Validated+Practices+Project

Danielle Mayhew Spring 2014 SCED 462 **Validated Practices Project ** **Part #1: Class Profile ** HSA scores for the eleventh grade at Edgewood High School during the 2012/2013 school year. 2013 HSA English (Data from []) 52344 || 14.1 || 7358/ 52344 || 85.0 || 44469/ 52344 || 16776 || 24.5 || 4108/ 16776 || 74.0 || 12411/ 16776 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">25424 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">7.3 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1844/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">25424 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">92.3 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">23462/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">25424 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">4831 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">3961 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">46.9 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1857/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">3961 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">16052 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">27.2 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">4365/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">16052 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">71.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">11454/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">16052 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1597 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">90.8 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1450/ <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1597 || In the above table '*' that the number of students in that category are fewer than 10 or the percentage for the category is either ≤5 or ≥95 and the corresponding counts have been suppressed. The topics tested on the English HAS include: · Reading Comprehension and Interpretation · Making Connections and Evaluations in Reading and Literature · Composing in a Variety of Modes · Controlling Written Language by Applying the Conventions of Standard English
 * Group or Subgroup || School, District, or State |||| # Not Taken |||| # Taken Not Passed |||| # Taken Passed ||
 * ^  ||^   || Percentage || Students performing at this level/total students taking the test || Percentage || Students performing at this level/total students taking the test || Percentage || Students performing at this level/total students taking the test ||
 * Overall HSA English || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">19.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">51/263 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">79.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">209/263 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">10.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">284/2688 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">88.8 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">2387/2688 ||
 * ^  || State : Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1.0 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">517/
 * Asian Subgroup || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">11.1 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">9/81 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">88.9 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">72/81 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">0.8 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">29/3470 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">7.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">264/3470 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">91.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">3177/3470 ||
 * Black or African American Subgroup || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">27.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">33/120 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">71.7 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">86/120 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">20.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">86/417 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">78.7 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">328/417 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1.5 || <span style="color: #000000; display: block; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in; text-align: center;">257/
 * White Subgroup || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">13.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">13/97 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">86.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">84/97 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">8.2 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">161/1957 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">91.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1788/1957 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">0.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">118/
 * Hispanic/Latino of any race || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">7.7 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">2/26 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">15.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">4/26 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">76.9 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">20/26 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">14.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">18/125 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">81.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">102/125 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1.9 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">94/4831 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">20.1 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">972/4831 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">77.9 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">3765/
 * Special Education Subgroup || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">66.7 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">14/21 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">28.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">6/21 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">50.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">97/192 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">48.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">93/192 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1.0 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">40/3961 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">52.1 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">2064/
 * FARMS Subgroup || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">22.1 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">25/113 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">76.1 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; margin-bottom: 0in;">86/113 ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">19.3 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">113/585 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">80.0 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">468/585 ||
 * ^  || State: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">1.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">233/
 * American Indian or Alaskan Native || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">15.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">2/13 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">84.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">11/13 ||
 * ^  || State : Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">2.2 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">4/182 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">15.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">28/182 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">82.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">150/182 ||
 * Two or More Races || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">7.6 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">7/92 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">92.3 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">84/92 ||
 * ^  || State : Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">0.7 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">11/1597 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">8.5 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">8.5136/
 * Native Hawaiian or Other Pacific Islander || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* ||
 * ^  || State : Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">6.3 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">4/64 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">9.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">6/64 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">84.4 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">54/64 ||
 * Limited English Proficiency || School: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: normal; margin-bottom: 0in;">* ||
 * ^  || District: Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">* ||
 * ^  || State : Grade 11 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">9.8 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">91/925 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">65.0 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">601/925 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">25.2 || <span style="color: #000000; font-family: 'Verdana','sans-serif'; font-size: 10pt; line-height: 10.85pt; margin-bottom: 0in;">233/925 ||

* No Performance Level Descriptors were available for the HSA. The HSA is a Pass/Fail exam. Fail: < 396 Pass/Proficient: 396-428 Advanced: __>__ 429 **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Discussion of the Above Data: ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 200%; text-align: left;"> Edgewood High School is located near Route 40 in the southwest portion of Edgewood, MD, a southern suburb of Harford County. While the majority of its populace is Caucasian, the population is increasingly diverse. As of 2013, 44% of its populace is White, 42.1% are Black, 6.6% are Hispanic, 2.4% are two or more races, 2.2% are Asian, 1.6% belongs to a different race, and 0.3% are American Indian. Due to the fact that there are a greater number of ethnicities and races within the walls of Edgewood High School, the students tend to be more aware of cultural differences; however, the student’s overall awareness of global issues is markedly low. In the 2013 class, 43.9% of the students who graduated from Edgewood went on to attend a 4-year college and 40.5% attended a 2-year college. Meanwhile, less than 3.0% of students dropped out of High School in the 2013 class, a percentage that has been in decline since 2000 when the dropout percentage was 9.65%. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Regarding its academic programs and initiatives, Edgewood High School offers a full range of Advanced Placement and Honors courses, career and technology education programs in child care, foods, clothing and textiles, accounting, computer programming, office technology, business, and work experience. In addition, students who are interested in pursuing careers in business and finance have the opportunity to enroll in the Academy of Finance program, which is available only at Edgewood High School. Furthermore, the International Baccalaureate (IB) Program, a magnet and HCPS county-wide program, is available only at Edgewood High School; the program offers a global focus and promotes international understanding. Beyond such academic programs, the school offers a strong community in sports and fine-arts programs. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> For the validated practices project, I chose a class of 11th grade Standard English students. The class contains 22 juniors, 16 of whom are female and 6 male. The class is close to evenly made up of African-American and Caucasian students, with one Asian student in its population. The majority of students in the classroom come from low or middle socioeconomic statuses, while one or two students come from a higher socioeconomic standing. While the majority of students received a proficient/passing score on the English HSA, with one student scoring in the advanced category with a score of 442, 5 students have not yet passed the exam. As a result, the students are at varying levels as far as their reading comprehension skills. As I collected the data, I was surprised by student V’s low reading score as the student consistently attends class, actively participates in discussions and activities, and consistently works hard. In the other cases, the students whom I expected to perform on a lower level performed poorly and the students whom I expected to excel performed well. This is reflected in their engagement during class and the quality of their class work. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The Lexile Measurement was used to determine the quantitative measure of readability for //The Great Gatsby// (1070L) and //Their Eyes Were Watching God// (1080L) for the 11th grade class. The Lexile Measurements were given by []. Both reader measures indicate that the texts are suitable for a student in the 10th-11th grade range; however, the texts are both typically used in an 11th grade English class in Harford County Public Schools. When examining the HSA <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> English test results of my students from the previous year, I found that the majority would be able to read this text independently. For those students who would engage these texts at a frustration level a multitude of scaffolding activities will be provided. Such activities are watching sections of the film, directed reading lessons (DRL), reading in pairs, group discussions, graphic organizers, and connecting the text to modern issues. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> It is important to note here that text complexity does not solely rely on quantitative measurements; qualitative measures in addition to considerations for the reader and task are important to create an overall text complexity measurement. Both //The Great Gatsby// and //Their Eyes Were Watching God// are just shy of 200 pages in length, so the reading can be completed in class during the next five weeks as it is broken up into segments. Additionally, the texts are organized by chapters that provide a natural segmentation of the texts. The challenging aspect of these texts will be their sometimes archaic language. What this demands of the reader is an awareness of traditional sentence structure and the ability to use context clues to construct an understanding of unfamiliar words or phrases. Finally, both texts require the students to exercise empathy and understanding for emotionally complex and sometimes morally questionable characters. As a result, it is appropriate for these texts to be taught to 11th graders who have largely developed, but are still continuing to exercise, the ability to think abstractly.
 * Student || Grade || Sex || HSA English Score || IEP/504’s ||
 * A || 11 || Female || 387 – Fail ||  ||
 * B || 11 || Female || 382 – Fail ||  ||
 * C || 11 || Male || 398 – Proficient ||  ||
 * D || 11 || Female || 414 – Proficient ||  ||
 * E || 11 || Female || 403 – Proficient ||  ||
 * F || 11 || Male || 398 – Proficient ||  ||
 * G || 11 || Female || 399 - Proficient ||  ||
 * H || 11 || Female || 402 - Proficient ||  ||
 * I || 11 || Female || 387 - Fail ||  ||
 * J || 11 || Female || 412 - Proficient ||  ||
 * K || 11 || Female || 423 - Proficient ||  ||
 * L || 11 || Female || 403 - Proficient ||  ||
 * M || 11 || Female || 398 - Proficient ||  ||
 * N || 11 || Female || 398 - Proficient ||  ||
 * O || 11 || Male || 424 - Proficient || 504 ||
 * P || 11 || Female || 442 - Advanced ||  ||
 * Q || 11 || Male || 411 - Proficient ||  ||
 * R || 11 || Female || 401 - Proficient ||  ||
 * S || 11 || Female || 408 - Proficient || IEP ||

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Part #2: Content Objectives for Lessons ** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. || 6 Questions where students are provided a short passage along with a topic for an essay. Students must select the appropriate quotation from the passage that is relevant to the assigned topic. || - Students will conduct a close-reading of Unforgettable Miss Bessie. As students read they will pretend they are preparing to write an essay on Miss Bessie’s personality. Students are to highlight/mark quotes that suggest something about Miss Bessie’s personality. After reading and annotating the text, students will examine the quotes they highlighted and select the quote they believe best demonstrates Miss Bessie’s personality.
 * Objectives || MD Standard for College and Career Readiness || Assessment Items from Pre- and Post-assessments || Instruction/Lesson Plan Items ||
 * Students will be able to identify a quotation from a literary passage that is relevant to an assigned topic. || W1

- Students will work in the computer lab to identify two outside sources that fit their selected prompt for their summative essay. In addition to identifying the source, students are to summarize/quote the aspect of the source that is relevant to their essay. Finally, students are to read further into their novels and summarize their reading. || Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. || 6 Multiple-choice questions were students must identify the passage that appropriately and effectively integrates quotations into a written text. || - Students will conduct a close-reading of provided essays that effectively incorporate quotes into a paragraph in order to analyze the four elements that are necessary when citing quotes. Students will use their notes as well as the two examples in order to construct an essay that introduces the quote, correctly cites the quote, explains the quote, and expands on the meaning of the quote.
 * SWBAT appropriately assemble a piece of textual evidence into a paragraph after analyzing 2 essays that effectively incorporate textual evidence. || W1

- Based on their knowledge of the text they have read for class, students are to select one character who they believe acts like an individual. Students are to identify a piece of textual evidence that supports their argument and construct a paragraph that accurately cites the quote based on the Big 4 outline from the previous class. || **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">MD Standard for College and Career-Readiness ** · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">W.1a – Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s), form alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. Expectations: In grades 11-12 all students should – · - <span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Gather reliable and valid information from print and digital sources. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> - Evaluate information to determine sufficiency and relevancy.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The MD Standard for College and Career-Readiness specifically lists the skills 11th grade students need to accomplish in Language Arts. However, the standard does not specifically explain how students should be taught to identify and integrate appropriate quotations or what it means to integrate the source material effectively into a written text. The standard aligns with the two day lesson I created because it discusses the identification and integration of textual evidence into a written text; specifically, in the lesson students will focus on identifying appropriate textual citations to support a topic as well as explaining the relevancy of the selected citation. The 11th grade English course guide notes that the appropriate selection and integration of textual evidence is a skill 11th grade students must acquire in order to complete the course. My mentor and I have noticed that students continually fail to cite appropriate textual evidence with a rational explanation in their written responses. As such, this skill was chosen as the focus in the preceding lessons. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The objectives I chose for the two day lesson were essential for the student’s success in constructing a written response that incorporates textual citations and quotations. The students need to first be able to identify an appropriate quote from a passage when provided a specific topic. Once they were proficient in conducting a close-reading of a passage in order to identify specific quotes to satisfy a prompt we moved on to adequately integrating and citing a quote in a paragraph. The last day, students began by practicing their ability to appropriately integrate a quote into an essay format. Students then exercised their ability to identify appropriate evidence by searching the internet for two outside sources that they could incorporate into their final paper. This was the culmination of the lesson. Students were not only able to use the skills they learned throughout the lessons, but they were then able to transfer the skills into future assignments for the class. I assessed both of the objectives throughout the course of the two day project through worksheets, pre- and post-assessments, drills, and exit tickets. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The objectives align with the MD Standard for College and Career-Readiness as well as the grade’s unit standards. The curriculum focuses on the acquisition of the ability to properly identify, integrate and explain textual evidence throughout the entire year. Though the curriculum guide and MD Standard for College and Career-Readiness include the skill of summarization, the students in the class have consistently demonstrated proficiency with that skill; therefore, my mentor and I decided to focus this lesson entirely on the integration and identification of specific textual evidence. Learning this important skill with help students justify and support their arguments in future written and verbal responses. Once this skill has been mastered, the unit can progress to focus on additional literary skills. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment Plan ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 200%; text-align: left;"> The pre- and post-assessments I developed align directly with the objectives I set in place for the two lessons. The assessments cover the student’s ability to identify appropriate textual support as well as their ability to adequately cite and integrate such textual evidence into a paragraph. The majority of students were not able to determine the best piece of textual evidence from a passage nor were they able to appropriately cite textual evidence in a response, but following the two day lesson the students demonstrated a significant improvement in their ability to do both. The results from the pre-assessment aided me in identifying what the students knew as well as demonstrated areas of improvement for me in my future instruction of textual citations and quote identification. After examining this lesson, I know what was well received by the students as well as areas where instruction should be modified to improve student comprehension. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Throughout the two days that I implemented the lessons I constantly asked my students questions. While several students missed multiple days of instruction, and could not be included in this project, I held every student accountable for learning the information by designing the final project for the semester as an argumentative essay that required at least three pieces of textual citations. During the two lessons students began class by analyzing how textual citations were integrated into various passages in order to engage their minds on the task and jog their memory of what we learned the day before; students were graded informatively based on their engagement in each day’s lesson. At some point in both lessons, students independently constructed a formative written response that required them to correctly identify, cite and integrate a piece of textual evidence; these responses were collected at the end of the lesson and graded. With each additional day of instruction the student’s performance increased. Overall, the students performed fairly well on the material but more instruction would have reinforced the concepts they learned. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Instruction ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 200%; text-align: left;"> As a part of the curriculum guide for 11th grade English, the students are required to learn how to identify, cite and incorporate textual evidence into essay responses. However, the do not go into great detail as to how students should be instructed on this skill. Prior to day one I gave the students a pre-assessment to see adept they were at identifying and incorporating/citing textual evidence. After the students completed the assessment I examined the results. The majority of students were unable to identify textual evidence and all of the students could not adequately incorporate/cite such evidence in a response. The highest grade on the pre-assessment was a 25%. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Day one was spent conducting close-readings of passages in order to identify appropriate textual evidence for provided prompts as well as learning the required elements for citing textual evidence. First, students were presented with two sample paragraphs that integrated quotes. As a class, we compared how the two paragraphs successfully and unsuccessfully cited the textual evidence. Students were then provided a short reading from //Nightlife//. As a class the text was read aloud. Students then worked independently to closely examine the passage in order to identify quotes that demonstrated something about the older brother’s personality. After discussing the student’s responses to determine which quote would be the best to select if students were to write a response on the prompt, students independently worked with a new text, //Unforgettable Miss Bessie//, to identify the best piece of textual evidence if they were to write an essay on Miss Bessie’s personality. Such independent practice was followed by a brief presentation on how to correctly cite quotes in MLA. To reinforce the concepts, students worked either independently or with a partner to examine how a sample essay appropriately introduced, cited, explained and expanded upon textual evidence. To conclude the lesson, students chose a prompt to respond to for which they identified and appropriately integrated a piece of textual evidence into a paragraph response. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> For the second day of instruction, students were presented with two common mistakes that were identified across their writing from the previous lesson’s exit. After discussing the two common errors, students practiced the skills they learned during the previous lesson and worked on correcting the mistakes discussed by responding to a new short essay prompt. Following the completion of the short essay, students were informed that they would be going to the computer lab to identify outside resources that they could incorporate into their final essay for the class. A brief lecture that compared the identification of an outside resource to the identification of a piece of textual evidence from a novel ensued. Once in the computer lab students either worked on finding and accurately citing two outside resources or finishing the reading of their main text (//The Great Gatsby// or //Their Eyes Were Watching God//) and selecting appropriate textual evidence for their chosen essay topic. At the end of the lesson students shared the outside resources that they had selected with their classmates. Immediately following this class period students were given a post-assessment to see what they had learned from the past two lessons. The average score on the post-assessment had increased to a 51% versus the average score on the pre-assessment which was a 9%. Such an increase over a two lesson period demonstrated that student’s comprehension drastically rose but that there was still room for improvement. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Both of the lessons related back to the objectives I designed, a conclusion proven by the post-assessment data. Each lesson progressed and added to the skills that were taught in the previous lesson. In the beginning students focused mainly on learning how to identify appropriate textual evidence through the conduction of a close-reading; by the end, students were effectively integrating textual evidence into written responses that required them to introduce, cite, explain and expand on each piece of textual evidence. Based on their improvement on the post-assessment as well as their written responses I believe the students met the objectives. Every student demonstrated improvement. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> In order to meet my objectives a utilized multiple teaching techniques. Specifically, I incorporated direct instruction, small group work and close-readings. Each method aided different students within the class. By having students read-along to literature that is read out-loud, the needs of auditory and visual learners are met. Meanwhile, class discussions and independent work met the needs of the kinesthetic workers in the class. Finally, by allowing the students to work with a partner during different activities all of the students were able to teach each other and debate their conclusions. Such differentiated instruction addressed the needs of all of the students. Finally, the students were able to ask as many questions as they required and were encouraged to come before and after school to receive additional help. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Since students were provided with a different text, depending on their reading ability, all of the students were appropriately challenged but avoided frustration. The challenge helped students to engage with the materials. Overall, the students seemed to enjoy independently analyzing the sample texts to see how to appropriately cite textual evidence. Additionally, students enjoyed the freedom of being able to select their own essay topic and were thus far more engaged in discovering outside resources than if they had been assigned an essay topic. Since the students were not thrilled with the lecture aspects of the lesson I minimized such elements and developed activities were students were responsible for discovering the material (guided worksheets were provided). I found that in such self-discovery the students constantly asked me for aid to specific questions they had. The students’ independent discovery allowed me to effectively meet their independent needs. Additionally, the students often aided each other as they conducted close-readings of the texts. By learning the information from each other rather than relying solely on the teacher students are able to process information in new ways and put the definitions into their own words to increase retention. Overall, the lessons went very well and the student’s performance on all of the lessons materials greatly increased. It was rewarding to see that all of the students progressed throughout the instruction. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;"> Analysis and Instructional Decision Making ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 200%; text-align: left;"> After evaluating the results from the pre- and post-assessments all of the students improved their scores, some more than others. The passages in the pre- and post-assessment were approximately equal in difficulty. I was impressed that the students’ scores increased over 40% for the average. By the end of the two days it is evident that the students learned a great deal about textual citation and identification. The results from the students exit essay responses is another indicator as to how much information the students retained. The next step the students would take to extend their learning would be to construct a large essay where multiple pieces of related textual evidence would be cited and linked to support an argument. As such, the following lessons will introduce students to this final assessment for the quarter and aid them in their construction of such an essay. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The student who earned the lowest score on the post-assessment has struggled throughout my time with him. While he does not lack the prior skills necessary to succeed in 11th grade English, he fails to engage regardless of the activity. I have attempted to work with this student one-on-one after school but the student never comes regardless of my prompting. Those students who need additional help on this skill would benefit from extra instruction as well as one-on-one instruction before or after school. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Reflection and Self Evaluation ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 200%; text-align: left;"> All of the students in the class were unable to adequately cite textual evidence into a response before starting this part of the unit. As a result, the students all scored very low on the pre-assessment. During the course of the two day lesson I saw the progression of all of the students in the class. Starting the first day, into the second day and until the end of the quarter, class participation increased exponentially as well as student engagement with independent work. Increasingly impactful, several of the students made a point of telling me how my instruction of the skills had greatly increased their comprehension both in the class and in other classes. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> Many of the strategies I used for the lessons worked well for the students. The analysis of exemplary material helped the students see various examples on which they could model their writing. Close-readings of the texts taught students how to analyze specific passages and taught them not only how to identify appropriate pieces of textual evidence, but also increased their comprehension of what the text was inferring. Finally, by allowing students to independently analyze a text, discuss their ideas with a partner and then to share their responses with me students exercised their critical thinking skills. Based on the students increased proficiency with the skill, all of the strategies seem to have worked well. While none of the strategies that I used detracted from the student’s retention, the students obviously require more time in order to fully master the skills. <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> The first professional learning goal that I have decided upon after teaching this lesson is classroom management. While the students were on task for the majority of each lesson there were moments when I was moving throughout the classroom to answer students individual questions that some groups of students would take advantage of my lack of attention to socialize; such socialization did not occur when students were not provided time to work independently. In the future, I need to ensure that students have consequences for off-task behavior in order to discourage such actions and optimize instruction. Another learning goal that has emerged from this teaching experience is the management of work for absent students. Since each lesson totaled 90 minutes in length, when a student was absent for a class period they fell far behind. While I provided absent work the skills from the previous period were necessary to complete the new lesson. As such, I intend to incorporate a drill or SSR time into all of my future lessons to provide students with an opportunity to either catch-up on the information they missed or to refresh and practice the skills they learned previously. This time would also give me an opportunity to conference with students who require additional aid.

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Pre-Assessment ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Plan for March 14th ** **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Lesson Plan for March 18th ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Post-Assessment ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 0px; overflow: hidden; text-align: left;">

**<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Assessment Data Collection ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Student Samples of Pre- and Post-Assessments ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; text-align: left;"> **<span style="font-family: 'Times New Roman',Times,serif; font-size: 12pt;">Student Samples of Classwork ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 12pt; line-height: 0px; overflow: hidden; text-align: left;">

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