5. Submit Implementation Portfolio

This is a collaborative class of 26 lovely students.  There are 13 students with IEP's and 504's. They are generally a very chatty and lively group which only makes sense since it's the last class of the day! The lesson on comparing integers took about 20 minutes. This lesson came about because we noticed more than half of the class were continuously missing questions requiring comparing and ordering integers.  We knew that we needed to correct that quickly and with clarity.  After the lesson, the students completed a worksheet to show their new awareness of comparing and ordering integers.

5th Grade Special Education -6 students: 1 female, 5 males, 6 Caucasian 3 students with Specific Learning Disabilities, 2 students with Other Health Impairments, 1 student with Autism 5th Grade General Education- 14 students: 9 females, 6 males 10 Caucasians, 2 African Americans, 2 two or more ethnicities 1 student with 504:Hearing lost/anxiety

Framing Routine implemented with a 5th grade inclusive reading class of 18 total students, five of which had IEPs. The instruction spanned two 90 minute class periods over two non-consecutive days, with half of the content and Frame co-construction completed on each day.
Student Artifact 1: https://drive.google.com/file/d/1wCGU1NgJ6FtOv0FncS0FeL93U7DZzkX5/view?usp=sharing ;
Student Artifact 2: https://drive.google.com/file/d/1e9v-hPOoycthJzt6X0hYSMi7rQ3wTIKG/view?usp=sharing
Student Artifact 3: https://drive.google.com/file/d/1GvrYk1Fwz5AKvjsu_EOCwx1zwxOzUKBZ/view?usp=sharing
Student Artifact 4: https://drive.google.com/file/d/1x1BM3jGCyYgBrBxxwcUjsX-KfavAXgUg/view?usp=sharing
Student Artifact 5: https://drive.google.com/file/d/1ZnOKO0PiQeOhlVyMb7KfGP1Y9o_LJl3h/view?usp=sharing
Draft Device: https://drive.google.com/file/d/1LRsU8KIrbtyUaj1yfBHHvjjSGacZIBw7/view?usp=sharing
Final Device: https://drive.google.com/file/d/1IuAAVJyY9xGJSZxIqS9bhOA1faLGYyV8/view?usp=sharing ;

5th Grade Special Education -6 students:  1 female, 5 males, 6 Caucasian 3 students with Specific Learning Disabilities, 2 students with Other Health Impairments, 1 student with Autism   5th  Grade General Education- 14 students:  9 females, 6 males 10 Caucasians, 2 African Americans, 2  two or more ethnicities 1 student with 504:Hearing lost/anxiety

The FRAME routine was used in an Algebra 1 Full Year class which is considered a tier 2 math intervention.  In this co-taught class there are a total of 22 students: 5 girls and 17 boys, 7 students with disabilities, 11 ELL students, 11 Hispanic students, 3 African American students.  There are currently 5 students who have previously take Algebra 1; 4 students are in grade 10 and 18 students are in grade 9.

The school as a whole has approximately 1280 students: 669 girls and 611 boys, 116 students with disabilities, 62 students with 504, 73 ELL students, 251 Hispanic, 257 African American, 23 Asian, 1 Hawaiian/Pacific Islander, 6 American Indian, and 742 Caucasian.

The FRAME routine is used a minimum of once per unit, each unit lasts 3-4 weeks.

Teacher copy from class:
https://drive.google.com/file/d/0B-FfkiPkS-UgLTZtaThxSlNScGs/view?usp=sharing

Student copy:
https://drive.google.com/file/d/0B-FfkiPkS-UgNF9UMGpSVzA0UmUzVVVUT3Q5dEt5U0ZrNHRj/view?usp=sharing

This was a great way to review the different ways to find slope, given different scenarios.  The students were able to pull from prior knowledge and play an active roll in creating the FRAME.

Here is the teacher copy of the FRAME that was completed as a class:
https://drive.google.com/file/d/0B-FfkiPkS-UgUC1uQllEVjhhUlRQQlNQU0g0dVBGVEVLM3Rj/view?usp=sharing

Here is a student copy of the FRAME:
https://drive.google.com/file/d/0B-FfkiPkS-UgeUxQaXZiV3VyN1RjV2FORTFHNjRRSXRBN25Z/view?usp=sharing

This FRAME was a great way for students to see the same content presented in various forms.

Teacher copy:
https://drive.google.com/file/d/0B-FfkiPkS-UgMGY0eW5lVDM0Y1U/view?usp=sharing

Student copy:
https://drive.google.com/file/d/0B-FfkiPkS-UgaUR1eFZjV212MXRNT09uOXE3S255bHlFQlhR/view?usp=sharing

Students did well making connections between the various exponent rules, the rows of each main idea helped the students make connections.