Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docx

Running Head: DATA USE, COLLECTION, AND
APPLICATION
1
DATA USE, COLLECTION, AND APPLICATION
2
Data Use, Collection, and Application
Jason Duesler
EDU 480
11-29-19
Professor Denny
Needs Assessment
1. Demographic profile of the school and student
John, a 6-year-old adolescent is a Hispanic student at Poinciana
Elementary School, in Mrs. Vollrath’s classroom. Mrs. Vollrath
communicated to me that the student uses English, but he
cannot effectively communicate because of the stammering
problem. Mrs. Vollrath also stated, John is raised up in a single-
family since his father and mother had divorced forcing him to
live with his mother alone. The mother is working at the nearby
shop where she earns $400 monthly. John is currently having an
Individual Education Program (GIS) to help him meet his
communication goals. Moreover, John has also been
recommended for speech therapy. He started stammering at the
age of 6. Later, a psychology assessment established that John
was suffering from a serious cognitive disorder. In most cases,
he was sad and moody, and sometimes he could withdraw from
social situations and become irritable even if no one had
annoyed him (Morrison, 2009).

2. Use the chart below to assess the student’s English language
arts skills. Check the appropriate box for the selected student.
Scale
Almost Always
Sometimes
Every once in a While
Rarely
Never
5
4
3
2
1
The student speaks with the teacher and fellow students with
fluency.
·
The student speaks socially with fluency.
·
The student can fluently read grade-level texts.
·
The student can demonstrate comprehension of grade-level
texts.

·
The student writes using grammar and punctuation expected of
his or her grade level.
·
The student has clear handwriting.
·
The student has no major spelling issues.
·
The student writes without struggle.
·
The student listens to the teacher and peers with ease.
·
The student completes all tasks and homework as assigned.

·
3. My observations of the student regarding listening, speaking,
writing and reading skills
John did not have any listening and writing difficulty as he was
able to write using grammar and punctuation expected of his
grade level. He was also able to write without struggle, listen to
the teacher and peers with ease and complete all tasks and
homework as assigned. Nonetheless, the main problem with
John was speaking because of stammering. In this respect, John
could hardly speak with the teacher and fellow students with
fluency. He was also unable to can fluently read grade-level
texts and could not demonstrate comprehension of grade-level
texts as well.
Responding to the Needs Assessment Data
4. John’s short-term and long-term goals would include:
· To emphasize the commitment to speak and align words to the
standards
· To engage the teacher and get the opportunity to pronounce
words correctly
· To ensure that John learns speaking and readings skills in a
manner that reflects quality research-based communication
practices
· To ensure John reads fluently at grade level
· To teach John reading and speaking strategies regarding the
complex content area texts

· To improve John’s performance on speaking and reading
The research-based instructional strategies entail all the
learning approaches that a teacher can use to assist a student
with speech disorder better learn and understand the course
materials (Persaud, 2018). The learning instructional strategies
can be either active or assessment-based instructional strategies.
In the active instructional strategies, the teacher uses simple
questions and ask the student what he/she has found most
interesting in class or ask him/her to state what they intend to
learn more about (Persaud, 2018; Morrison, 2009). The teacher
can also slightly tighten the approach ask the student to draw a
sketch that illustrates the things they have learned and ask them
to connect the key concepts they learned in class to real-life
situations. On the other hand, the assessment-based
instructional strategies use tests, examinations, quizzes, and
projects to assess the student’s progress.
References
Morrison J. (2009). Why Teachers Must Be Data Experts.
http://www.ascd.org/publications/educational-
leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data-
Experts.aspx
Persaud C. (2018). Instructional Strategies: The Ultimate Guide.
https://tophat.com/blog/instructional-strategies/
© 2016. Grand Canyon University. All Rights Reserved.
http://www.ncte.org/library/NCTEFiles/Resources/Positions/for
mative-assessment_single.pdf

http://www.readwritethink.org/
http://www.literacyworldwide.org/docs/default-source/where-
we-stand/formative-assessment-position-statement.pdf?sfvrsn=9
https://www.teacher.org/wp-
content/themes/teacher/scripts/lesson-
plans/generate_lesson_plan.php?id=beginning-sound-match
this is an example of a English Language Arts lesson
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central

focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:

· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.

Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive

technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:

· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the
white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.

Explain how you will differentiate activities for each of the
following groups:
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this
section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your

students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.
Explain how you will differentiate assessments for each of the
following groups:

Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.
Time Needed

Running Head DATA USE, COLLECTION, AND APPLICATION1DATA USE.docx

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