5. Submit Implementation Portfolio

Amy Hodges   Hidden Valley Middle School   March 6, 2017   VDOE Co-Teaching Excellence   Concept Diagram Implementation Portfolio:   In our second block English 8 class, we have seven students with disabilities. One student becomes overwhelmed easily, and she will need assignments reduced. We have several students who struggle with staying on task. We have been studying essay writing vigorously in this class, and Mr. Hall and I implemented the concept diagram to reinforce the written expression/composition expectations of an essay. During the co-construction phase, students were engaged and making meaningful connections. The following days, students were still able to recall essential characteristics of the concept diagram which was very exciting for Mr. Hall and me.  Mr. Hall  and I will be using the concept diagram this week to reinforce the usage/mechanics expectations of essay writing.  We plan to further implement the Concept Mastery Routine with key concepts for reading, such as theme and tone. 

Math 6 

15 girls and 9 boys
13 students with IEPs


This concept was used as a review tool for our benchmark.  

We spent about 25 minutes with the students on completing the form.  It was a success.  The students responded well to the review which made me feel really good about what they actually remembered.

I implemented the Concept Mastery Routine with a 7th grade honors history class.  This is not a team-taught class, and I was in there as a guest teacher for the day.  This was a 3rd block class that meets for half a block, then goes to lunch, and returns for the 2nd half of class.  There are 24 students in this class, 13 females, and 11 males.  There are four students with IEP’s.  One student receives preferential seating and small group testing.  One student receives extended time on summative assessments.  One student is in a small group resource used to receive small group testing.  The final student with an IEP has auditory intolerance and wears a white-noise headset and utilizes a flash pass as needed when anxiety arises.  

This routine was used as a review prior to a test on immigration.  The immigration unit was a multiple week unit.  The concept mastery routine was completed the first half of the block before lunch.  Students then had lunch and took the test the second half of the block.  

At the following link, you can find two samples of what the students completed in class as well as the teacher draft.
https://drive.google.com/file/d/0B9YSFDW4RsEMLUhwdy1TWDQxMFk/view?usp=sharing

We have used the Concept Mastery routinely with our co-taught classes.  This routine has provided our students the ability to become better writers.

In our 4th period English 7 average inclusion class, we have 23 total students. There are 13 boys and 10 girls with 6 of those having an IEP and 4 having a 504. The class is 65 minutes (12:36 - 1:41), and it is a year long class. Our students are very active and talkative which makes creating groups difficult. We had to move the desks into a completely different configuration and assigned several different seating charts throughout the year because of their personality conflicts and difficulty paying attention. 

Link to teacher copy:
https://drive.google.com/file/d/0B9yJ7ZAs05-uU2p6Q0tmbV9MZ25JRW5ISTE0RDZNa1ZtT2g0/view?ths=true

Link to student copy:
https://drive.google.com/file/d/0B9yJ7ZAs05-uZnB5T1BpYnNScW84RTFibUV3M2tVOVlRZVRj/view?ths=true

This is a 4th period average level English 7 inclusion class consisting of 23 students (13 boys, 10 girls).  6 students have IEP's and 4 have 504s.  The general education teacher co-teaches with a special education teacher.  The class is 65 minutes long (12:36-1:41) and is a year long class.  The students in this class are very active and talkative which makes creative small groups difficult.  We've moved desks into a completely different configuration and have assigned several different seating charts throughout the year due to personality conflicts and difficulty paying attention.

Link to teacher copy
https://drive.google.com/file/d/0Bwlrrk4Hc2y8U2p6Q0tmbV9MZ25JRW5ISTE0RDZNa1ZtT2g0/view?ths=true

Link to student copy
https://drive.google.com/file/d/0Bwlrrk4Hc2y8ZnB5T1BpYnNScW84RTFibUV3M2tVOVlRZVRj/view?ths=true

https://drive.google.com/drive/folders/0B1QkIeJfdYTyUlJZenhCeGRTREk

     In our second block English 8 class, we have seven students with disabilities. One student becomes overwhelmed easily, and she will need assignments reduced. We have several students who struggle with staying on task. We have been studying essay writing vigorously in this class, and Mrs. Hodges and myself implemented the concept diagram to reinforce the written expression/composition expectations of an essay. During the co-construction phase, students were engaged and making meaningful connections. The following days, students were still able to recall essential characteristics of the concept diagram which was very exciting for Mrs. Hodges and myself. Mrs. Hodges and I will be using the concept diagram this week to reinforce the usage/mechanics expectations of essay writing.  

This class has 17 students, 11 boys, 6 girls, 11 of 17 have IEPs. It is a co-taught class, so there is opportunity for small group remediation and instruction. 
The class meets during the final 90 minute block of the day on an alternating block schedule. 
We spent 4 weeks on the literature of the Romantic period (10 blocks), with about 2 weeks (5 blocks) on specifically Gothic literature (several examples from Poe and Irving).

Link to log: https://drive.google.com/file/d/0B2B8GvAFCXAbY2dmVHowUGpHZE0/view?usp=sharing

LInk to draft of diagram: https://drive.google.com/file/d/0B5wFYgMdG8XnRUJGZTN1SVF3cEU/view?usp=sharing

Link to final diagram: https://drive.google.com/file/d/0B2B8GvAFCXAbUFJFWTYtcjIteWc/view?usp=sharing

Description of class:  25 students of which there are 12 girls and 14 boys.  There are 3 Hispanics, 5 African American, 16 White, 4 of two or more races. There are 8 SWD, 2 LEP.  8/25 passed fifth grade Math SOL last year.  This particular implementation of Concept Diagram was introduced for first time during this video.  Students had only been studying percents for about 3 days prior.  Their draft turned out to be very similar to our rough draft.

https://drive.google.com/open?id=0B6CBTNvD27m4cUtkejdMRVpSQXM

https://drive.google.com/open?id=0B6CBTNvD27m4cUtkejdMRVpSQXM  ; for student notes Description of class:  25 students of which there are 12 girls and 14 boys.  There are 3 Hispanics, 6 African American, 16 White. There are 8 SWD, 2 LEP.  8/25 passed fifth grade Math SOL last year.  This particular implementation of Concept Diagram was introduced for first time during this video.  Students had only been studying percents for about 3 days prior.  Their draft turned out to be very similar to our rough draft.