Академический Документы
Профессиональный Документы
Культура Документы
Analysis
Melissa Eelman
EDU 450
Margaret Chase Smith School (MCSS) is located in Skowhegan, ME. Based on the
2016 census it is estimated that the town has approximately 6,260 residents. Skowhegan is one
of several towns in Somerset County. 98.7 percent of people in Skowhegan are one race and 2.3
percent of the people have two or more races. 96.4 percent of people are white, 0.3 percent of
people are Black or African American, 0.5 percent of people are American Indian or Native
Alaskan, 0.3 percent of people are Asian, 0.1 percent of people are Native Hawaiian or Pacific
Islander, and 1.1 percent of people are some other race. When there is a lack of diversity in a
school, students may not have a concrete understanding of cultural and racial inequality. In a
school that is primarily white, the students of color or of another ethnicity are unfortunately the
odd ones out. There is always a possibility for racism to occur in this situation. This is why it is
so important for teachers to use curriculum that examines multiple points of view and cultural
differences.
American Indian/Native
Alaskan
Asian
White
The education level in Skowhegan is mainly a high school diploma. 85.3 percent of
people in Skowhegan 25 and older have attained a high school diploma or higher.
parents who do not have a degree are less likely to go onto college themselves. This means that I
need to show students why school is so important and help them to understand the value of
education.
Maine
Skowhegan
With a median income of $33,311, Skowhegan ranks as the 4th smallest income in the
surrounding area. This is $16,000 lower than Maine’s median income of $49,331. The
large compared to the current unemployment rate for the state of Maine which is 3 percent.
Unemployment affects children in a variety of ways. Families may not be able to afford
school supplies and clothes, or even necessities. The parents may also have that added burden,
which can affect their attitude and the amount which they can focus on their children’s
According to 2015 census results, approximately 23.2 percent of people in Skowhegan are
living in poverty. 71.6 percent of students in the RSU/ MSAD 54 district are below the poverty
level and qualify for free or reduced lunch, but the district provides free breakfast and lunch for
all students.
Children who live in poverty may face many more obstacles in school than children who
do not. Engagement is a large factor in how well students perform in school and there are
lacking. Firstly, general health plays a role in whether a child is engaged in school. In general,
the lower a child’s socioeconomic status, the greater the potential for health risks. Health issues
can arise from a variety of things that children in poverty are exposed to. For example, children
who live in older homes may be exposed to lead which has been linked to poorer memory. Food
quality is another issue that causes health problems. Students from low socioeconomic
backgrounds also tend to have a higher stress level. This can lead to aggressive behaviors and
becomes angry or rambunctious, I need to understand that there may be some challenges at home
contributing to the behavior. In addition to health and behavioral issues, students coming from
poverty tend to have a smaller vocabulary, making success in school more difficult. When
teaching lessons, I will need to be aware of any vocabulary that might be challenging for
students. I cannot assume that the students will know the terms that I am using in the lesson.
Low vocabulary can also affect a child’s reading ability. Since vocabulary acquisition is
important in reading, I need to focus on increasing students’ vocabulary. A word of the day
might be an engaging way to do this. I also can teach strategies to figure out unknown words.
This will help students to decode words on their own which will benefit them when they read
independently. For the past few years, the literacy scores on state testing have been below
average for the district. Increasing student vocabulary could help to increase these scores.
There are 8 schools in RSU/ MSAD 54. The district serves students from Skowhegan as
well as other surrounding towns. The budget for the district for the 2017-2018 school year was
$173,930 less than the previous year. Since the school district does not have a very large budget,
the schools share many staff members. The unified arts teachers are shared among at least two or
three schools. This means that the unified arts schedule is not flexible. There have already been
multiple issues with this because everything must be planned around when the unified arts
teachers are available. As a result, school meetings and other events tend to interrupt general
classroom instruction. It can be challenging to teach a unit when the instruction is interrupted.
The district uses several curriculums that are scripted. Envisions is the math program.
The program is meant for one lesson to be taught each day in consecutive order. This is not
always possible and does not always accomplish what the students need. Multiple professional
development opportunities have been provided for staff to determine the best way to make
Envisions work in the classroom. At this point, it seems that the consensus is that we should
follow the Envisions curriculum, but are encouraged to supplement with other materials and
methods of instruction if necessary. Writing is taught using Lucy Calkins. This is another
program that involves following a book of lessons that are in consecutive order. The science and
social studies curriculums are in transition. The district is changing from a curriculum that they
have used for several years, to a newer one. Right now teachers are trying to figure out exactly
what content needs to be taught and most classrooms are in different spots in the curriculum.
The other aspect of the curriculum that is in transition is the way that students are
With this, all assessments are criterion- referenced, and a heavy emphasis is placed on formative
assessment. In addition, students are supposed to be given the chance to correct their work to
meet the standards. To support this model, it will be critical for me to have valuable formative
assessments in my lessons.
In general, the test scores for math and literacy in the district are below the state average
per last year’s MEA results. This is important to know for lesson planning. I will need to keep in
mind that not all students are strong readers, so I need to choose text that is at their level. For
math, I need to help scaffold student thinking and find ways for them to get more practice. Math
games are one way that I could accomplish this. Students also need to become proficient with
basic facts. Encouraging students to use flashcards or complete practice worksheets with basic
facts will help them with attaining proficiency. This year was also the first year that the district
implemented NWEA testing and the teachers are still learning what to do with the results. In
reading, we have made focus groups based on the skills that students struggled with on the
NWEA. The results for math have been analyzed but we have not made focus groups for our
math class.
MSAD 54 seems to have a strong desire to include parents in their child’s education,
One of the unique things about the district is the website. Parents can see the curriculum for each
grade, which includes the standards that are being targeted. These curriculum pages also provide
resources for parents to reinforce concepts with their children. Parental involvement is
extremely important. I plan to keep parents informed by periodically sending home letters that
Margaret Chase Smith School (MCSS) is very small and only covers 4th and 5th grade.
There are approximately 200 students enrolled in the school. The principal is shared with North
Elementary, so she is not always present to deal with situations. There are five fourth grade
teachers and five fifth grade teachers. The library is in a trailer/mobile home behind the main
school building. There does not appear to be a large collection of books, but there are enough for
some variety. Plenty of services are available students with varying needs. About 25 percent of
students at MCSS have some type of learning disability. This means that not only do I need to
be sure to include accommodations and modifications for these students, but my lessons need to
include multiple ways for students to learn the information. I will use a combination of
discussion, visuals, audio, and hands-on activities to appeal to all kinds of learners. I may also
need to supplement curriculum with other materials that are at the students’ level. As an
example, some of the students read at a first or second-grade level, so they may need a variation
of a text. The school uses the program Read 180 for students who have a lower literacy level.
There is also Title 1 for students who need assistance with reading or math, and an ELL teacher
for students learning English. In addition, there are 2 math coaches and an enrichment teacher
that are periodically at the school. Approximately 13 percent of students are in the enriched
resources program. These students receive advanced instruction outside of the classroom once or
twice a week. Since they are in the classroom for most instruction, differentiation is important.
Keeping these students challenged ensures that they are engaged and learning at their level. The
guidance counselor is partly responsible for referring students to services. She is also available
for students if they need to talk, but she is only at the school on Mondays, Wednesdays, and
Thursdays. Some students have lunch with her a few days a week if they need extra support.
Every student has access to specials/ unified arts. The classes rotate throughout the week
between art, music, library and physical education. Band and chorus are also options. Band
occurs throughout the day on Monday. Students are pulled from classroom instruction for their
lessons. This means that many students have to catch up on work at some point during the day.
Chorus occurs during recess on Fridays and the students do not miss classroom instruction time.
There is also an afterschool program for students called run club. This program
encourages students to exercise by tracking the distance they run. MCSS is a 5210 school and
encourages healthy habits. Run club is an excellent way for students to stay fit and to release
some energy. The students who participate in run club seem to be really excited about it. The
school just finished a program called WinterKids, Winter Games. Students competed with other
Maine schools in different healthy activities. The first week, students needed to get 180 minutes
of physical activity, and the second week was all about nutrition. The third week was family
involvement week and the program encouraged families to work on healthy habits together.
In Room 10, the day typically starts with a morning activity related to either math or
vocabulary. Sometimes this time is used to finish large projects as well. Next, students transition
into writing. Students have been working on writing opinion pieces using strong evidence. After
writing is reading. The class is broken up for reading and the students go to different classrooms
depending on their reading level. This is the longest block of the day. Students have reading for
90 minutes. My mentor teaches the Read 180 program for the readers with lower Lexile levels.
The program involves computer work, modeled and independent reading, and whole and small
group instruction. Due to the fact that this is a very specific curriculum, lessons are scripted in
the Read 180 book. I will still need to make a plan for the delivery of the lesson, but for the most
part, I will have to follow what the book says. If students are confused or need clarification, I
will need to have supplemental materials that tie in with the lesson. My mentor teacher has been
doing a lot of work with syllables and I think that it is helpful. I will try to include some phonics
in my lessons when I can because I think that is beneficial for this group of learners. The spelling
curriculum that is being used focuses on the 6 syllable types. Spelling is taught primarily on
After the 90 minutes of reading, the class comes back together for social studies or
science. The big focus in science for the year is the scientific method. MCSS is using the Gulf of
Maine resources to teach students about the scientific method. My mentor teacher often uses
Mystery Science to make lessons engaging for the students. In social studies, the focus is
After social studies/science, the students go to recess and then lunch. When they come
back, they have a quiet 5 minutes to read or do something quiet to transition back into class.
This is a great classroom management idea because it gives the students a chance to get back into
the mindset of learning. Math ends the day. During math, there are only 10 students in the
classroom because 3 students go to a different math program and the students in the functional
life skills program are in the special education room. As mentioned earlier, the math program is
Envisions. The nice thing about this program is that there are videos that are a part of the lesson,
which helps to engage the students. Envisions is scripted, but there are options for
differentiation. Knowing that I have some students who struggle with math and others who pick
up new concepts easily, I will use leveled worksheets. The book provides re-teaching, practice
and enrichment options. The enrichment worksheet does not always match the lesson exactly so
I will have to find some supplemental materials. A school-wide math goal is to improve student
performance with word problems. When lesson planning, I will try to include multiple word
problems and have students discuss the strategies that they use to solve them.
My mentor teacher has amazing classroom management skills. The students take turns
with the responsibility of daily classroom jobs. To get students attention she uses call and
response. “Holy Moly- Guacamole,” is a favorite. As far as materials are concerned, the
classroom teacher provides everything and it is optional for kids to bring their own supplies. This
helps students who cannot afford supplies because they are not singled out. There are laptops and
Chromebooks available for student use in the classroom, but they must be signed out by the
The classroom is rather small and does not have as much bulletin board space. This is
because it used to be the library of the school. The bulletin boards that are in the classroom are
used beneficially. One of the bulletin boards has the math unit goals displayed. A couple of the
boards in the Read 180 corner of the room are dedicated to that program. Student progress is
shown on the bulletin board above the computers. As the student finishes a section of the Read
180 work they add flames to their rocket ship on the bulletin board. This is a great way for
students to see their hard work paying off. That corner of the room also has a multitude of books
that the school purchased specifically for the Read 180 program. In addition, the rotation groups
are posted and anchor charts about syllables are displayed. There are posters around the room
with content and helpful reminders, for example, the parts of speech. On one side of the
whiteboard, reminders are posted along with the daily schedule. The behavior matrix is also
the whiteboard and Apple TV are. There is plenty of space for movement around the groups.
There are a few wiggle seats that students can use if they would like to and several students have
wiggle cushions on their seats. Periodically, students are encouraged to get up and move around
the classroom. The students will occasionally do a “walk and talk” where they share ideas with a
partner while walking around. It is important to get students moving to keep their blood moving
and their brains sharp. Go Noodle is also very beneficial for some lessons because it reinforces a
concept while letting the students get up and move around. I will try to involve as much
The class consists of 16 students including 8 girls and 8 boys. At the beginning of the
year there were 19 students but 4 moved, and we recently got a new student. This affects the
dynamic of the class in a few ways. First, all of the students who moved had IEPs or a learning
disability. There was preferential seating for a couple of them but now seating can be moved
around. Also, students that tried to hide under the radar are no longer able to because the class is
so small. I have not seen any student friend groups majorly impacted, but I am sure students are
missing their friends who moved. Fortunately, the students in this class all get along pretty well
with everyone. Since we now have the smallest 5th grade class, there is a possibility that we
could get more new students. I think that this could definitely change the class dynamic. We
have a very talkative class with a lot of personalities. I can already see that our new student is
feeling a little overwhelmed. I have been, and will continue to try to make her feel more
comfortable by making sure the other students include her in discussions and games. All of the
students are white, so there are no visible racial differences within the classroom. All 16
students speak English as well. The students are 10 and 11 years old. Several of them are reading
at a lower level than 5th grade, some reading as low as second grade. This is something that I
will need to keep in mind when planning lessons. I will have to make sure that any reading is
accessible for all students. There are no students who have physical disabilities in the classroom,
but several of the students have learning disabilities. Three of the sixteen students are in the
functional life skills program and they are only in the general classroom for and social studies or
science. When these students are in the room, there is at least one Ed tech in the room with
them. Six of the students have IEPs. They all receive out of class services at some point in the
day. Several students receive Title 1 services for reading, math or both. It is important for me
to be aware of students who receive Title 1 services for a couple of reasons. First of all, it helps
me to determine which students need more support. Students who receive Title 1 services get
help outside of the classroom, but it is still critical for me to support them in the general
classroom during instruction. This can be achieved by checking in with these students often and
plan for them to make up the work they miss when they are pulled out of a lesson for services.
Many times, students will miss directions or details of the lesson because they are in Title 1. It is
important for me to be prepared for this and plan how to help these students catch up. This may
involve re-teaching the lesson to them one on one at a later time. There are two students in the
enriched resources program for gifted and talented students. These students are often in the
classroom for general instruction. It will be important to think about leveling problems to give
The latest NWEA data demonstrates that the majority of the students scored average or
below average in math for the individual goal areas. There are only 10 students that are in our
math class, so the percentages tell exactly how many students scored in that range. The students
who receive special education services are not on the class roster for the NWEA data. Overall,
40 percent of students scored low average, 20 percent scored average, and 40 percent of students
scored high average. The four goal areas are Operations and Algebraic Thinking, Numbers and
Operations, Measurement and Data, and Geometry. Knowing which students scored well in each
area will be helpful to know when planning lessons for different math topics. No students scored
in the low range for the first 2 goals. This means that most students have a decent grasp on
algebra and working with equations. When planning lessons revolving around algebra, I can
predict that most students will have the background knowledge that they need to solve equations.
Two students who scored in the low average range are already in RTI for math. Although they
are receiving supplemental instruction, it will be important for me to check in with them
frequently during lessons that involve algebra. The other student who scored low average for
Operations and Algebraic Thinking does not receive RTI services and seems to do ok in math
generally. This student often gets stressed quickly, so it is possible that there was some test
anxiety that affected the score. I will still check in with this student to make sure he is keeping up
with the lesson. Several students scored lower in the categories of Measurement and data and
Geometry. Often these subjects are at the end of the curriculum and are not always covered in
depth, so many students just have not been exposed to the topic enough. When teaching these
topics, I will need to consider that the students may not have all of the background knowledge
necessary to complete the lesson as it is planned in Envisions. It will be important for me to pre-
assess to see where they are and then develop reasonable goals around that. I may also need to
All subjects
PE
Art
Music
Social Studies
Science
Writing
Reading
Math
0 2 4 6 8 10 12 14
The student interest survey yielded some interesting results. Students were allowed to
check off more than one response. Four students marked all of the subjects as their favorite. Ten
students said that one of their favorite subjects was math, but of those ten, only three are in the
general classroom for math. This tells me that I am going to need to find a way to make math
more enjoyable for the students. I will have to follow the curriculum but I may try to use some
of the supplemental material that is provided with the Envisions program in order to break up the
routine. I also think that using more hands-on activities might help.
Twelve of the students enjoy reading. Knowing this information, I will want to think
about incorporating reading into other subjects as well. I might use characters from a book that
the class has read in a math problem, or have the students draw a map of the setting as part of a
social studies lesson about maps. For those students that do not like reading, I will need to find a
way to incorporate some of their interests. One of the students that did not check off reading as a
favorite subject said that they enjoy science, so I could try to make up some problems with
science in them. The students could also use their favorite subjects as a writing topic.
Thirteen students enjoy PE. Two students in the class expressed that this is the only
subject they like. This tells me that I need to incorporate movement into my lessons. I should
also plan breaks in the lesson for the students to get up and move around. Walk and talk would
be a great way to get the students moving and discussing content at the same time. A gallery
walk would work in the same way. Eight students said that writing was one of their favorite
subjects. This tells me that about half of the students would prefer to express their knowledge in
a way other than writing. In order to engage these students during a writing lesson, I could allow
them some choice in the topic. There are also different forms of writing, so I could allow them
With a partner
Alone
0 2 4 6 8 10 12
Most students prefer to work with a partner, but some would prefer to work alone, in small
groups or as a whole class. I can make this work for all students by allowing students to choose
if they want to work alone or with a partner, and by implementing some whole class instruction
into my lessons.
Make a poster
Make a song/rap/dance
Write a report
0 2 4 6 8 10 12
Most students would prefer to make a poster to demonstrate their knowledge, but some
students would prefer to write a report, act out a skit, or make up a song/dance. I think that the
best way to address these differences is to allow choice when assigning a project. This way the
students can represent their knowledge however they would like. This also goes along with
proficiency- based learning because students have a chance to demonstrate their knowledge in a
12
10
0
Read Watch a video Do a hands- on Listen to the teacher
activity
All but four students would prefer to watch a video to learn about a topic. This means
that I need to incorporate videos into my lessons. Ten students like hands-on activities so I will
make sure that there is an opportunity to practice lessons with manipulatives of some sort.
At the end of the survey, I asked about a favorite book, a favorite color, and a favorite
animal so that I can incorporate these into lessons. Several students like the Amulet books, so I
will have to read some of those and see what I can use them for. They are graphic novels, so I
could have students design their own mini graphic novel based on a lesson. A lot of the other
favorite books are graphic novels as well, so I think the students would really enjoy the activity.
Most of the class likes animals, so I will try to find books or create lessons that involve animals.
The final question on the survey was, “Something you should know about me is…” Most
students just wrote that they love animals or gaming, or something they do in their free time, but
one student said that they do not like to speak in class. I will have to keep that in mind and try to
engage that student in a different way. I could use mini whiteboards so that everyone can show
their thinking.
Read 180 has a different group of students. There are 16 students. Some of the students
are from room 10, but many come from other classrooms. The needs and interests of these
students differ from the “homeroom.” Read 180 is a program that students can enter and exit at
any time during the year when their reading ability changes. The needs of the class may change
over the semester. I will need to be flexible and change my teaching based on the needs of the
students.
What Students in Read 180 Like to Read
mysteries
magazines
realistic fiction
animals
picture books
graphic novel
adventure
science
Cooking/crafts
humorous fiction
fantasy
history
0 2 4 6 8 10 12 14
Read 180 has certain books that students can choose from. Knowing that the majority of
students enjoy adventure books, I will try to suggest books that have a lot of adventure.
Mysteries, graphic novels and fantasy are also common genres that students enjoy. I will need to
become familiar with the selection, so that I can lead students in the direction of a book that they
will enjoy. Not many students enjoy reading history, so I will expose them to history in whole
group or small group first, rather than asking them to read it on their own. For the three students
that do like history I will try to suggest books for them that fit that genre. In addition, when
planning small group lessons, I will try to have a variety of subjects when using supplemental
materials.
19%
37%
13%
31%
In Read 180 there are times when students do not have a choice as to how they work.
However, when I think about structuring whole group and small group instruction I can make
small adjustments to allow students to have some time to work in a way that is beneficial for
them. 40 percent of students like to work alone. This is pretty easy to accommodate because
after I give directions in small group, students often work alone in their R-Books. 31 percent of
students enjoy working in pairs. I can accommodate this by using more think-pair-share during
lessons. I can also give students an opportunity to work on some assignments with a peer. 13
percent of students like to work in a small group only. This means that most students do not like
small group work. Small group is a whole rotation in the Read 180 program, so I am going to
have to find a way to make it more enjoyable. I think that by adding elements of think-pair-share
and some time to work alone during small group, I can meet the needs of all learners.
The top of the survey provided more detail as to how students like to work during
reading class. Students could mark anything that they enjoyed. As a result, some of the data
13 out of 16 students enjoy listening to the teacher read. This means that I should include
read alouds in my lessons. My mentor teacher already does this and the students enjoy it, so I
will definitely continue this. The majority of students also like to do work in stations. This
works perfectly in the Read 180 program because that is how the curriculum is written. Twelve
students prefer to read alone. Students all have the opportunity to read by themselves during the
modeled and independent reading rotation. Only about half of the students enjoy reading in a
small group. This is not a typical part of the program anyway, but for those students that do
enjoy it I can make sure that when stories are read aloud in small group, I give students a chance
to participate in reading aloud if they would like. Several students like to do projects about their
books. In the Read 180 program students have to complete graphic organizers but there are no
major projects right now. Perhaps students could turn their graphic organizers into a project that
they present. This would still follow the program, but it would entice students who want to do
more than just fill out a chart about their book. Read 180 is difficult to change because it is so
scripted. However, with the small changes that I mentioned, I believe that I can reach every
For the students in room 10 and in Read 180 there are several factors that need to be
considered to help them succeed. The high rate of poverty means that I am going to have to find
ways to really engage these students and to keep their home life situation in mind. I also need to
be aware of the resources that students have at home. In addition, all of my students have
different learning styles that I will need to keep in mind when designing lessons. These
contextual factors of the community, school, and classroom will inform my instruction in many
ways including differentiation and engagement strategies. Considering the implications of the
data, and writing lesson plans in a way that addresses this information will give all students a
chance to learn.
References
Jensen, E. (2013). Engaging students with poverty in mind: practical strategies for raising
achievement. Alexandria, VA: ASCD.
United States Census Bureau Quick facts (2017) US department of commerce. Retrieved from
https://www.census.gov/quickfacts/fact/table/skowhegantownsomersetcountymaine,ME/PST0
45216