-2 pullout groups going on at the same time, except for an hour in the afternoon when there are five pullout groups occurring together: 1st grade reading, 2nd grade reading, 4th grade math, 5th grade math, and 1 preschool student with Autism receiving small quiet work setting pullout to help him focus on math and reading topics. This study focused on eleven students in a resource room pullout. Below is a breakdown of the students in the pullout groups:
Name BD JA DD DR KM EH JH JaG JeG Grade Gender Race 3 3 4 4 4 5 4 5 5 M F M M F M M M M Black White White White White White White White White Exceptionality ED, ADHD LD LD, ADHD OHI, Anxiety LD Autism Autism LD LD, ADHD

Table 1
Skill level grade 3rd math & read 2nd read 3rd math 2nd read 3rd math 2nd read & math 2nd read & Math 3rd read 3rd math 4th read & math 2nd read & 3rd math 2nd read & 4th math 3rd read & 4th math 2nd read & math Learning Styles Visual Kinesthetic Visual Kinesthetic Visual Visual Visual Visual Visual Visual Kinesthetic Visual Kinesthetic Visual Visual Kinesthetic interests Video games, church Art, church, family (9 siblings) Football Video games, sports, his 5 brothers Art, monster high, church Video games, church Video games Reading , church Football Reading, church Animals Video games, church Reading Art, music, church Video games, family, church, (family 4 siblings)

SG BH

4 5

F F

White White

LD, ADHD OHI, ADHD

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TWS Fishel 6 . The students in this are from a small suburban community. Eight of the students qualify as being economically disadvantaged. Six of the students come from divorced homes. Most of the families are actively involved in the community, in the school, and in their churches. In the community, most of the families are considered middle class, and many of our families that are economically disadvantaged have mentioned in passing receiving a great deal of support from the local faith communities. Some of the students have many siblings, or have parents with learning disabilities themselves. Some of the students struggled with getting home support for homework because of these reasons. In November, the school started an after school homework club three nights a week, and six of the students have volunteered to be active participants. Because many of the students lack a strong support at home for class work, instruction is designed to take place mostly in the classroom, with very simple homework to complete at their independent skill level at home. Because the students are extremely visual and highly kinesthetic, most of the instruction is designed to be completed as a small group, with many hands on manipulatives and examples.

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TWS Fishel Learning Goals Table 2 Goal 1 Common Core 2.RL.4 3.RL.4 Standard

Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 25 text complexity band proficiently, with scaffolding as needed at the high end of the range. Know and apply grade-level phonics and word analysis skills in decoding words. 1. Distinguish long and short vowels when reading regularly spelled one-syllable words. 2. Know spelling-sound correspondences for additional common vowel teams. 3. Decode regularly spelled two-syllable words with long vowels. 4. Decode words with common prefixes and suffixes. 5. Identify words with inconsistent but common spelling-sound correspondences. 6. Recognize and read grade-appropriate irregularly spelled words. 7. Identify and know the meaning of the most common prefixes and derivational suffixes. 8. Decode words with common Latin suffixes. 9. Decode multisyllable words. 10. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. Read with sufficient accuracy and fluency to support comprehension. 1. Read grade-level text with purpose and understanding. 2. Read grade-level text orally with accuracy, appropriate rate, and expression.

2.RL.10 3.RL.10 4.RL.10 5.RL.10 2.RFS.3 3.RFS.3 4.RFS.3 5.RFS.3

2.RFS.4 3.RFS.4 4.RFS.4 5.RFS.4

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Learning Goal 1 The student will be able identify how words are connected through rhymes, alliteration, and multiple meanings.

Learning Goal 2 and Goal 4 When given a grade level passage, from a DIBLES reading probe, the student will show growth in reading on their own grade level.

Learning Goal 3 The student will participate in phonics lessons to increase their reading accuracy.

Appropriateness The students were selected for this reading program based on their pre-assessment data that showed a need for reading support to bring their reading up to grade level.

Alignment with standards All of the students IEP goals have been written to match common core standards. The common core standards used are listed in Table 2 as shown above.

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TWS Fishel Assessment Plan Clarity of Criteria and Standards for Performance

To measure the students success in this work sample, the DIBLES one minute reading accuracy progress monitoring assessment tool was used. The reason this test was chosen was that it was requested through the schools special education director to measure the success of this new reading program using a measuring tool used by most teachers in the district. The DIBLES measurement is also noted on the students progress reports to parents quarterly and during parent teacher conferences in all grades K-5. On the DIBLES test, students are given a grade level passage to read. They are timed for one minute, and all reading errors are marked on a teachers scoring guide. The teacher records the Number of Words Read then subtract Number of words read incorrectly which equals the students raw reading score. Goals are based on what grade level the student is currently in. Technical Soundness The DIBLES reading fluency measures reading accuracy when students are given passages on their grade level. The same reading tests are used with their peers as well so each student can have a comparison to how they are performing compared to peers. Adaptations Based on Individual Needs of Student No adaptations are currently used during the assessment, as it would interfere with the validity of the result on a norm referenced test. All adaptations for the students are made during the presentation of the information as it is learned.

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Design for Instruction Results of pre-assessment

Pre - Assessment Results

140 120 100 80 60 40 20 0 BD JA DD DR KM JH SG BH EH JaG JeG pretest October

The students were given the DIBELS reading fluency assessment to measure their reading fluency performance. The reading level goal for non identified students is between 110 to 140 words read correctly per-minute. At the beginning of this study, two of the students were already reading at this benchmarked goal. Two different curriculums used for the lessons in this study. The phonics program is taken

from the book Cunningham, P. M. (2002). Prefixes and suffixes: Systematic sequential phonics and

spelling. Greensboro, NC: Carson-Dellosa Publishing Company. The lessons are designed to be

taught in 10 minutes using letter tiles that are manipulated to form different words dictated to the

students by the teacher. The second curriculum sighted in this research is RAVE-O. Wolf, M.

(2011). RAVE-O teacher guide (Vol. 1). Longmont, CO: Cambium Learning Sopris. RAVE-O is a

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TWS Fishel 11 curriculum new to our school and is being piloted in both the resource room and the title 1 reading

labs. RAVE-O was designed to work with traditional phonics programs to help students build

semantic background knowledge and phonological awareness.

Unit overview Monday Week 1 Phonics Lesson 1

Suffixes s; es My, sky, men, ken, key, keys, nose, money, monkey, monkeys

Tuesday Lesson 2
Suffixes s; es Us, use, Sue, cue, clue, hens, lens, uncle, lunch, lunches

Wednesday Lesson 3
Suffixes s; es Are, ash, cash, rash, care, scare, share, ashes, crash, crashes

Thursday Lesson 4
Suffixes s; es Sad, dad, dare, dared, seeds, deeds, dress, dressed, address, addresses

Friday Lesson 5
Suffixes s; es Review

Rave-o

Lesson 1 Introduce Rave-o town

Lesson 2
Review rhymes

Lesson 3
Review rhymes Teach about semantics

Lesson 4
Introduce multiple meanings of word "Jam"

Lesson 5
Introduce multiple meanings of the word "Ram". Introduce "am" word family

Week 2 Phonics

Lesson 6
Suffix ing hat, cat, act, what, wing, thing, night, watch, acting, watching

Lesson 7
Suffix ing win, wig, twig, twin, grin, ring, wing, wiring, tiring, writing

Lesson 8
Suffix ing In, win, wig, wing, sing, sign, swim, wings, swing, swimming

Lesson 9
Suffix ing Top, tip, pit, spit, spot, song, sing, sign, sting, points, stopping

Lesson 10
Suffix ing Review

Rave-o

Lesson 6 introduce laps multiple meanings and ap word family Lesson 11

Suffix ed An, and, ant, tan, ten, den, dent, went, want, wanted

Lesson 7 Lesson 8 introduce taps Review am and ap word families multiple meanings

Lesson 9
More work with am and ap word families in books, and poems

Lesson 10
Introduce nouns and verbs. multiple means of bat, and learn "at" word family

Week 3 Phonics

Lesson 12
Suffix ed Are, red, bed, bad, bag, rag, drag, grad, grade, grabbed

Lesson 13
Suffix ed It, sit, use, used, dirt, quit, quite, quiet, squirt, squirted

Lesson 14
Suffix ed Eat, ate, old, fold, told, toad, load, date, float, floated

Lesson 15
Suffix ed Review

Rave-o

Lesson 11
Introduce multiple meanings of word ham. "am" word family

Lesson 12
Multiple meanings of tag. "ag" word family

Lesson 13 introduce suffix s and es, review word families

Lesson 14
Review nouns and verbs, review "ag" and "am" word families

Lesson 15
Introduce word "can" and multiple means. word family "an"

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TWS Fishel Detailed lesson walk through Technology

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It is noted that the lessons outlined in this study did not use any form of technology. Although not implemented in this part of their reading lesson, technology plays a vital part in the other pullout times they receive for reading and math. In the second half of the day, the students use a computerized reading program called Raz-kids to get hands on practice hearing leveled books read to them, recording themselves reading the books, and taking computerized comprehension text. When students record their reading, the teacher is able to perform running records off their recordings. When students have completed their work, the promethean board is used to pull up online games that reinforce various reading and math concepts learned. Often the computers are utilized in writing papers, stories, and publishing class made books. As a special treat, students even get to choose to listen to audio books that support their individual reading goals. Phonics lesson 1 (Cunningham, p 10)

Teacher distributes letter tiles: e, o, k, m, n, s, y. Teacher will say a word and read the sentence that uses the word. Students manipulate letter tiles to spell the word; teacher has a set of letter tiles in front of them to provide a model for the students. Keep the lesson fast paced.

1. Take 2 letters and spell my. This is my house. 2. Take 3 letters and spell sky. There are lots of clouds in the sky. 3. Take 3 letters and spell men. Boys grow up to become men. 4. Change 1 letter and spell Ken. I went fishing with my Uncle Ken. 5. Change 1 letter and spell key. You need a key to unlock the door. 6. Add 1 letter and spell keys. I lost my keys. 7. Start over and use 4 letters to spell nose. That dog has a big nose. 8. Take 5 letters and spell money. I am saving money to buy a bike. 9. Add 1 letter and spell monkey. The man has a pet monkey. 10. Now it's time for the secret word. Take a minute to see if you can figure it out. There are lots of monkeys at the zoo.

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TWS Fishel RAVE-O lesson example: lesson 4 (Wolf, p 40-41)

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Lesson activities Time ( mins.) Student Objectives page Welcome and Agenda: review 3 Provide rhymes and MICs for cat 42 rhyme-time and MIC tips; (phonology) introduce the concept of Core words Warm-Up: evaluate ability to 3 Identify rhyming and non-rhyming pairs 43 recognize rhyme (Phonology) 4 Provide words that have more than one 45 Introduce Many Interesting Meanings (MIMS): introduce meaning (Semantics) MIM tip Word Introduction Jam: word introduction for the first of two new core words with the same rime pattern. 4 Explain the MIM Tip, provide three 47 Part 1: Introduce MIMs of jam: Semantic introduction of meanings of jam (semantics), and use the jam meaning in sentences (Syntax) 2 Segment phonemes, name letters, review 50 Part 2: Review Sound-Symbol sound symbol correspondences of jam, correspondences of jam: phonological introduction of and blend to word level (phonology) jam Word Introduction ram: word introduction for the second of two new core words with the same rime pattern 4 Provide three meanings of ram 51 Part 1: Introduce MIMs of ram: semantic introduction of (Semantics) and use the meanings in ram sentences (Syntax) 2 Segment phonemes, name letters, review 53 Part 2: Review Sound-Symbol sound-symbol correspondences of ram, Correspondences of ram: Phonological introduction of and blend to word level (phonology) ram. Working With Words jam and ram 4 Examine the rime patterns in jam and 54 Part 3: Examine Rime Patterns: Examine the rime ram; blend the am rime pattern; and orally patterns in jam and ram; combine starters and rimes into words introduce the Jam-Slam Tip using the Jam-Slam Tip (Orthography). 5 Name starter and rime pattern cards; use 57 Part 4: create jam and ram: introduce spelling pattern cards; cards to create jam and ram; make written create jam and ram records of words created (Orthography, Syntax) Word Web; Jam Present the 10 Provide associated words (MICs) for 59 word Web as a way of each MIM to create a Word Web for jam exploring multiple meanings (Novel Thought, Semantics). and the words connected to each meaning. Ticket Out the Door: review 4 Select appropriate meanings when words 62 the meanings of Core Words are used in oral sentences (Orthography, Semantics) 1/21/13

TWS Fishel Instructional Decision-Making

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The curriculums chosen were of interest to this instructor because of the different learning modalities that are used to enhance the curriculums. Of the eleven students whom participated in this study, five students are kinesthetic learners and all the students are visual learners. It was extremely important to choose curriculums that catered to these learning preferences. The phonics lesson uses letter tiles that can be moved and manipulated, and hence spelling mistakes can be easily fixed without the frustration of having to erase their mistakes and rewrite the words. To help the struggling students, it is advised that the teacher has a set of tiles in front of them and also works out the words to help the students have a self-check aid to reference. Sometimes students need help to realize their mistakes, in which case the instructor would sound out the words as the students had them misspelled to help students hear how changing the letters around forms a different word. When the teacher points out what their word reads, students are able to more easily identify the part of the word that needs to change to read what they meant for it to spell. The RAVE-O program was designed to interest dyslexic students. The RAVE-O kit includes 12 colorful posters with hip artwork to remind students of the twelve tips referenced throughout the program. All word work is designed so that students have copies of core words, onset starter sounds, rime family sounds, suffixes, and prefixes that students can use to move and manipulate to form words and change them. When discussing multiple meanings, the kit includes many different cards with pictures on them to trigger their memory on the different meanings of a word. For example with the word jam: jelly jar, cars stuck in traffic, copy machine jammed, person jamming a suit case, two friends playing the guitar, and a person missing a bus ride. To reinforce use of the words, the kit includes simple leveled books using the new vocabulary, and one minute stories to practice fluency. The manipulatives in this kit helps the students to remember what lessons they have learned through visual cues and often the manipulatives can help students better explain what skills they have learned.

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TWS Fishel Analysis of Student Learning

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Post - Assessment Results

160 140 120 100 80 60 40 20 0 BD JA DD DR KM JH SG BH EH JaG JeG pretest October Post test November

Collectively, the students in the class gained 157 words to their overall reading fluency, or an average of 14 words per student. The range of success varied with this sample. One student showed a loss of 15 words in his fluency results, while another classmate gained 38 words in his fluency results. The following chart shows a breakdown of each students growth.
Name BD JA DD DR KM EH JH JaG JeG SG BH Grade Gender Exceptionality 3 3 4 4 4 5 4 5 5 4 5 M F M M F M M M M F F ED, ADHD LD LD, ADHD OHI, Anxiety LD Autism Autism LD LD, ADHD LD, ADHD OHI, ADHD Skill level grade 3rd math & read 2nd read 3rd math 2nd read 3rd math 2nd read & math 2nd read & Math 3rd read 3rd math 4th read & math 2nd read & 3rd math 2nd read & 4th math 3rd read & 4th math 2nd read & math Learning Styles Visual Kinesthetic Visual Kinesthetic Visual Visual Visual Visual Visual Visual Kinesthetic Visual Kinesthetic Visual Visual Kinesthetic Pre test 110 75 43 48 62 128 76 34 100 62 55 Post test 148 87 28 60 69 143 74 41 128 94 78 Gain 38 12 -15 12 7 15 -2 7 28 32 23

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TWS Fishel 16 Most of the students did show a gain to their reading fluency through using these two curriculums together. It is this researchers opinion that a months time is not long enough to truly say that this program will help all the students succeed in their reading program. Ideally, if the students could maintain the growth of 14 words to their fluency per month, that would be a gain of 98 words in a single school year. If every student gained 98 words this year, then theoretically speaking all the students would be reading at grade level or above grade level. These results seem unreliable to trust and too good to be true. I am not the first researcher to study the use of RAVE-O, in the curriculum guide there is a chapter devoted to the ten years of research behind this product. Below are their results (Wolf, p F4F5). Woodcock Reading Mastery Test- Revised (WRMT-R): Word Attack Changes in Word Attack Standard Scores on Woodcock Reading Master Test-Revised after 70 onehour intervention sessions (Wolf, P. F4)

WRMT R Word Attack

86 84 82 Standard Score 80 78 76 74 72 70 68 66 Control Phonics Only Intervention Model RAVE-O Pre Post

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TWS Fishel Gray Oral Reading Test 3: Fluency and Comprehension

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Changes in Oral reading Quotient (Fluency + Comprehension) Standard Scores on Gray Oral Reading Test 3 after 70 one-hour instruction sessions (Wolf, P. F5)

GORT - 3 Rral Reading Quotient

82 80 Standard Score 78 76 74 72 70 68 Control Phonics only Intervention Model RAVE-O Pre Post

According to the RAVE-O companys research, after three and half months, a teacher could expect to see the average results of a student being able to accurately pronounce ten words in a timed test than was previously measured, and for students to gain an average of five words to their fluency. This researchers results did not match these findings, and feels that she needs to continue the study throughout the year to accurately measure the success of this new product.

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Reflection and Self-Evaluation Goal three (phonics) and four (fluency) were the only goals explicitly measured in this assignment. Overall nine of the eleven students found success with this new reading program RAVE-O when combined with the Systematic Sequential Phonics. The programs were fun, engaging, easy to teach, and showed desired results. It should be noted that the student that showed a decrease in word fluency has also been working through ADHD medication issues, and his behavior and attention span has been hit or miss. It is important to mention that these programs are used with other learning tools, such as online computerized leveled books, and students spend an average of 10-20 minutes daily orally practicing reading fluency to the computer, teachers, or peers. Two years ago this researcher studied the effect of using computerized leveled reading books to help students gain fluency, and those results also showed that a student gained an average to ten words a month using that program (Fishel, 2012). Because this program is also ongoing throughout the year, it is difficult to tell which program gave them the best results: systematic phonics? RAVE-O? Computerized leveled books? Spending ten-twenty minutes orally reading aloud? It is clear that more research will be need in the future to determine the success of this reading program.

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TWS Fishel References

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Fishel, J. K. (2012, May). Online leveled books research. Retrieved December 7, 2012, from Jessie

Fishel's Professional Portfolio website:

http://jessiefishel.weebly.com/online-leveled-books-research.html

Prefixes and suffixes: Systematic sequential phonics and spelling. Greensboro, NC: Carson-Dellosa

Publishing Company.

Wolf, M. (2011). RAVE-O teacher guide (Vol. 1). Longmont, CO: Cambium Learning Sopris

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Appendix A Economically Disadvantaged Students Prairie Creek Elementary

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TWS Fishel Appendix B Ethnicity Prairie Creek Elementary State

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TWS Fishel Appendix C High School Graduation Information

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TWS Fishel Appendix D Special Education

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