Implementation Dates

2.      Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile). DA.CR1a.1.PK

3.      Find a different way to do several basic locomotor and non-locomotor movements. DA.CR1b.1.PK

4.      Organize and develop artistic ideas and work. DA.CR2.1.PK

5.      Generate and conceptualize artistic ideas and work. VA.CR1.1.PK

6.      Generate and conceptualize artistic ideas and work. VA.CR1.2.PK

7.      Engage in self-directed, creative making. VA.CR1a.2.PK

8.      Organize and develop artistic ideas and work. VA.CR2.1.PK

9.      Use a variety of art-making tools. VA.CR2a.1.PK

10.  Interact appropriately with other children. SE.SD.PK4.2

11.  Engage in positive interactions and communications with classmates (e.g., greet peers, use names of classmates, share materials). SE.SD.PK4.2a

12.  Develop relationships and share a friendship with one or two peers (e.g., offer assistance and materials to others). SE.SD.PK4.2b

13.  Offer and accept encouraging and courteous words to demonstrate kindness. SE.SD.PK4.3b

3.1 Assessment Plan Overview

Rationale for Accommodations/Modifications:

Visual aids support language comprehension for ELL students.

Pairing students fosters peer learning and builds confidence.

Sentence starters assist students facing writing difficulties.

Small group settings encourage collaboration and support.

3.2 Pre-Assessment and Post-Assessment (Summative)

a.      Format: Drawing activity illustrating what friendship means to them.

b.      Administration: Conducted one week prior to the unit.

c.       Criteria for Mastery: Mastery if 75% of drawings reflect an understanding of friendship concepts.

d.      Bias Minimization: Encourages individual creativity, minimizing bias.

e.      Validity: Ensures student performance reflects their understanding.

Post-Assessment:

a.      Format: Journal entry where students describe the qualities of a good friend.

b.      Administration: Conducted at the end of the unit.

c.       Criteria for Mastery: Mastery is determined by articulating three or more key qualities of friendship with 75% accuracy.

d.      Bias Minimization: Open-ended nature allows diverse responses.

e.      Validity: Reflects students’ understanding through personal reflections.

3.3 Formative Assessments

·         Group Discussion: Students discuss their drawings to assess their understanding.

·         Story Map Activity: Visual representation of the story to identify key themes.

·         Venn Diagram: Comparing characters, demonstrating higher-order thinking.

·         Observation Checklist: Monitors engagement and social skills during activities.

·         Exit Ticket: Brief reflection on what they learned about friendship.

·         Multiple Methods: Include visual, oral, and written formats to cater to diverse learning styles.

·         Scaffolding Reasoning: Each assessment builds on prior knowledge, gradually increasing complexity.

·         Progress Monitoring: Observations and discussions reviewed daily to adapt instruction.

·         Addressing Individual Differences: A variety of assessments accommodates diverse learning needs.

3.4 Assessment Data

Opportunities for Review:

Regular discussions about progress with peers during group activities.

Individual check-ins to reflect on learning and set goals.

3.5 Communication of Assessment Results

·         Results Communication: Shared during one-on-one conferences post-assessments.

·         Descriptive Feedback: Timely feedback highlighting strengths and areas for improvement.

·         Self-Monitoring: Students maintain a learning journal to track and reflect on progress.

4.1 Accommodations/Modification to Instruction Based on Pre-assessment Analysis

Another result that stands out is that ELL students were given a lower score for verbal assessments, which shows the need for better linguistic support. Most students got basic qualities like kindness but had trouble with deeper concepts such as loyalty. I will adjust this by including more visual aids and real-world scenarios that are relatable enough to make them make sense emotionally. I will also give vocabulary lists and sentence frames that are specifically for ELL students to include in discussions.

The modifications used here are based on research and support that visuals and real connections help many diverse students understand. In addition, ELL students need to be taught effective vocabulary instruction in order to be successful academically.

4.2 Differentiation

I will also offer some varied reading materiels, graphic novels as well as picture books designed for different levels of reading. Grouping strategies will be flexible in order to involve students at different skill levels and ensure an inclusive classroom. Additionally, students will be given the chance to select project topics related to friendship so that they can apply themselves more to the material. As per Tomlinson and Jarvis (2023), emphasis is given to the vital element of differentiation in response to the requirements of every learner, and these strategies would render every student capable of achieving this in the learning ecosystem.

4.3 Technology – Teacher Candidate Use in Planning and Delivery of Instruction

I will use Padlet and Google Docs to facilitate collaboration, brainstorming, and idea sharing. Using technology in these ways, I want to help higher order skills, like analysis and synthesis, instead of just rote learning. In addition, role-playing activities, recorded via video, will encourage students to analyze friendship dynamics and reflect on the concepts being taught.

4.4 Technology – Student Use

Google Docs will also provide even more collaboration with the use of drafting group assignments and providing peer feedback. This process also strengthens teamwork and thereby allows students to study and evaluate the contributions of others critically. In the LMS, students will be able to use online forums to engage in constructive discussion about their projects as they synthesize information and evaluate.

4.5 Plan for Parent/Guardian Communication

I will send weekly email updates to parents with their child’s progress, strengths, and areas for improvement throughout the unit. Furthermore, I will have a scheduled parent-teacher conference halfway through the unit to discuss student progress on an individual basis and answer any questions regarding problems that might arise.

See the Appendix for a copy of the newsletter as well as any other communication tools used to engage parents in their child’s education and collaborate in their child’s education.

5.1 Instructional Modifications Based on Student Needs

I quickly noticed Braylin becoming agitated during a planned group activity where students would play a turn-taking game in groups of four. Something overwhelmed his larger group dynamic, and he started hitting and yelling and began to behave disruptively. Michael was eagerly working through the activity but was interrupting other peers and not allowing the activity to flow.

I realized I needed to make some changes immediately, so I changed the group structure from four to two. The decision came from what I saw of Braylin’s behavior, which informed me that he’d do best in a less chaotic environment. Pairing students would also enable Michael to practice active listening skills without others’ voices jumping to the foreground.

After this was implemented, I paired Braylin with a nice peer who was good at transitioning and communicating. With this modification, Braylin was able to concentrate on one interaction, thus reducing his frustration levels. It didn’t feel overwhelming, and he was able to take turns. On the other hand, Michael discovered that this arrangement worked well for him as well, as he began to learn how to wait his turn and, even began to get better at listening.

This modification was successful. Michael became more aware of his peers’ needs and used sharing more effectively, and Braylin became more proactive and exhibited fewer disruptive behaviors. Thanks to this adjustment, we measured our thorough objective to enhance social skills and reduce disruptive behavior in the classroom. In addition, I kept open lines of communication with both students throughout the lesson. I gave positive feedback when they showed sharing or turn-taking behavior that we were trying to improve. By engaging in this ongoing dialogue, their confidence was built.

5.2 Instructional Differentiation or Modifications Based on Formative Assessments

To help Braylin, I used a visual schedule that outlines daily activities in pictures and symbols. This visual support was created to help him predict transitions and prevent his anxiety and resistance. Second, I included a timer to indicate transitions, offering a visual and aural cue signaling what was to come. Visual schedules have been found to increase executive functioning in students with ADHD.

I recognized the importance of giving Michael opportunities to practice social skills in a structured way. I developed a buddy system whereby he worked with a classmate who demonstrated good sharing behaviors. Not only did Michael’s learning benefit from this peer interaction, but the peer interaction also produced a collaborative environment in the classroom.

The modifications were based on the needs of each particular student and were to make the learning environment more inclusive. During subsequent center activities, I observed that Braylin responded positively to the visual schedule. He appeared to be more engaged and had much better behavior across transitions. This progress showed that the visual supports were working for him to try and make the classroom environment a little easier to navigate.

Michael also thrived in the buddy system. He became much more patient and willing to let his partner take turns. Not only did it open up his social interactions, but it also helped us meet our learning objectives of sharing and communication. In addition to these particular developments, I employed methods that utilized research-based instructions to achieve both students’ different demands and requirements. For example, I used structure, was much more patient, and played games that taught sharing skills. These fun activities helped them practice turn-taking in a supportive environment so that Michael and Braylin would get the targeted support they needed.

I emphasized open communication with students as to their progress throughout the unit. I constantly communicated with them regularly, always giving constructive feedback and cheering them up for their successes. An example is that once Braylin was able to move to the next activity without the tantrum, I would praise that Braylin was able to do that. By providing this positive reinforcement, his confidence increased, and with it, he harnessed the good behaviors.

I created a supportive environment by encouraging Michael and Braylin to speak about how they felt about the activities they were doing. This enabled them to claim some ownership of their learning journey and offer us important insights into how they see things. According to Braylin, the visual schedule made him less anxious, and according to Michael, he liked to work with someone to practice sharing.

6.1 Data Analysis (Whole Class)

The results indicate that the general goal of improving social skills and decreasing problematic behavior was accomplished. From the formative and summative assessments, there is a reduced number of disruptive behavior during group tasks, endorsing the changes made in the instructions across the unit. In general, the data highlight an upward trend in student learning.

6.1 Data Analysis (Subgroups)

6.1 Data Analysis (Individuals)

Michael Walker Jr.:

Pre-Assessment: Shared skills scored 5/10.

Post-Assessment: Improved to 8/10, clear understanding of turn-taking.

Evidence: For Michael’s work samples, he was able to identify when to share and wait for his turn during activities.

Braylin Sims:

Pre-Assessment: Social skills scored 3/10, and often disruptive.

Post-Assessment: Progressed to 6/10 by improving the ability to manage transitions better.

Evidence: Growth with the visual schedule and the ability to articulate feelings about activities is evidenced with Braylin.

6.1 Data Analysis (Student Work)

Pre-assessments showing initial skills in sharing and turn-taking.

Formative assessments documenting ongoing progress.

Post-assessments.

·         Hypotheses for why some students did not achieve mastery include a lack of engagement in activities, insufficient opportunities for practice, or the need for more individualized support.

6.2 Evidence and Interpretation of Impact on Student Learning

80% of students achieved mastery, while 20% progressed and met the objectives.

This demonstrates an overall improvement in student learning gains, highlighting the effectiveness of the instructional strategies.

Modifications (if needed)

Implementation Dates

1.1 Community and School Information

1.2 Classroom Information

1.3 Student Characteristics – Related to Students and Learning Environment

2.1 MSCCRS Chosen Standard and Unit Topic

2.2 Appropriateness of Measurable Objectives

3.1 Assessment Plan Overview

3.2 Pre-Assessment and Post-Assessment (Summative)

3.3 Formative Assessments

3.4 Assessment Data

3.5 Communication of Assessment Results

4.1 Accommodations/Modification to Instruction Based on Pre-assessment Analysis

4.2 Differentiation

4.3 Technology – Teacher Candidate Use in Planning and Delivery of Instruction

4.4 Technology – Student Use

4.5 Plan for Parent/Guardian Communication

5.1 Instructional Modifications Based on Student Needs

5.2 Instructional Differentiation or Modifications Based on Formative Assessments

6.1 Data Analysis (Whole Class)

6.1 Data Analysis (Subgroups)

6.1 Data Analysis (Individuals)

6.1 Data Analysis (Student Work)

6.2 Evidence and Interpretation of Impact on Student Learning

7.1 Reflection on High Success/Levels of Mastery

7.2 Reflection on Low Success/Levels of Mastery

7.3 Implications for Future Instructional Design and Teaching

7.4 Implications for Professional Development

Modifications (if needed)