Candidate Work Sample Part 1

TT2: Candidate Work Sample
Kimberly Larson Grade 3
Jennie Moore Elementary 2010-2011

CWS Section I: Unit Topic or Title (from the long-range plan (LRP), key element 1.C)
Life Science: Habitats and Adaptations
CWS Section II: Contextual Factors
A. Classroom description – Jennie Moore Elementary is a magnet school located in a suburban neighborhood in Mt. Pleasant, South Carolina. The student body is approximately seven hundred students, 50% male and 50% female. Of the students 2% are Asian, 2% are Hispanic, 33% are black, 62% are white, and 1% unknown. 25% of the students are eligible for free lunch and 5% are eligible for reduced lunch. It meets is AYP every year and has a good performance rating. My class is a third grade classroom with twenty six students. Several of the students in this classroom are in the advanced art class or choir ensemble. Five of the students are regularly pulled out for special education services.
B. (Step 1 (I)- Identify Overall Classroom Demands
Classroom Organization (UDL Principles 1, 3, 4, 7, 8, 9)
• The desks are arranged in clusters to allow for collaborative group work and discussion. Materials are on shelves where they are accessible to students at all times. There is a carpeted area for students to sit on the floor while they read or complete work. Two computers are in the back of the room for students to work on independently, a computer which is connected to a Smart Board is in the front of the classroom. There is a large table for small group lessons or for students to work other than their desks. The teacher can see each part of the classroom at all times and can easily reach each students desk. (Friend & Bursuck, 2009). The students are encouraged to personalize their desks and have a space that fits them comfortably (Salend, 2010).

• The daily schedule remains consistent and is posted on the wall in the front of the room. When there is a change in the schedule it is marked in a different color and discussed at the beginning of the day. There is a morning meeting each day during which we discuss plans for the day and students are encouraged to share any news. During this time students are encourages to express their opinions about problems in the classroom and brainstorm ideas to come up with a solution that will help the whole class (Salend, 2010). Whole group and small group instruction are used each day with time provided for independent and collaborative work. Methods or instruction are rotated and balanced. Students have books for independent reading and materials for independent work available to them as needed.
• The walls display students work and posters representing various strategies discussed in class. Students who are easily distracted by the visual displays are seated where they cannot see them easily (Friend & Bursuck, 2009). The materials reflect all of the students’ cultural and ethnic backgrounds. Students are encouraged to share and work with their classmates to build a sense of community. Students are able to move around the classroom and work wherever is comfortable for them as long as they are not distracting to other students. The teacher speaks to students with respect and trust to model and encourage acceptable social interaction (Friend & Bursuck, 2009). This sets standards for how the students are expected to act towards one another and towards adults. Social skills instruction is provided to teach students how to initiate and maintain positive social interactions. It also gives students the tools to deal with frustration, conflict, rejection, and refusal in appropriate ways (Salend, 2010).

• A set of classroom guidelines that was created by the teacher and students is displayed on the wall. The rules are specific, use positive guidelines instead of negative guidelines, are easy for all of the students to understand, and accommodate the cultural backgrounds of all students (Friend & Bursuck, 2009). A group-oriented system is used for behavior management and students are asked to give a self-evaluation of their own behavior and overall class behavior (Salend, 2010). This system fosters cooperation and feelings of responsibility.
• Students are familiar with the classroom schedule and routine so maximum time is available for instruction. The students have been instructed on how to complete organizational tasks efficiently, independently, and at appropriate times so they do not interfere with instruction (Friend & Bursuck, 2009). Students have independent reading or projects available to them at all times if they complete another task early. Set routines are in place for transitions so the students know how to get from one place or activity to the next. Activities such as Sponges are used during unexpected free time in the schedule so students can review content and remain engaged during these moments (Friend & Bursuck, 2009).
Classroom Grouping (UDL Principles 8, 9)
• Whole group instruction is used to introduce new material and concepts to the whole class. It also is used for class meetings and discussing events and issues that affect the whole community. Some students are given accommodations or alternate tasks to complete during whole group if necessary to keep them involved and on task (Friend & Bursuck, 2009). Collaborative discussion teams are used throughout instruction so each student has a chance to respond to the material covered (Salend, 2010). Students are also frequently given opportunities to ask and answer questions about the lesson.
• Small group instruction is used when more direct instruction is necessary. In order for various methods of presenting material to be used, groups are based on skill level, learning style, and interest. Same skill groups are changed often so all students are given the same opportunities to progress. Mixed ability groups are used so students can model good academic and social behaviors for each other and contribute their individual strengths (Friend & Bursuck, 2009). These arrangements allow the teacher to focus on the different strengths and challenges of the students. Small groups also give students more opportunities to share their ideas and ask questions.
• Individual instruction is used when students show a need or desire for one on one attention. When the class is working individually or in groups the teacher provides instruction to the students who need additional guidance.
• Students often work in groups to have the opportunity to help and learn from each other. Groups include students of mixed abilities and different backgrounds. Students learn how to recognize their own strengths and contribute to the group in their own way. Jigsaw is used often to ensure that students are working with a variety of peers and are each contributing to the group (Aronson, 2000). Students are often assigned a leadership or moderator role so each student has the chance to lead the discussion. Peer tutoring is used to reinforce skills and concepts; each student has the opportunity to be the tutor and the tutee (Salend, 2010).
Instructional Materials (UDL Principles 1, 6, 7)
• Textbooks are used a resource and reference. The students read from the textbook to supplement lessons and activities done in class. Alternatives to textbooks and modifications are provided to students when necessary. Trade books and other literature are used alongside traditional textbooks to provide students with other authentic texts (Friend & Bursuck, 2009).
• Manipulatives are used to give students hands on experience. Students use them to connect abstract concepts to real life objects and situations. Materials are age and content appropriate and allow for hands on activities (Friend & Bursuck, 2009). Some students become more engaged in activities when they have tactile or kinesthetic experience
• Models provide visual and tactile information that can present information more clearly than text. Students learn by observing the models, creating their own models, and explaining the features or functions of the models. Once students are comfortable with a concept through experience with a model, they are able to understand the concept without the use of a model.
• Technology is used to supplement lessons and provide assistance to students, but students do not depend on technology to complete their work. The Smart Board is used to provide visual directions and information to the whole class. The students use computers for guided practice with reading math programs. Text reading software and translators are available for students who have difficulty reading some of the materials in English. The students also use the internet for research and communicating with experts from outside of the classroom. Assistive technology is available to students who need it.

Instructional Methods (UDL Principles 1, 2, 3, 4, 5, 6)
• Direct instruction is used to introduce new concepts and when the teacher models strategies in whole or small group. Direct instruction is often used when students need specific guidance and motivation. In direct instruction the teacher provides a review of previous material, new content or skills instruction, guided practice, feedback, independent practice, and review (Friend & Bursuck, 2009).
• Indirect instruction is used with students who are self motivated. The teacher provides the tools and environment to the students to guide themselves through the material. When students express an interest in learning independently they are encouraged and assisted in constructing their own learning.
• Scaffolding is used to gradually move students toward independence. The teacher acts as a model, asks students questions, and them supports the students through their own work. Scaffolding is used to teach new strategies to students who have the necessary background experience (Friend & Bursuck, 2009).
• Independent practice is used when students understand a concept and need repetition to master the new skill. Different students require different amounts of independent practice and the teacher gives assignments based on the individual students’ needs. Learning centers provide different ways for students to practice the skills they need to work on in a way that is beneficial for them. It also provides opportunities for choice.
• Homework is given to reinforce concepts taught in class when students can benefit from more practice. The level of difficulty and amount of homework appropriate differs depending on the child. Homework should only be assigned which the students have the ability to complete independently. The teacher is flexible with homework assignments and takes into account particular stresses on students’ home lives.
Student Evaluation (UDL Principles 1, 3)
• Testing is used to measure skills and content regularly. Grades are not based on tests only, but they are used as a way to view what the students have learned and can apply independently. Tests are made accessible to students who have difficulty completing them independently with the use of technology, alternative versions of the tests, or adult assistance. Tests are designed to be accessible to all students and do not contain any bias (Thompson & Thurlow, 2002)

• Performance-based assessment is used regularly throughout the school year. It is used to assess how students work independently and with others, and how they motivate themselves and stay on task. Assessment is taken through observational notes and checklists which are subjective so all students are assessed fairly. Assessment that requires physical movement takes into account all body sizes, shapes, strengths, and abilities (Thompson & Thurlow, 2002). Interviews are held regularly with the students and they are encouraged to create “I learned” statements so the teacher can see their understanding of the material (RMC Resource Corporation, 2010).

• Portfolios are compiled of students work throughout the year. They contain writing samples, tests, pictures, and evidence of the students work. Portfolios show the progress of each student over time. All students’ strengths are incorporated into portfolios, not only written work. Students can often review their portfolios to reflect on their work and to help them set future goals (RMC Resource Corporation, 2010).
C. Case study student description
Frank has Tourette ’s syndrome which causes him to have periodic uncontrollable verbal outbursts. Frank is hard working, friendly, and has learned to communicate with adults maturely about his condition. He is often able to recognize when he is likely to have an outburst and calmly removes himself from the classroom so he does not cause a distraction in the classroom.
a. Step 2 (N) – Note Strengths:& Needs of each Student (UDL Principles 1 – 7)
• Frank has average intellectual and cognitive ability for his age. His reading and math skills are on grade level. He is a hard working a motivated students.
• Frank is considerate of his classmates and has a good sense of humor. At times he may feel socially uncomfortable and stressed because of his uncontrollable vocalizations. He knows that he cannot control his Tourette’s syndrome but he is aware that he can deal with it in a manner that makes his feel more comfortable in a social setting.
• Frank’s physical development is normal other than possible occasional muscle spasms.
b. Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 – 7)
• Franks can successfully learn the material and complete assignments in all content areas.
• Group lessons and assignments are good for keeping Frank engaged and working collaboratively.
c. Step 4 (L) – Look for Potential Problems (Mismatches) (UDL Principles 1 – 7)
• Sometimes Frank may feel excluded from social activities; encourage him to work with others in situations that are not stressful.
• Encourage Frank to talk about the difficulties he has with Tourette’s with other students in an informative way so the class understands the symptoms.
• Provide him with a personal hall pass so he can leave the room when he feels he is likely to have an outburst.
• Minimize distractions around his seat so he can remain calm and focused.
• Allow Franks more time or a quiet place to work on tests and assignments to reduce stress and pressure.
D. Case study student description
Edward is distracted during independent work time. He is either not finishing his independent work or else he is completing it haphazardly. Edward’s IEP suggested he be seated near the chalkboard where the independent work directions are written.
a. Step 2 (N) – Note Strengths:& Needs of each Student (UDL Principles 1 – 7)
• Edward has average academic abilities for his age. He sometimes shows difficulty with some concepts because he is unable to focus during independent work time and doesn’t get the independent practice that he needs to master the material.
• Edward enjoys social interaction with his peers. Some students may become frustrated with him when he becomes off task. However, he works well in cooperative situations and contributes to the group.
• Edward’s physical development and abilities are normal.
b. Step 3 (C) - Check for Potential Successes of each Student (UDL Principles 1 – 7)
• Edward works well and contributes in small groups. Interaction with others helps him stay engaged in learning. He is most likely to display his abilities in small group lessons with the teacher or group projects.
• Edward should be encouraged to contribute often during whole group instruction to build his confidence.
• Peer tutoring helps Edward get practice with new skills and materials whether he is the tutor or the learner.
c. Step 4 (L) – Look for Potential Problems (Mismatches) (UDL Principles 1 – 7)
• During independent work time Edward has a hard time focusing. He may begin to doubt his own capabilities because he is regularly failing to complete his work or is completing it incorrectly. He is able to complete assignments at his own pace when given the chance to switch back and forth between different tasks.
• Edward has a difficult time staying focused on tests, allowing him breaks or alternative forms of assessment helps him share what he knows.
• Independent projects are difficult for Edward because he can have a hard time motivating himself. He is encouraged by projects that include various forms of research including visits to new locations and interviews.
E. Add a classroom map depicting an ideal learning environment for your students.
(This can be drawn by hand or using an on-line tool.)


CWS Section III: Unit Plan (Part A) (key element 2.A):
A. Unit outline

Unit Objectives
(Key element 2.A) Correlated
Standards/Expectations
1. The student will write three questions about the life of a plant in their local environment and record observations that will answer their questions.
3-1.3 Generate questions such as “what if?” or “how?” about objects, organisms, and events in the environment and use those questions to conduct a simple scientific investigation.
2. The student will write a description or draw a diagram of the life cycle of two different organisms from two different environments.
3-2.1 Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions within their habitats.
3. The students will play a matching game in which they match specific behavioral adaptations to the correct animal.
3-2.2 Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants).
4. The student will choose one animal to research and discover what adaptations allow this animal to survive in its habitat. The student will represent these adaptations dramatically, visually, or in a written paragraph to other students who will try to guess the animal described.
3-2.3 Recall the characteristics of an organism’s habitat that allow the organism to survive there.