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Running head: KEY ASSESSMENT

Deldra McCord
Instructional Design Project
Teaching Instructors how to Conduct Small Group Math Interventions Effectively
FRIT 7231

Introduction
This Instructional Design Project (IDP) applies to Murphey Middle School (MMS),
which is a Title 1 school that has a large gap in student achievement between subgroups of
students. Murpheys data suggest that a huge gap exist between the highest performing subgroup
(black students) and the lowest performing subgroup (students with disabilities). This IDP was
designed to teach instructors how to conduct small group math interventions effectively. This
IDP may enhance math instructors instructional skills and improve students math
skills/performance.
General Audience
The primary audience consists of certified general education and special education math
teachers; the teachers ages, work experience, and training vary. The teachers primary audience
is math students with disabilities. Murphey consists of students in grades 6-8. The students ages
range from 11 to 15 years old.
Problem Identification
Murpheys gap in students performance on the math section of the Criterion-Referenced
Competency Test (CRCT) scores exists between the highest performing subgroup (black
students), and the lowest performing subgroup (students with disabilities). The students with
disabilities at Murphey are experiencing academic difficulties in math. The students are having a
hard time learning new math material and concepts; additionally, they are experiencing
difficulties with applying math skills. Murpheys school data suggest that the students with
disabilities scores on the math section of the CRCT decreased from 2012 2014. In 2012, only
25% of the students with disabilities passed the math section of the CRCT. In 2013, only 23% of
the students with disabilities passed the math section of the CRCT and in 2014 only 12% passed.

Furthermore, Murpheys data suggest that the highest performing group (black students)
passed the math section of the CRCT with 62% in 2012, 65% in 2013, and 55% in 2014. There
are significant gaps of performance in math between black students and students with
disabilities. In 2012 the gap of performance was 37%, in 2013 it was 42%, and in 2014 it was
43%. Therefore, this IDP is important because it will teach instructors how to conduct small
group math interventions effectively, which will have a direct impact on students math skills and
their performance on math tests.
Instructional Goals

General education instructors will be able to effectively provide small group

math instruction to students with disabilities.


Special education instructors will be able to effectively provide small group math
instruction to students with disabilities.
KA Part 2: Learner Analysis

Introduction
Murphey is currently located at 2216 Bungalow Road Augusta, Georgia 30906. The
school is part of the Richmond County School System. Students who attend Murphey come from
housing areas in Richmond County. The students demographic information, grades, and test
scores are stored in Infinite Campus. The data also consist of students Lexile scores and math
levels. Previously, students took the Criteria Reference Competency Test (CRCT); however, that
test has been replaced with the Georgia Milestones.
Most of the 610 students at Murphey come from middle to low income families, with
94% of them being African Americans, 4% Caucasion American, and 2% other. The student
population consists of 396 males and 214 females. Eighty-three students participate in special
education programs; there are six emotional behavior disorder (EBD) students, 15 specific

learning disabilies (SLD), 25 other health impairment (OHI), and 37 mild intellectual (MI). In
order to obtain the information needed for this project, teachers will complete a survey and
participate in professional learning opportunities.
Entry Characteristics: Prerequisite Skills & Knowledge

Most are able to operate a computer.


Most are familiar with Microsoft programs.
Most can access email accounts and attachments.
Must have access to the Internet.
Must have knowledge of the students with disabilities exceptionalities and
individual needs.

Prior Experience
Although must of the general and special education teachers have been working with
students with disabilities for over 10 years, they still struggle with providing small group
instructions to students with disabilities. The schools data suggests that students with disabilities
struggle in math. The data also suggest that they are working below grade level. Must of the
teachers receive some type of professional development each year to assist students with
disabilities, but that professional development has not targeted math.
Potential Misconceptions

Students with disabilities cannot be successful with grade level math concepts.
Special Education teachers possess various math skills.
General education teachers are content experts, not strategy experts.

KA Part 3: Task Analysis


I conducted a task analysis by completing the steps myself. I started by conducting
research on math interventions with a small group of students. I started that search at
www.google.com. I typed in the search box math interventions for small groups. A number of

different web links came up. I clicked on the link for Teaching Today. This webpage provides
subject-specific interventions. The interventions can be used by general and special education
teachers. The teacher participants will attend five Professional Learning (PL) sessions with the
designer. The PL Sessions will last for one week each. The Sessions are as follow: PL Session 1:
Week 1; PL Session 2: Week 2; PL Session 3; Week 3; PL Session 4: Week 4; PL Session 5:
Week 5.
Task Analysis Outline
1. Prior to implementing the PL Session strategies 1 through 5, the instructors will record
baseline data on each student with a disability. Baseline data will be the students CRCT
scores on the math portion of the test.
2. Turn on the computer
1a. Login in with login information
3. Click the on an internet browser (ex: Internet Explorer, Google Chrome, Firefox)
2a. Type the link below in your web browser
http://www.glencoe.com/sec/teachingtoday/subject/intervention_strategies.phtml
4. On the Teaching Today webpage
4a. Read the subject-specific information posted on the front of the page for formal and
informal assessments (PL Session 1).
4a.1 Instructors will watch a YouTube video to see how formal and informal
assessments are used.
4a.2 Instructors will attend an hour long Go To Meeting discussion with all of the
math instructors in the study. Each participant will share a strategy for discussion.
4a.3 Instructors will complete an assessment based on the YouTube video and the
Go To Meeting Discussion. A score of 70% are better is considered passing. Each
PL Session will have an assessment.

4a.4 On the Teaching Today webpage Click on Middle School Resources to the
left of the webpage.
4a.5 On the Teaching Today webpage Click the link Meeting Middle School
Standards and read the information.
4a.6 Instructors will develop a lesson plan for their math class that consists of the
small group strategy.
4a.7 Instructors will implement the strategy in their classroom with students with
disabilities.
5. All of STEP 4 will be repeated for each of the Following PL Sessions (2-5).
5a.1 Integrate warm-up activities (PL session2)
5a.2 Use small groups and student pairs (PL session3)
5a.3 Differentiate instruction (PL session4)
5a.4 Emphasize real-life applications (PL session5)
6. After All PL Sessions (1-5) are completed the instructors will complete a Google Survey,
which will allow the designer to determine the impact of implementing small group math
strategies from Teaching Today.
7. The designer will collect data from the students math portion of the CRCT (2013-2014),
and compare that data to the Georgia Milestones (2014-2015) test results in math.
The Designer
I (Deldra McCord) am currently a Media Specialist at Murphey Middle School, which is
part of the Richmond County School System (RCSS). I am currently certified in Media
Specialist (P-12). I am completing an add-on program for Media Specialist at Georgia Southern
University. The program is preparing me to be an effective Media Specialist with various skills,
and knowledge that are beneficial to students, teachers, the school, and community. My initial

teaching certification is in Special Education (learning disabilities and general curriculum).


Prior to becoming a Media Specialist I was a special education teacher for 12 years. My
educational experience consists of special education, leadership, counseling, and media
specialist. I am also reading and math endorsed. Additionally, I am on the Instructional
Leadership Team (ILT) at my school. Being a part of the ILT keeps me abreast of everything that
is going on academically, behaviorally, and socially in my school. It allows me to play a major
role in identifying and solving academic and behavior problems in the school.
KA Part 4: Instructional Objectives
Objective 1: To teach instructors how to conduct small group interventions effectively
Enabling Objectives:
1A: Instructors will be able to identify five small group math interventions
1B: Instructors will be able to discuss the benefit of small group math interventions
1C: Instructors will be able to practice five small group math interventions and be assessed on
each intervention.
1D: Instructors will be able to apply five small group math interventions in their classroom and
assess student learning.
Objectives
1A: Instructors will be able to
identify five small group
math interventions.
1B: Instructors will be able to
discuss the benefit of small
group math interventions
1C: Instructors will be able to
practice five small group math
interventions and be assessed
on each intervention.
1D: Instructors will be able to
apply five small group math

Content/Technology
EDMODO/YouTube Video/Word
DOC/Practice Activities

Performance Tools
Google/EDMODO
Assessment

EDMODO/YouTube Video/Word
DOC/Practice Activities

Google/EDMODO; Go
To Meeting

EDMODO/YouTube Video/Word
DOC/Practice Activities

EDMODO; Google
Assessments for PL
Sessions 1-5

EDMODO/YouTube Video/Word
DOC/Practice Activities

CRCT 2013-2014
comparison of Georgia

interventions in their
classroom and assess student
learning.

Milestones data (student


data).

KA Part 5: Assessments
The general and special education instructors will take an assessment for Lessons 1
through 5. The assessments will measure the instructors knowledge of formal and informal
assessments, warm-up activities, small groups and student pairs, differentiation, and real-life
application. All of the aforementioned lessons will enhance the instructors knowledge and skills,
which has a direct impact on students with disabilities performance in math. The assessments
will consist of multiple choice questions, true and false, and constructed response. Each
assessment will consist of 10 questions, which are worth 10 points each. The instructors score
can range from zero to 100. The instructors responses to the question must include specific
examples and they must thoroughly explain how the strategy can be used in their classroom.
Additionally, the questions will be based on the discussion groups. The instructors will
also practice the strategy. Furthermore, the instructors assessment questions will be directed
related to the YouTube videos and Go To Meeting discussions; this will allow the instructors to
experience learning through various learning styles. The format for each assessment will be the
same, which will allow the instructors to get familiar with the learning and assessment process.
However, the questions will be randomly presented for each assessment.
Lesson 1 Assessment: Use formal and informal assessments
1. From the video, describe two of the instructors formal assessments. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.

2. Choose one of the small group strategies from your question #1 response and explain
how you can apply a formal or informal assessment to the process to assess students

a.
b.
c.
d.
e.
a.
b.
a.
b.
c.
d.

learning in math class.


3. Which of the following is NOT an example of a formal assessment?
Standardized tests
Georgia Milestones
Talent Show
Criterion-referenced tests
None of the Above
4. Formal and informal assessments are the same.
True
False
5. Which of the following is NOT an example of an informal assessment?
Running Records
Observations
Georgia Milestones Assessment
Interview
6. Identify a formal assessment and explain how that assessment can be applied in your
classroom.
7. Discuss two key points from the Go To Meeting discussion on formal and informal
assessments.
8. Explain how you can incorporate formal and informal assessments in small groups,
discussions, writings, and the opportunity to choose in a math lesson.
9. Identify a formal assessment and explain how that assessment can be applied in your
classroom.
10. From the video, describe two of the instructors informal assessments. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.

Lesson 2 Assessment: Integrate Warm-up Activities


1.

From the video, describe two of the instructors warm-up activities. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.

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2.

Choose one of the small group strategies from your question #1 response and explain
how you can apply a warm-up activity to the process to assess students learning in
math class.
Which of the following is a characteristic of a warm-up activity for students in a math

3.
a.
b.
c.
d.
4.

class?
The warm-up activity should consist of 1 to 5 questions.
Formal assessment
Talking about what happen last night
All of the Above
Warm-up activities usually take approximately 15 to 20 minutes to complete.
a.

True

b.

False

5. Warm-up lessons should include time for students to complete the questions, and a
discussion of the questions.
a.

True

b.

False

6.

Identify a warm-up activity and explain how that assessment can be applied in your
classroom.

7.

Discuss two key points from the Go to Meeting discussion on warm-up activities.

8.

Explain how you can incorporate warm-up activities in small groups, discussions,
writings, and the opportunity to choose in a math lesson.

9.

Identify a warm-up activity and explain how it can be applied in your classroom.

10. From the video, describe two of the instructors warm-up activities. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.
Lesson 3 Assessment: Use Small Groups and Student Pairs

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1. From the video, describe two of the instructors small group/paired strategies. Your
answer should include specific examples of what the instructor role was as the
facilitator and how the students participated.
2. Choose one of the small group/paired strategies from your question #1 response and
explain how you can apply a formal or informal assessment to the process to assess
students learning in math class.
3. Which of the following is NOT an example of a small group strategy?
a.

Flexible Groups

b.

Stations

c.

Jigsaw

d.

Students work independent on an assignment

4. Small group strategies are defined as teaching by group size, usually 6 to 10


participants, and a focus on active learning and communication between members of
the group.
a.

True

b.

False

5. Which of the following is NOT an example of a small group strategy?


a.

Group Round

b.

Buzz Groups

c.

Fishbowl

d.

None of the Above

6. Identify a small group or student-paired strategy and explain how that strategy can be
applied in your classroom.

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7. Discuss two key points from the Go to Meeting discussion on small group and
student-paired strategies.
8. Explain how you can incorporate small group strategies and student-paired activities
in discussions, writings, and opportunities to choose in a math lesson.
9. Identify a small group strategy or student-paired activity and explain how that
strategy can be applied in your classroom.
10. What answer choice is a characteristic of a small group strategy?
a.

Instruction is relevant

b.

Instruction is conducted in a safe learning environment that encourages a

processing and verbalization of thought.


c.

Instruction draws from the learners experiences.

d.

Instruction provides feedback.

e.

All of the Above

Lesson 4 Assessment: Differentiate Instructions


1. From the video, describe two examples of how differentiation was used. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.
2. Choose one of the differentiation strategies from your question #1 response and
explain how you can apply differentiation to the process to assess students learning
in math class.
3. Which of the following is an example of differentiated instructions?
a.

Lessons that target various learning styles.

b.

Lecture

c.

Independent seatwork

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d.

All of the Above

4. Differentiation means tailoring instruction to meet individual needs.


a.

True

b.

False

5. Differentiated instruction and assessment is a framework or philosophy for effective


teaching that involves providing different students with different avenues to learning
in terms of: acquiring content; processing, constructing, or making sense of ideas; and
developing teaching materials and assessment measures so that all students within a
classroom can learn effectively, regardless of differences in ability.
a.

True

b.

False

6. Identify and explain a differentiated lesson that you planned and implemented in your
classroom.
7. Discuss two key points from the Go to Meeting discussion on differentiated
instruction.
8. Explain how you can incorporate differentiated instruction in small groups,
discussions, writings, and the opportunity to choose in a math lesson.
9. Identify and explain how you can use differentiated instruction to assess students
learning.
10. From the video, describe two of the instructors forms of differentiated instruction.
Your answer should include specific examples of what the instructor role was as the
facilitator and how the students participated.
Lesson 5 Assessment: Emphasize Real-life Applications

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1. From the video, describe two of the instructors real-life applications. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.
2. Choose one of the real-life applications from your question #1 response and explain
how you can apply real-life applications to the learning process in a math class.
3. Which of the following is NOT an example of real-life applications?
a.

Students relating a math problem to going shopping at the grocery store.

b.

Students working in a small group setting.

c.

Students completing ratio problems and comparing the data to the ratio of the

class.
d.

None of the Above

4. Real-life applications allow students to relate information to a topic. It also allows


them to make connections with real-life and the text or content.
a.

True

b.

False

5. Putting the acquired math skills to use in real world situations is a way to help
students connect and perhaps even get excited about math.
a.

True

b.

False

6. Identify a real-life application and explain how it can be applied in your classroom.
7. Discuss two key points from the Go to Meeting discussion on real-life applications.
8. Explain how you can incorporate real-life applications in small groups, discussions,
writings, and the opportunity to choose in a math lesson.

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9. Identify a real-life application and explain how the real-life situations can be applied
in your classroom.
10. From the video, describe two of the instructors real-life applications. Your answer
should include specific examples of what the instructor role was as the facilitator and
how the students participated.
Answer Keys for Lessons 1-5
Lesson 1 Assessment: Use formal and informal assessments
1. Constructed response; Answers may vary.
2. Constructed response; Answers may vary.
3. C
4. B
5. C
6. Constructed response; Answers may vary.
7. Constructed response; Answers may vary.
8. Constructed response; Answers may vary.
9. Constructed response; Answers may vary.
10. Constructed response; Answers may vary.
Lesson 2 Assessment: Integrate Warm-up Activities
1. Constructed response; Answers may vary.
2. Constructed response; Answers may vary.
3. A
4. B
5. A
6. Constructed response; Answers may vary.
7. Constructed response; Answers may vary.
8. Constructed response; Answers may vary.
9. Constructed response; Answers may vary.
10. Constructed response; Answers may vary.

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Lesson 3 Assessment: Use Small Groups and Student Pairs


1. Constructed response; Answers may vary.
2. Constructed response; Answers may vary.
3. D
4. A
5. D
6. Constructed response; Answers may vary.
7. Constructed response; Answers may vary.
8. Constructed response; Answers may vary.
9. Constructed response; Answers may vary.
10. Constructed response; Answers may vary.
Lesson 4 Assessment: Differentiate Instructions
1. Constructed response; Answers may vary.
2. Constructed response; Answers may vary.
3. A
4. A
5. A
6. Constructed response; Answers may vary.
7. Constructed response; Answers may vary.
8. Constructed response; Answers may vary.
9. Constructed response; Answers may vary.
10. Constructed response; Answers may vary.
Lesson 5 Assessment: Emphasize Real-life Applications
1. Constructed response; Answers may vary.
2. Constructed response; Answers may vary.
3. D
4. A
5. A
6. Constructed response; Answers may vary.
7. Constructed response; Answers may vary.
8. Constructed response; Answers may vary.
9. Constructed response; Answers may vary.
10. Constructed response; Answers may vary.
KA Part 6: Instructional Sequence
In the study it is important that general and special education instructors are exposed to
various strategies that can be effectively used to enhance students with disabilities math skills.
The instructors will complete google tasks, visit websites, and watch videos of various math

17

strategies online. Additionally, the instructors will interact and discuss each activity/strategy on
blackboard. The instructors will login at a specific time and they will engage in an activity that
requires them to discuss the strategy for that particular activity. During the discuss instructors
will discuss how that particular strategy can be used with their student population. The
instructors will have the opportunity to practice the various strategies while completing activities
created in google docs. The instructors will apply these skills in their classroom or setting.
Furthermore, data will be collected throughout the process. The students data from the Georgia
Milestones Assessment and CRCT results will be compared to determine the effectiveness of the
instructional intervention.
Instructional Sequence
Sequence
1
2
3
4

Description
Students will be able to identify five small group math
interventions and demonstrate how each one is properly used.
Students will be able to identify 3 benefits of using group math
intervention strategies.
Students will be able to practice small group math
interventions in the instructors classroom.
Students will be able to apply five small group math
interventions in their classroom and assess student learning.

Objective
1A
1B
1C
1D

Lesson 1: Instructors will be exposed to instructional strategies that will enhance students
math skills.
Objective 1: To teach instructors how to conduct small group interventions effectively
1A: Initial Presentation: The instructors will watch videos online of various math strategies
being implemented. The instructor will be able to watch the video as needed. The videos will
provide the instructors with a step-by-step approach to effectively teach each strategy. This will
allow exposer to various small group math interventions.
1B: Generative Strategy: The instructors will login to Go To Meeting at 7:00 pm every

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Thursday. The instructors will stay logged in and actively participate until 8:00 pm.

Motivational Strategy: This strategy will allow instructors to discuss various small group
math interventions. The instructors can help each other through the steps of each strategy
and provide feedback and guidance if needed.

1C: The instructors will practice various small group math interventions by completing math
questions in Google DOC and Edmodo. The instructors will master the steps of each strategy;
they must score 80% or better on the assessments to obtain mastery.
1D: Generative Strategy: The instructors will utilize various small group math interventions in
their classrooms or setting. The instructors will compare students scores on the Georgia
Milestones Assessment and the CRCT in math, to determine the effectiveness of the strategies.
KA Part 7: Objectives

Goals

Objectives

Lesson 1: Use formal


and informal
assessments (PL
session)
Students with
disabilities will enhance
their math skills.

Lesson 2: Integrate warmup activities (PL session)

Lesson 3: Use small groups


and student pairs (PL
session)

Lesson 4: Differentiate
instruction (PL session)

Lesson 5: Emphasize
real-life applications (PL
session)

Students with disabilities


will enhance their math
skills.

Students with disabilities


will enhance their math
skills.

Students with disabilities


will enhance their math
skills.

Students with
disabilities will enhance
their math skills.

Students will increase


their performance on the
GA Milestones
assessment in math.
(1A) Watch YouTube
videos on various types
of formal and informal
assessments.
https://search.yahoo.co
m/search;_ylt=ArWT
VsrprWzzbn_unhEC6
aWbvZx4?fr=hpavasts&toggle=1&type=ava
stbcl&fp=1&cop=mss
&ei=UTF8&p=youtube
%20videos%20on
%20formal%20and
%20informal
%20assessment
(1B) Instructors will
participate in a Go To
Meeting discussion and

Students will increase their


performance on the GA
Milestones assessment in
math.
(1A) Watch YouTube
videos on implementing
warm-up activities in a
classroom.
https://www.youtube.com/
watch?v=vFBWa3rL2Io
(1B) Instructors will
participate in a Blackboard
discussion on how to
effectively integrate warmup lessons. (1C) instructors
will complete an
assessment (Google DOC).
(1D) instructors will
implement the strategy and
assess students
performance (GA
Milestones Assessment).

Students will increase their


performance on the GA
Milestones assessment in
math.
(1A) Watch YouTube
videos on flexible
grouping.

Students will increase


their performance on the
GA Milestones assessment
in math.
(1A) Watch YouTube
videos on differentiated
instructions.
https://www.youtube.com/
watch?v=YAWKxpCv1Fw

Students will increase


their performance on the
GA Milestones
assessment in math.
(1A) Watch YouTube
videos on how to apply
real-life experiences to
math lessons.
https://www.youtube.co
m/watch?
v=HtqlIVN9bh8 (1B)
Instructors will
participate in a
Blackboard discussion.
They will identify and
share various
experiences that are
related to the topic. (1C)
instructors will complete
an assessment (Google
DOC). (1D) instructors
will implement the
strategy and assess
students performance

https://www.youtube.co
m/watch?
v=AF3T2aZM3ko
https://www.youtube.com/
watch?v=Ohpk1JzepM0
(1B) Instructors will
participate in a Blackboard
discussion on grouping and
peer- learning. (1C)
instructors will complete
an assessment (Google
DOC). (1D) instructors
will implement the strategy
and assess students
performance (GA
Milestones Assessment).

https://www.youtube.com/
watch?v=kHLcSC_x8Hc
(1B) Instructors will
participate in a
Blackboard discussion.
They will identify and
discuss how
differentiation can be used
to teach math concepts.
(1C) instructors will
complete an assessment
(Google DOC). (1D)
instructors will implement
the strategy and assess

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Assessments

UDL

identify formal and


informal assessments.
(1C) instructors will
complete an assessment
(Google DOC). (1D)
instructors will
implement the strategy
and assess students
performance (GA
Milestones
Assessment).
Google DOC
assessment

Multiple means of
representation

students performance
(GA Milestones
Assessment).

(GA Milestones
Assessment).

Google DOC assessment

Google DOC assessment

Google DOC assessment

Google DOC assessment

Multiple means of
representation

Multiple means of
representation

Multiple means of
representation

Multiple means of
representation

KA Part 8: Evaluation
The purpose of this evaluation is to determine the effectiveness of the online training that
instructors received on conducting small group interventions. The instructors received training
through multiple means that allowed them to explore various small group strategies that can be
utilized in a math class. They also had the opportunity to discuss and practice the various
strategies. Additionally, they completed an assessment for each of the lessons. If the instructor
scored 70% or greater; their score was satisfactory.
The audiences of this study were the general and special education instructors; they were
selected for this study because they are a direct source to students with disabilities learning and
performing in math class and math assessments. The lessons were created to provide the
instructors with various strategies that can be used to teach math. The major question of this
evaluation will allow the researcher to collect and analyze data, and determine if the training and
support for the instructors was effective.
There were multiple resources used in the study. The resources consisted of the
following: YouTube videos, Go to Meeting discussions, PowerPoints, and Word documents that

20

were related to the topic. The instructors will need knowledge from the various modules on
conducted small group strategies. They will also need knowledge of their student population.
Additionally, the instructors will have to analyze their students current data and determine how
they can utilize the various strategies to increase their students math skills.
The general and special education instructors will complete a 11 question survey that will
be created as a Google Doc. The survey will be completed after all of the modules have been
taught. The Google Doc will require a response to each question. There will be two questions for
each lesson that was taught. The questions will ask the instructors to rate the quality of the
training experience and how it impacted their students performance in math. Their ratings will
be analyzed to determine the effectiveness of the training. The data will be reported to the school
administrators and other stakeholders. The data will be presented at a school faculty meeting,
which will consist of a PowerPoint presentation, that will include students data and graphs that
compare the students previous and current performance in math. Additionally, the presentation
will consist of an outline of the training that the instructors received, as well as the instructors
survey data.
Instructors Survey
1. After participating in the study, have you utilized formal and informal assessments in
your classroom?
a. Yes
b. No
2. After participating in the study, have you used formal and informal assessments in 70%
a.
b.
3.
a.
b.

or more of the lessons planned and taught in your classroom?


Yes
No
After participating in the study, have you utilized warm-up activities in your class room?
Yes
No

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4. After participating in the study, have you used warm-up activities in 70% or more of the
lessons planned and taught in your classroom?
a. Yes
b. No
5. After participating in the study, have you utilized small groups or student pairs in your
class room?
a. Yes
b. No
6. After participating in the study, have you used small groups or paired assignments for
70% or more of the lessons planned and taught in your classroom?
a. Yes
b. No
7. After participating in the study, have you utilized differentiated instruction in your class
room?
a. Yes
b. No
8. After participating in the study, have you used differentiated instruction in 70% or more
of the lessons planned and taught in your classroom?
a. Yes
b. No
9. After participating in the study have you utilized real life applications to teach math in
your class room?
a. Yes
b. No
10. After participating in the study, have you used real life applications to teach math in 70%
or more of the lessons planned and taught in your classroom?
a. Yes
b. No
11. Did your students scores on the Georgia Milestones assessment in math increase after
you implemented small group interventions in math?
a. Yes
b. No