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Implementation Portfolio
Background…
We have used the LINCing Routine during the current
2017-2108 academic term. Our school
operates on the Semester 4X4 system resulting in new classes each
semester. We are currently in the second
semester, the fifth week of instruction.
Currently, two 9th grade English classes are being
instructed.
Class number 1---24 students enrolled of which 9 are IEP
students, 3 have 504 Plans, and 12 are GENED.
IEP Exceptionalities include, 1) autism, 2)
emotional disability, 3) other health impairment, and 4) specific learning
disabled. The class has 5 females and 19
males enrolled. 5 students are
African-American and 19 are white. 3
students read at grade level or above.
The overall average of the class independent reading level (IRL) is 6.5 (Should currently be at 9.5). The lowest IRL in the class is 2.3. IEP students average 5.3 accommodations per
class. 11 students receive free or
reduced breakfast and lunch. Class
average GPA is 2.0375. 7 students
present with medical alerts. The average
IEP student service delivery is 4.738%.
Class Number 2---25 students enrolled of which 11 are IEP
students, 2 have 504 Plans, and 12 are GENED.
IEP Exceptionalities include, 1) emotional disability, 2) other health
impairment, and 3) specific learning disabled.
The class has 6 females and 19 males enrolled. 4 students are African-American and 21 are
white. 4 students are reading at grade
level or above. The overall average of
the class independent reading level (IRL) is 6.1 (Should currently be at 9.1). The lowest IRL in the class is shared by two
students ranked at 2, while a third is rated at 3. IEP students average 5.7 accommodations per
class. 11 students receive free or
reduced breakfast and lunch. Class
average GPA is 1.979. 5 students present
with medical alerts. The average IEP
student service delivery is 11.463%.
Total students--- 49
IEP students--- 21 (43%)
504 Plan students--- 5 (10%)
Students receiving services)--- 53%
IEP Exceptionalities--- autism (1), ED (4), OHI (7), SLD (9).
Female students--- 11
(22.45%)
Males students--- 38
(77.55%)
African-American students--- 9 (18.36%)
White students--- 40
(81.64%)
Students reading at or above grade level--- 7 (14.29%)
Students reading below grade level--- 42
(85.71%)
Students receiving free or reduced breakfast and lunch--- 22 (45%)
Implementation…
We have taught the short story unit and have used the
LINCing Routine to introduce vocabulary per story. The four stories featured similar themes,
actions, and outcomes regarding structure.
The vocabulary lists drawn from each varied per story, with the first
having 11, the second 9, the third 7, and the fourth with 9.
The stories taught included:
a. “The
Cask of Amontillado” Edgar Allan Poe,
b. “The
Most Dangerous Game” Richard Connell,
c. “The
Scarlet Ibis” James
Hurst,
d. “The
Lottery” Shirley
Jackson.
We used 70 minutes of a 94-minute block to teach the
initial introduction to the LINCing Routine based on the first story. Another 25 minutes was required the following
day to complete the introduction of the list.
The students had each word on the list modeled for them with some
measure of reluctance for voluntary participation being noted.
During the vocabulary lesson for the second story taught, 45
minutes of a 94-minute block were devoted to the exercise. Of the 49 students, 8 finished during the exercise
and the balance of students were directed to finish the exercise for homework
and given two evenings to finish the work on their own. Of the 41 remaining students, 9 turned in
their completed work the next day. Of
the 40 remaining students, 29 turned in the work on the second day, with four
of those incomplete. Of the remaining 11
students, 7 turned in the work over the following week and two of those were
incomplete. 4 students did not submit
anything to date. 2 were absent on the
original day of the class modeling and 2 lost their work after having received
more than one copy.
Story three featured the shortest vocabulary list. 45 minutes of a 94-minute block were
dedicated to the exercise in class. It
was during this lesson that the most student progress was demonstrated. Students grasped the opportunity and set to
work independently or in groups of two.
They were quickly beginning to feel comfortable with the requirements
and expectations of the exercise. Of the
49 students, 31 submitted their finished work prior to leaving class. On the following day, 12 students submitted
their work, 5 of these being incomplete with a number having two or more
reminding words not noted. 3 students
submitted work in the next three days, with 3 still not having turned in the assignment.
With the last story, students were taught the vocabulary
list, given slide copies of the presentation, and a blank LINCing table and
required to create their own table by completing the entire sample on their own. Time did not permit that the exercise be
completed in class. It was assigned as
homework for submission in two days’ time.
Tomorrow (3-15) is the submission date as I compose this.
A matching quiz style assessment, word to definition, was administered
for the first three vocabulary lists to date. These were given at the beginning
of each class following a brief review.
An exit pass was assigned at the end of class on the same day that the
quizzes were given regarding the same vocabulary list used earlier in the class
period. The students demonstrated moderate,
yet improved growth, as they came to understand the expectations of the
assessment phase.
Quiz---
a. Quiz
#1 score average---73%,
b. Quiz
#2 score average---78%,
c. Quiz
#3 score average---86%,
d. Quiz #4 score average---pending.
Exit pass---
a. Pass
#1 score average---82%,
b. Pass
#2 score average---78%,
c. Pass
#3 score average---86%,
d. Pass
#4 score average---pending.
Scoring rates were similar in outcome. It suggests the students learned the
information compartmentally.
