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Emporia State University Teacher Work Sample
Analysis of Student Learning
Candidate Name: xxx
Candidate Phone Number: xxx
Candidate ID Number: xxx
Name of School: xxx Elementary
TWS Content Area: Math
Grade Level: 3rd
Date Submitted: (to be filled in by ESU staff)
TWS Number: (to be filled in by ESU staff)
Demographic Information Sheet
Please indicate:
Your certification/licensure level (check all that apply):
_____ Early Childhood (Birth - Grade 3) _____ Secondary (Grades 6 - 12)
__X__ Elementary (Grades K - 6) _____ Dual (Elem. and Secondary, Grades PK - 12)
_____ Middle School (Grades 5 - 8)
Your certification/licensure area(s) (check all that apply):
_____Art _____Lang. Arts, Middle
Level
_____Physics
_____Biology _____French _____Psychology
_____Business _____Health _____Science, General
_____Chemistry _____Journalism _____Science, Middle Level
_____Early Childhood Ed. _____Mathematics _____Social Studies-Middle Level
_____Early Child.,
handicap
_____Mathematics, Middle
Level
_____Social Studies
_____Earth-Space Science _____Music _____Spanish
__X__Elementary _____Physical Education _____Speech and Theatre
_____Language Arts _____Physical Science _____Other:_______________
_____ESOL
Identify the course, unit content area, (e.g., “Language Arts,” “Biology,” “Math,” Social
Science,” etc.), and grade level(s) of your Teacher Work Sample.
Course Math Content Area Math
The grade(s)/level of students in your classroom (check all that apply):
_____Preschool _____4th
Grade _____9th
Grade
_____Kindergarten __ __5th
Grade _____10th
Grade
_____1st Grade _____6
th Grade _____11
th Grade
_____2nd
Grade _____7th
Grade _____12th
Grade
__X _3rd
Grade _____8th
Grade
1
Factor 1-Contextual Factor Table
Contextual and
Environmental Factors
Source of Factor:
Community, District,
School, or Classroom
Implications for Instruction
Low Socio-Economic
Community
Community
Avoid asking students to bring or use materials
that would cost money
Urban
Community
Provide background information about topics to
students. Use urban images.
Large ESL Population
Classroom and
Community
Make sure to use a lot of visuals in instruction as
well as posters that students use for review.
Textbooks are specified
District
Make sure all supplemental materials are
acceptable according to district guidelines.
Budget Cuts
District Be sure to use the least expensive yet creative
materials in the classroom and for any
lessons/projects.
Cold temperatures
Classroom
Ensure students have access to sweatshirts or
jackets. Keep students active and moving.
Amount of space is
minimal
School
Be sure to utilize space appropriately. Ensure
space is optimally used to emphasize student
learning.
Mixed ethnic
backgrounds among
students
Classroom Provide guidance and opportunities for
cooperation among all students. Avoid ethnic
stereotypes.
6 boys and 6 girls. Classroom Provide mixed gender grouping during
cooperative learning activities. Avoid gender
stereotypes
7 below grade level, 4 at
grade level, 1 above
grade level (overall)
Classroom Provide extra time or other accommodations for
below level students and challenging activities for
above level students. Monitor at level students to
ensure comprehension and retention of
information.
Students are in the
concrete stage in their
cognitive developmental
level.
Classroom Provide students with opportunities to do hands
on activities and work with any manipulatives
available.
In mobile classrooms Classroom
Ensure all materials are prepared in advance and
allow extra time for transitions.
Recently removed from
state school
improvement.
School Ensure that all lessons and materials are aligned
appropriately to the standards and district
guidelines.
A student (Student L)
with very limited
English language
Classroom Ensure that all lessons and materials have visuals
and translate materials when possible. Have
students assist students as needed if possible.
2
Factor 2
Subject: Math
Grade: 3
Unit Goal:
The student uses concepts and procedures of data analysis in a variety of situations.
Rationale: It is important for students to know how to read graphs and interpret data. When
looking at graphs the students will be able to easily identify key information and make inferences
about the data. This skill will help students interpret data in real life situations when presented
the information in the form of a graph.
Low Level Objectives:
1.) The student will be able to identify information given on a graph.
(Cognitive-Knowledge)
2.) After instruction, the student will be able to describe a graph and its
characteristics. (Cognitive-Comprehension)
Middle Level Objectives:
3.) The student will use a line plot, bar graph or other representation to
represent ordered numerical data and interpret what the numbers and
symbols on a line plot mean. (Cognitive-Application)
4.) The student will use data to compare groups, use summaries such as almost
all, very few, half, or more than half and represent categorical data by a
picture or graph. (Cognitive-Analysis)
High Level Objectives:
3
5.) The student will be able to develop arguments based on the data and use a
line plot to represent numerical ordered data. (Cognitive-Evaluation)
6.) The student will develop and revise a survey question. (Cognitive-
Synthesis)
Factor 3-Design for Instructional Table
3rd
Grade- How do we analyze data?
Tim
e-
line
`
Learning
Objective
s
Instructional Activities, including
interdisciplinary activities
Resources and
Technology
Teaching and Reading
adaptations for specific
students and subgroups
based on identified
contextual and/or pre-
assessment needs
Day
1 Pre-Test
Pre-Test
Pre-Test I will read the
questions aloud to
student L for the
pre-assessment.
I will work through
the questions with
students that need
assistance
Day
2
4 Students finish working on graphs
they started.
Look at transparencies and discuss
information they notice on the
graphs using useful phrases (more
than half, about half, less than half,
almost all, and very few.)
Students give feedback on the
graphs of their classmates
Students work on activity pgs 19-
20.
Smart Board
Useful phrases
chart
Data Collection
Tape
Student Activity
book (pgs.19-20)
Transparencies 19-
20
Use visuals and
Cooperative grouping.
Allow extra time for
lower level students.
Pair Student L with
above grade level
student for enrichment.
4
Day
3
3
Class Discussion on how long they
have attended this school.
Students will assist me in creating
a line plot to display the data
given.
Ask students what they notice?
(what is the highest value, the
lowest value, where is there a lot
of data, only a little)
Introduce the terms mean, range,
minimum and maximum.
Students work on pgs 21-22 on
line plots (use rulers to create
lines)
Useful phrases
chart
Student activity
pages 21-22
Rulers
.Smart Board
Use visuals and
Cooperative grouping.
Allow extra time for
lower level students.
Pair Student L with
above grade level
student for enrichment.
Day
4
5
Introduce the Apple problem
Students work in pairs on student
activity pgs. 25-27
Class discussion on what Sal and
Joe should say about how many
apples are in a basket.
Students help create a class line
plot and then discuss what they
notice about the line plot.
Discuss range, outlier, and median
Students work on student pg. 28
independently
Smart Board
Useful phrases
chart
Student pgs. 25-28
Rulers
Use visuals and
Cooperative grouping.
Allow extra time for
lower level students.
Pair student with at or
above grade level
student.
Work one on one with
students as necessary.
Day
5
6
Students create ideas for a survey
question.
With a partner students will
choose which questions they want
to look at and students will do
student activity pg 31 to revise
their questions.
Students will ask another group
their question to see what
problems arise.
They will discuss how they came
up with their question which
includes how/why/ and what they
revised
Smart board
Student pgs 31-33
Create mixed
achievement groups
Use cooperative
grouping and have
students complete some
of the worksheets
together.
I will work one on one
with students as
necessary.
5
Students work independently on
student pages 32-33
Day
6
4 Students will ask their questions
to the class and collect data.
Students will then go to their
assigned classes and collect
data.
Students will create a rough draft
of their data using a line plot or
bar graph.
Students complete activity on pg
35 independently.
Student questions
Smart Board
Student pg 35
Construction Paper
Rulers
Create mixed
achievement groups
Use cooperative
grouping and have
students complete some
of the worksheets
together.
I will work one on one
with students as
necessary.
Day
7
1-5 Students work on their graphs for
10 minutes.
Formal Assessment- Students
will create a line plot on how
many people live in a home
(preformatted assessment) and
answer questions about things that
they noticed in the data.
Students work independently on
pgs. 39-41
M14 &15
(assessment)
Student activity
pgs. 39-41
Student L will be read
the test.
Allow extra time for
lower level students
I will have above grade
level students write more
things that they noticed
about the graph (on the
assessment)
Day
8
1-2 Students will observe students
charts and identify facts they
observe.
Formal Assessment: Students
will identify key information
found in the graphs of their peers.
Students will work independently
on the line plot data worksheet
Line plot
worksheet
Assessment
Create mixed
achievement groups
Use cooperative
grouping
I will work one on one
with students as
necessary.
Day
9
1-6 Review of line plots and bar
graphs.
Review
Questions
I will work one on one
with students as
6
Students will create survey
questions and answer questions
about data.
necessary.
Day
10
Post-Test Post-Test Post-Test I will read the questions
aloud to student L for the
pre-assessment.
I will work through the
questions with students
that need assistance
1) Explanation of how the instructional plan addresses multiple types/levels of learning
throughout the unit.
I used read a read aloud accommodation for the student that speaks very limited English so
he could pick out the information he needed. Students participated in hands on creation of graphs
and also assisted my creation of line plots on the board. This enabled students who are
kinesthetic as well as visual and auditory learners to get the same information. My lower level
students were paired with at grade level or above grade level students to assist in their learning.
My above level student was given an extended assignment to challenge his abilities. I sgraph
2) Explanation of how adaptations effectively address the specifically identified contextual
needs of the individuals, small group, or class.
In this class as a whole they are lower in Math therefore I did a lot of pairing activities
that will enable all students to learn from one another. Due to the amount of ESL/ELL students in
my class I used a lot of visuals and modeled almost all of the activities so the students could get a
grasp on the material. If needed students were provided with one on one work or extra time to
7
finish the task which helped students to feel more at ease so they did not have to rush through
their work.
3) Justification of how the unit actively engages students in questioning concepts,
developing learning strategies, seeking resources and conducting independent
investigations.
Students performed guided inquiries in this unit with partners and individually. They
answered questions in the text, as well as engaging in group discussions. The Smart Board was
also used to prompt discussions through questioning, and for independent work.
4) Explanation of implementation of instructional strategies for student use of reading
materials related to the subject. Explanation of how these strategies incorporate techniques
that allow for assisting with a wide range of reading concerns and abilities.
Lindbergh Elementary uses a math unit called Math Investigations 2 (MI2). This program
includes several accompanying materials to guide in the students discovery of the topic as well as
a teacher handbook to guide the lessons. This handbook includes several strategies for lower level
learners, ESL/ELL students as well as the high level learners. Some of the strategies included in
this unit are guided investigation, kid friendly language, and lots of visuals that students can have
access to. This curriculum as well as additional resources from the district enabled me to reach all
students; low, middle, and higher level thinkers.
8
5) Explanation of how technology makes a meaningful contribution to learning or a
rationale is given why it is inappropriate to use technology with students in this particular
lesson.
Technology is a very important asset to our instruction. A Smart Board was used in the
classroom to actively engage students with visuals, games, and a way to have interactive
worksheets.
6) Explanation of how instructional design and implementation demonstrates knowledge of
specific factors in the students’ environment outside of school; how this knowledge is
included in the plan for instruction.
A majority of the work in this lesson was completed at school and all of the materials were
provided in the MI2 curriculum. I ensured students understood that graphs are an easy way to
identify information in the real world so students understood the real life implications of what
they were learning.
Factor 4: Demonstration of Integration Skills
Content areas being integrated:
Reading
Writing
Topics being integrated:
9
Addition
Data Analysis and Probability Standard
Integration from other subject areas:
Throughout the unit students had to read and write questions and explanations of data in
words.
Integration within my subject area:
• design investigations to address a question and consider how data-collection
methods affect the nature of the data set;
• collect data using observations, surveys, and experiments;
• represent data using tables and graphs such as line plots, bar graphs, and line graphs;
• recognize the differences in representing categorical and numerical data.
Factor 5
A) Description of classroom environmental factors that affect learning.
When organizing groups I needed to know who would work well together taking into
consideration grade level achievement as well as behavior. Also another factor that affects
learning is the large number of ESL/ELL students. All of my class lives in a low socioeconomic
area so I needed to provide all materials and make sure their needs were being taken care of in
order for them to focus.
B) Description of individual student motivation strategies used.
10
I used a lot of verbal praise and thumbs up to motivate the class to succeed. Students
were occasionally awarded candy, stickers, pencils and other assorted prizes for completing
assignments, good behavior during lessons, and high scores on assessments.
C) Description of group motivation strategies used.
Students earned marbles to go in the class marble jar. When the jar got to the first line
they got to have class pick which meant they could have extra recess, a sweet treat or something
else that the class agreed on. When it reached the top the students could receive a sweet treat
which was a reward of something sweet during lunch (could include candy, gum, popsicles, ice
cream cones or ice cream sandwiches.
D) Description of how verbal communication among students was developed.
Verbal communication was developed by posing a question on the Smart Board that
related to our lesson objective for the day. Students would discuss the answer to the question with
partners or as a group. Group work and partner work facilitated a lot of verbal communication
among students.
E) Description of how nonverbal communication among students was developed.
Students were asked to answer questions on scratch paper or on their worksheets and then
students would give thumbs up or hands up if they agreed with their classmates responses.
Students also used white boards in the classroom to write what they put on their papers and then
would compare to their classmates.
F) Description of at least three classroom management strategies that will provide evidence
of a sufficient and comprehensive classroom management plan.
Reciting expectations before the activity began in order to ensure students knew
expectations of activity.
11
I moved throughout the classroom using proximity when the students were
working in groups or working independently.
Moving your name down on the color chart for negative behavior.
Factor 6
A) Graphic representation of pre-assessment and post-assessment data. Disaggregated data
for at least one pair of subgroups and explanation of why subgroup performances are
different or similar. Note that a table is not a graphic representation.
The average scores for the boys and the girls are shown above. Boys did considerably
better on the pre-test assessment (average of 8.13) than the girls (average of 6.5.) I attribute
this to the fact that a majority of our ELL and lower level students are girls. In addition to
that our above grade level student is a boy so that could have potentially raised their score.
B) Assessment Plan Table
Assessments TWS Objectives Type of Assessment Adaptations
1. Pre-
assessment All TWS Objectives
10 Fill in the Blank Questions.
Mastery is achieved at 8 out of 10
ELL/ESL
students along
0
2
4
6
8
10
Pre-Test Post-Test
Boys
Girls
12
correct. with SPED
students will
have the test
given orally.
These students
will only need
to get 6 out of
10 correct for
Mastery.
2. Formative
Assessment All TWS objectives
Given a set of data students will be
able to create a line plot and answer
questions on the graph they create.
Mastery is achieved at 80% of the
questions correct and the graph
represented correctly.
ELL/ESL
students along
with SPED
students will
be given longer
to complete the
test. These
students will
only need to
get 70 %
correct for
Mastery.
3. Formative
Assessment
The student will be able
to identify information
given on a graph.
After instruction, the
student will be able to
describe a graph and its
characteristics.
Given a set of data students will be
able to identify key information found
in the graphs of their peers. Students
need to identify at least 5 things they
noticed for mastery.
ELL/ESL
students along
with SPED
students will
only need to
identify 3
things they
noticed.
4. Post-
Assessment All TWS objectives Same as pre-assessment
Same as pre-
assessment
13
C) Mastery learning table with this information:
MASTERY LEARNING TABLE
TWS Objectives
Percentag
e of
Students
Achieving
Mastery
on each
TWS
Objective
Average
Percentage
of Students
Achieving
Mastery for
each Level
of Objective
Number of
Students
Who
Achieved
Mastery
with
Adaptation
s
Low level objectives:
The student will be able to identify information given on a
graph. (Cognitive-Knowledge) 84%
4
After instruction, the student will be able to describe a graph
and its characteristics. (Cognitive-Comprehension) 79% 4
Low Level Mastery Objective Index Sub-categories score.
(Average of percent of students achieving mastery of low level
objectives.)
82%
Middle level objectives:
The student will use a line plot, bar graph or other
representation to represent ordered numerical data and
interpret what the numbers and symbols on a line plot mean.
(Cognitive-Application)
89% 4
The student will use data to compare groups, use summaries
such as almost all, very few, half, or more than half and
represent categorical data by a picture or graph. (Cognitive-
Analysis)
75% 3
Middle Level Mastery Objective Index Sub-categories Score.
(Average of percent of students achieving mastery of middle
level objectives.)
82%
14
High level objectives:
The student will be able to develop arguments based on the
data and use a line plot to represent numerical ordered data.
(Cognitive-Evaluation)
50% 3
The student will develop and revise a survey question.
(Cognitive-Synthesis) 70% 4
High Level Mastery Objective Index Sub-categories Score.
(Average of percent of students achieving mastery of high
level objectives.)
60%
Objective Mastery Index (Average of percentage of students
achieving mastery using all TWS Objectives.) 75% 22
D) Table of learning gain scores and overall average gain
Student Pre score Post score Gain
A 7 70.00 8 80.00 0.33
B 7 70.00 8 80.00 0.33
C 6 60.00 5 50.00 (0.25)
D 5 50.00 10 100.00 1.00
E 8 80.00 8 80.00 -
F 4 40.00 9 90.00 0.83
G 8 80.00 8 80.00 -
H 8 80.00 9 90.00 0.50
I 8 80.00 7 70.00 (0.50)
J 9.9 99.00 9.9 99.00 -
K 7 70.00 8 80.00 0.33
L 9.9 99.00 9.9 99.00 -
Gain 21.53
E) Describe subgroup performances on low, middle, and high level TWS Objectives.
Provide the number in each subgroup.
TWS Objectives Subgroup 1: Boys
(6 in group)
Subgroup 2: Girls
(6 in group)
Low The boys were average when
meeting these expectations.
The girls were about the same
as the boys when comparing
15
They were fairly equal when
compared to the girl’s
subgroup.
these objectives.
Middle The boys and girls subgroup
did equal as well on these
objectives.
The boys and girls subgroup
did equal as well on these
objectives.
High I feel that the boys did better
in this area do to most of our
higher level thinkers being
boys.
I feel that the girls didn’t do
quite as well in this area
because most of our lower
level thinkers are girls.
If subgroup performances are different, explain why you think they are different.
*Please see table above for explanations*
F) Explanation of how student progress was monitored by pre-assessment data and used
appropriately in instruction and decision-making.
By using data from the assessment I was able to determine which students comprehended the
material and those who were not. This was used when making instructional decisions for
creating small groups and to determine how the whole group lesson would be taught and long it
would be. This information was most helpful in determining who would be in the small group
and what would be the focus of each group
G)Explanation of how student progress is monitored by assessment data and used in
instructional decision-making. Provide examples to illustrate.
16
The assessment data enabled me to know which students were understanding the material
and which students were not. For example I noticed that students were having difficulties
describing the graphs that they were looking at. This made me realize that this was something I
needed to retouch upon and after doing so I realized that students understood.
H) Explanation of how student progress is monitored by appropriate post-assessment data
and is used appropriately in instructional decision-making or planning.
The post-assessment data gave me an overall view of what the students understood and
what they still needed to work on. If there was a particular skill that the students needed work on
I knew that I needed to touch on again in the future. Also if there was a skill that they completely
did not understand then I knew that I needed to reteach that skill.
I)Explanation why you have chosen each assessment you used to measure your TWS
Objectives.
I chose my first assessment because I wanted another way to measure all of the objectives
other than the pre-assessment. I thought that this would give me a better understanding as to
where the students were in the learning and what direction I needed to take.
The second assessment focused on my low objectives in ensure that they have the basic lower
level thinking down so they could build on and obtain the middle level and higher level thinking
skills.
17
J) Justify your assessment adaptations
I chose to give students more time to finish the assessment due to the fact that the students in
this group as a general rule take a bit longer to process the information given due to a language
issue. I also chose to reduce the mastery goal because some of the students have learning
disabilities and it is stated in their IEP to reduce assignments.
Factor 7
A) Successful activities and assessments and plausible reasons for their success.
Successful activities were the data collection activities. These students are very much hands on
learners. When they were able to gather their own data and perform tasks, they understood the
concept better.
Unsuccessful activities and assessments and plausible reasons for their lack of success.
One activity that was not as successful was the activity on the baskets of apples. The students did
not quite understand what the question was asking of them and they thought it had to be a
definitive number of apples instead of a range of possibilities.
B) Explanation of use of evidence and data to support conclusions that student learning
was impacted, including description of any mid-unit adaptations. Explanation of two or
more hypotheses for why some students did not meet subject matter goals.
18
I used the assessments and informal observation as evidence of how student learning was
being impacted. During one of the lessons I had the students stop what they were doing and we
walked through the worksheets together on the Smart Board. It was clear to me that they did not
understand as I observed the students working. I feel that some of the materials are not at 3rd
grade level so it makes it a little difficult for them to understand. In addition to the materials not
being at their level the students as a class are lower in math so it hinders their understanding on
new material due to their lack of understanding of the old material.
C) Three appropriate ideas for redesigning learning goals, instruction, or assessment and
explanation of why these changes would improve student learning.
One change I could make to my instruction would be to spend more time on describing
graphs. My students needed more practice describing the information that they saw on the
graph. They could identify numbers easily but using terms such as half, less than half, more than
half, etc. was difficult for them.
I feel that if I could change how long I had to teach the lesson it would have been better.
The district I am in does district wide tests that dictate how quickly we teach the material. I feel
that if I got the opportunity to teach the lesson a little longer it would have given students the
opportunity to truly grasp the material and it would also give me time to clarify any questions.
One thing I would change about my assessment is to give clearer instructions. The
students seemed to be confused about what I was asking of them and I think that made them
frustrated which could have affected their ability to take a test.
D) Explanation of specific details of interactions with all three types of individuals:
students, parents and other professionals.
19
The small groups gave a great opportunity for interactions with the students. If there was
something they didn’t understand I could easily pull the student aside and address it one on one
with the student. Having a small class size enabled me to check in with every student to monitor
their understanding of the materials.
I met with parents at conferences and spoke with them about what we would be doing in
math and any concerns I had/areas to work on. I also sent home notes throughout the unit to
address any areas to work on at home or strengths that their child had.
I was able to collaborate with the other 3rd
grade teacher and her student teacher to
bounce ideas back and forth. We were teaching the same lessons so we were able to determine if
(as a 3rd
grade) students were understanding. If they were not then we discussed ways to improve
their understanding.
E) Explanation of the QPA/NCA school improvement process and the role of the teacher
in it.
The school I was at just recently got off of state improvement and was following their set
curriculums in order to instruct the standards in such a way the students would understand.
F) Explanation of two professional development goals that clearly emerge from the
insights and experiences described in this Factor and description of one activity to meet
each goal.
20
I feel that as a direct result of this lesson I need to expand my knowledge of the Spanish
language. I feel that the students that were ESL students could have greatly gained from Spanish
terminology in some of the lessons. I will be enrolling to take some Spanish classes in order to
get a better vocabulary in that language as I feel that it will benefit my students greatly.
I also want to continue to broaden my teaching skills in learning new teaching styles and
classroom management ideas. There is not a downside to collaborating with other teachers but
rather it benefits you as a teacher and the students. The best way to do this would be to observe,
communicate, and research other teachers. I feel that not only do veteran teachers have some
great ideas but first year teachers can as well so I will not rule anyone out as far as learning from
them.
Attachment 1
Pre-Assessment/Post-Assessment
3 Things I noticed about this graph.
1. Answers could include information about the mean, mode, maximum and range or how many girls/
boys were born in a particular month.
2. *Answers will vary please see note below*
3.
4. How many people have birthdays in the month of October? 3 people
5. What months have 2 birthdays in them? August and December
6. What months have no birthdays in them? January, June, September, and November
7. Which month is the most popular? October
8. How many girls were born in the month of August? 2 girls
9. How many boys were born in the month of December? 2 boys
10. What is the difference between the most popular month and the least popular month? 3-1=2
*Statements on 3 things I noticed must meet the following criteria to be considered correct: there must
be one statement per line, the statements must be accurate, and the statement must be easy to
understand. If one of those criteria is not met it will be marked as incorrect.*
