Teacher Work Sample: Instruction I: Individualization and Management
Teacher Work Sample: Instruction I: Individualization and Management
Teacher Work Sample: Instruction I: Individualization and Management
Gustavo Munoz
December 4, 2016
Math Education
-J C Watts
As of today I have
taken Calculus I, II
and III. I am currently
taking Linear Algebra
and Differential
Equations.
(832)526-9385
Setting and
Context
Vision: Poudre School District exists to support and inspire every child to think, to
learn, to care, and to graduate prepared to be successful in a changing world.
Demographics:
Asian: 3.00%
Black/African American: 1.16%
Hispanic/Latino: 18.09%
Native American: 0.52%
Native Hawaiian/Pacific Islander: 0.14%
White: 73.79%
Two or More: 3.41%
STUDENT PROFILE
Participating in Free/Reduced Lunch: 33.71%
Special Education Programs: 7.81%
Gifted and Talented Programs: 11.92%
English Language Learner Programs: 7.84%
STAFF PROFILE
Total Staff: 3,652
Certified: 1,969
Classified: 1,540
Administrators: 143
Total teachers: 1,716
Average teaching experience in PSD: 12 years
ACADEMICS
Dropout Rate: 1.5%
2014 Graduation Rate: 84%
8.8 out of 10 graduates completed at least one post-secondary class prior to
graduation
Class of 2015 graduates earned more than $44 million in scholarships
Students performed 8%-17% higher than students around the state in all
subjects and in all 27 areas tested on the 2014 Transitional Colorado
Assessment Program (TCAP)
DISTRICT ENDS
DE 1.0 outlines PSD's four major goals, which seek to ensure that all students have
a well-rounded education that prepares them to succeed in a changing world.
Foundations for Success: Colorado Academic Standards/Wellness
Success in a changing world: Post-Secondary Readiness
Above and Beyond: Individual levels of excellence for students
According to Boltz Middle Schools website, Boltz Junior High School was well under
construction and scheduled to open its doors for the beginning of the 1972-73
school term. Just prior to opening, however, a fire ravaged the facility. Determined
crews immediately set about rebuilding the structure from the ashes up, and the
school opened January 29, 1973.
A beautiful Greek myth parallels Boltz's early fate. Legend had it that the phoenix, a
brilliant reddish and gold bird, was the only one of its species. It lived a regular life
for hundreds of years, at the end of which time it burned itself on a funeral pyre.
From the ashes would arise another Phoenix, one of renewed youth and beauty.
Accordingly, we chose the Phoenix for our school mascot.
Today Boltz is a school with great pride in our heritage, abundant and energetic
young people, and dedicated staff. Our pride is reected in the red and gold colors
of that majestic bird that has become our symbol -- therefore we are...the
Boltz Phoenix.
Boltz also has a vision in place that, [They] are preparing students to become
responsible citizens in our democratic society.
Along with the mission and vision of the school, Boltz has
guiding values that create the unique culture of the school:
Students are the #1 priority at Boltz Middle School.
The academic, emotional and social growth of junior high students is an
ongoing process which we foster. Staff will work with students in a positive manner
so that the students have the opportunity to acquire the skills of self-discipline.
A strong academic and exploratory curriculum is necessary for
students to reach their potential.
The Boltz community has high academic expectations for students. The academic
and elective curriculum is relevant and addressed to students' needs.
Students are encouraged to become lifelong learners and
responsible citizens.
Students will develop and use learning skills. Students will develop the values they
need to lead productive lives. These values include, but are not limited to:
responsibility for actions, honesty, integrity, perseverance, initiative,
tolerance, dependability, respect, and courage.
Open communication and collaborative involvement among parents,
the community, students, and staff is welcomed, encouraged and
fostered.
Boltz Middle School will continue to be a safe school with your input. As a staff, we
will model, teach, and use POSITIVE INTERACTION SKILLS based on the Discovery
Model. We expect students to use these same skills when interacting with staff,
parents, and other students at Boltz Middle School. These skills include
the following: As a school, we have in place a Step System to enable all staff to work
with student behaviors and decisions. Our goal is to address concerns at the lowest
possible level/step before issues or behaviors escalate or become serious. Boltz
Middle School believes that mediation and problem-solving are the best way to
resolve problems. Step 1 behaviors/offenses are lower level and will be addressed
and solved through staff working directly with students. Step 1
behaviors/offenses may turn into Step 2 offenses if the problem persists or if
students choose not to work through the issue positively. Step 2 behaviors/offenses
are very serious. These behaviors/offenses jeopardize student safety and an
environment of mutual respect. In cases of Step 2 behaviors/offenses,
parent(s)/guardian(s) will be contacted immediately and the student placed on in-
school or out-of-school suspension. In the case of out-of-school suspension, a parent
conference is required before the student is readmitted. If Step2 behaviors/offenses
continue, the student may be placed on the Habitually Disruptive ladder, which
could result in being recommended for expulsion from school.
(Less serious but become more serious if continued! Consequences may include
parent contact.)
Hall Behaviors:
We expect all students to maintain a safe, positive, and mutually respectful
environment at Boltz Middle School. Running, pushing, shoving, tripping,
or inappropriate language have no place in a school. Inappropriate hallway behavior
will result in a range of disciplinary consequences.
Attendance:
By law, a student must attend 1,056 hours of instruction per year. We schedule
1,080hours of instruction; therefore, a student should miss no more than 24 of
these hours (or a total of 4 days) throughout the course of the school year. After 10
missed days, all absences will be counted as unexcused. Students need to attend
at least of the school day in order to attend extra-curricular activities on the day
they are absent. This includes athletic events, music events and dances.
Tardies:
Students are to be in their class before the bell rings. This means students are
prompt and ready to learn. Should a student continue to be tardy, they will be
assigned lunch, after or before school detention. If tardies become excessive, a
parent contact will be made, with possible code of conduct consequences. Tardies to
first periods will be handled through the main office. If students are tardy to first
period, they must check-in at the attendance office to be issued a pass to class.
Students having excessive first period tardies will make up the time missed from
class during lunch.
Profanity:
The use of profanity is never appropriate at school. Detention time, parental
contacts and suspension will result for students continuing to make poor decisions
with their choice of
language. Profanity directed at any adults in the building will result in an automatic
suspension.
Displays of Affection:
Neither kissing nor extended embraces are appropriate in a school setting. A
warning will be given. Continued displays will result in an office referral or detention.
Backpacks/Coats:
To ensure school safety, students are not permitted to bring backpacks into
classrooms. Also, heavy outerwear coats are not permitted in the classroom.
(Always very serious and may result in suspension or expulsion!)
Weapons:
Assault:
An attack that is unprovoked (and if committed by an adult would constitute a crime
of violence) will result in an automatic recommendation for expulsion.
Alcohol/Drugs:
Any student who is under the inuence or is using alcohol/drugs will have a parent
contact, a suspension from school and a re-entry conference. Any student selling or
distributing a controlled substance will automatically be recommended for
expulsion.
Gangs:
Any student involved in or promoting gang or gang-like activity by wearing gang
paraphernalia, colors, using gang signs, harassing, or intimidating others will face
suspension and possible expulsion.
Harassment/Discrimination:
Any student who repeatedly engages in activities (as defined by state and federal
statute) that create an environment of fear or hostility, or are demeaning, will face
consequences ranging from a conference with parents to an expulsion. In cases
involving sexual harassment, the victim may request that the perpetrator be
removed from the school.
Bullying:
Any student who continually engages in the act of bullying may be required to
attend a bullying class conducted by our School Resource Officer and Counselors.
Fighting:
Staff and students will be proactive and solve problems using positive interaction
skills and mediation. Should students choose to fight at school, a suspension and
likely a ticket issued by our SRO, as well as a conference will result.
Tobacco:
Students in possession of tobacco will be referred to the office; students who are
using tobacco will have a parent conference and a suspension may result. They will
also be issued a summons through the Fort Collins Police Department.
Theft/Stealing:
Cutting Class:
Students who are truant from classes will make up 200% of the time missed (i.e. 1
hr. missed = 2 hours make up). If a student is truant, their parent/guardian will be
notified as quickly as possible. Should the behavior continue, a parent conference is
required before the student is readmitted to school and the truancy becomes a code
of conduct violation.
Insubordination:
Students are expected to immediately and fully cooperate with all Boltz Middle
School staff (which includes teachers, substitutes, paraprofessionals, kitchen
and office staff, and custodians). Cooperation includes giving your name when
asked and responding immediately to requests. Students who do not cooperate will
face a range of consequences from a conference to a suspension.
Cheating/Plagiarism:
Taking credit for work other than your own is cheating/plagiarism. This
includes copying tests, giving or getting answers to problems/questions, using
others notes/homework, or copying directly from a source and not giving credit. At
the secondary level, plagiarism also includes direct paraphrasing of others work or
from a direct source. Depending on the severity, a range of consequences will occur
from a 0 on the assignment/test to failure of the course. All other activities not
covered here are referenced in the PS Student Code of Conduct, which students are
expected to read and refer to for specifics.
Weekly Schedule
Boltz Middle School is on an alternating block schedule. You will have 10 classes (5
per day). Odd days (periods 1, 3, 5, 7, 9) and Even days (periods 2, 4, 6, 8, 10)
rotate back and forth throughout the year. Your 30-minute Guided Study class meets
at the end of everyday.
Academic Expectations
1. Students are required to have and keep a planner for assignments, to plan for
tests and projects, and to record grades and classroom activities. Planners cost $6
to replace if you lose the initial planner you purchased during registration.2.
Students are expected to talk with your teachers during passing periods and
before/afterschool if you have questions on days that a class is not meeting.3.
Students are expected to check your academic progress regularly online, through
the Counseling Office, and/or by talking directly with teachers.
Student Recognition
Closed Campus
1. Once you arrive at school, you may not leave until the end of the school
day unless signed out by a parent/guardian. This means students may not leave
school grounds. They may not walk to the elementary schools grounds,
the Foothills Mall, etc. unless part of a supervised class activity.
2. Lunch is also part of the school day so you may not leave school unless
with a parent/ guardian.
3. If you do leave campus without permission during any part of the
school day, you may be considered truant, which is a suspendable offense for which
your parents will be contacted.
Attendance
It is vital that students be at school. No matter how much makeup work is done, not
being in class means that students miss vital and irreplaceable opportunities to
learn.
1. Colorado school law requires that students attend (and that parents
enforce attendance) until the student is 17 years of age. If a student has 15 or more
absences, Colorado law requires a parent contact be made and judicial proceedings
may be initiated.
2. Students must have all absences excused through the attendance office. If
a student is absent for any reason, parents need to call the Attendance Line at Boltz
Middle School at 472-3720.
3. Parents will be called or notified if an absence has not been excused.
4. When absent, students have the same number of days to make up
assignments as they have been absent.
5. If absent for three or more days of class, make-up work may be
requested. For less than three days, please get make-up work when you return to
school. Check in with the Attendance Office on the day that you return for a pass to
class.
6. After 10 absences, each additional absence will be counted as an
unexcused absence. Leaving School During the Day
If you will be leaving school during the day, please bring a note from home to the
Attendance Office. A parent/guardian is required to come in and sign their student
out/in.
Pre-arranged Absences
When parents know in advance that students will be absent, we request that a note
be sent to the Attendance Office with the date and reasons for the absence.
Students should notify their teacher and receive assignments in advance when
possible.
Counselors
Mrs. Deborah Morrison and Mrs. Christy Chappell are the Counselors at Boltz Middle
School. They are available to students during most of the day with appointments.
Students may visit with them to discuss issues or ask questions about class
selection, academic problems, personal concerns, activities offered, or solving
conicts. Please do not use academic time to see the counselor unless it is
an absolute emergency. Appointments are encouraged before school, at lunch,
during breaks between classes, or after school.
Guests and Visitors
1. Student visitors are usually not allowed during the day. If you would like
consideration for having a visitor, you must clear it with a principal at least seven
days in advance.
2. School day visitors are limited to non-Poudre School District students or on-
Boltz siblings.
3. Visitors may not visit one week prior to any major holiday or one month
before the end of the semesters.
Academics
Academic success is the reason students are in school and is therefore the most
important concern at Boltz Middle School. Any student who does not satisfactorily
complete three of their four core classes a year, may be retained in their current
grade. Poor performance in an elective class may also result in a lack of further
opportunity in that elective area.
Failures in required courses may be made up by one of the following means:
1. successful achievement in summer school
2. repeating core classes the following year
3. successful completion of an academic contract between the
student, counselor, parent, and administrator Students who are missing work may
be assigned lunch detention or Saturday School until they are caught up.
Athletics
Athletic programs available for 7th & 8th graders include the following: Male:
Football, Wrestling, Basketball, Track, Tennis, Golf, and Cross Country. Female:
Softball, Basketball, Volleyball, Track, Tennis, Golf, and Cross Country. In order
to participate in school sports, student athletes must meet all of the following
requirements:
1. have a current physical form on file and have paid their athletic fees
2. have proof of insurance (you may purchase very affordable insurance
through PSD)
a. Tiered lesson, explains about talking to each other, write in the planner
and write down homework
b. Tells them the date, students take out agenda and listen, tells them
what they are going to learn.
c. Well-structured and tells them what is happening later that week that
is important
d. There was one student that was late and she asked for a pass right
away.
e. Asked to take out the hw and to start thinking about the questions
about the assessment and what they thought about it.
f. Gives them a deadline about when they can retake the assessment.
g. Data conversation
h. HW
i. Summarize problem 2.3
j. Point slope form
k. Teacher checks hw by stamping their paper and asking them if they
understood everything while stamping it
Time spent: 25 minutes
l. Students stay quiet while she is talking to each student about their hw.
If she sees that they didnt understand the hw she will explain how the
hw works while the other students work on the warm up and review
their assessment
m. Talks about retake and the standards, explains how each row is a
standard and only has to take that standard
n. Has them reect on where they made their mistake and how they
corrected their mistake
ar. Teacher lets the student take some notes to think about tomorrows
class
as. Explains how the graphs should look like when graphing
at. Solid vs dotted line and how they should be graphed
au.Solution between a line and an inequality is coordinate point vs region
av. Gives them a couple of problems to look at so they can start seeing
how the graphs look like
aw. Explains how the slope and y intercept work and refresh their
memories on how they work
ax. Explains how the region works
ay. Teacher tells them to prepare for the assessment tomorrow and
explains her expectations.
az. Students pack up and bell rings
3. List and explain 3 teaching strategies/ techniques you have observed and tell
us why each is a benefit to the student:
a. The main strategy that I saw the teacher use is the depth of questions.
She first started with level one questions and ended up with level 3
questions. The teacher made sure that she was getting some sort of
response from every student and made sure that students were paying
attention. Another strategy used was that she gave them different
problems and split them into groups and the students discuss and
answered the questions. Afterwards the students would review as a
class the questions that were in their problem set. The third strategy I
saw was that the teacher uses a warm up to get the student to review
what they learn the day before and give them some knowledge about
what they are going to be learning that day.
4. Observe two students who stand out in the class and why? How did they
entered the room, task accomplished, off task behavior?
a. The first student I notice was late and as soon as she sat down the
teacher asked for a pass. I noticed how she gave her the pass and
during class the student liked to fiddle a lot but also participated and
answer the questions that the teacher asked. Even though it seems as
though the student is laying in the chair and coming in late the student
still manages to answer the questions correctly and pay attention. The
second student sits at the front of the class and the student has an
exceptionality. The reason I chose this student is because the student
always asks me questions even though I am not the teacher. I try to
help all the students as much I can and explain the material in a
different way until the students are able to understand the concept.
With this student it may take me some time, but it seems as though
1. Linear functions model situations with a constant rate of change and can be
represented numerically, algebraically, and graphically
a. Derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.
2. Properties of algebra and equality are used to solve linear equations and
systems of equations
Can the student identify situations with linear equations and inequalities?
Context:
Behavior (B) I expect the students to be able to work with their classmates to
solve the war up, identify situations with linear equations and inequalities, solve to
find a coordinate pair, come up with equations from word problems, identify what an
intersection point is, differentiate between a system of equations. This will be
demonstrated by the students solving the pizza problem, workbook problem and
talking with their classmates about the problems and coming up to the board to
show their work.
Condition (c) This lesson is the first lesson of the second unit (2.1) and I expect the
students to be able to write down an equation from the previous lesson. The
students are expected to participate and work with one another.
Degree (D)- It is important for the students to understand how linear equations and
inequalities work and to be able to solve and find the intersection point by looking
at the graph. Students should have some sort of understanding of how the point of
intersection can be found by graphing, solving by equations and context.
I can: evaluate how the students perform and understand based on the questions
that students ask and how they are able to solve the pizza problem and the
workbook.
This means: I am able to explain how linear equations and inequalities can help
the students solve by looking at the graph and finding the coordinate point.
List of Assessments: (Write the number of the learning target associated with
each assessment)
I will assess the lesson objective by having the students answer some questions in
the workbook and then have volunteers to talk about how they came up with the
answers and making sure the everyone understands. I will also assign homework
from the workbook that relates to the section.
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In the next phase of my teaching I am trying to become more involve not only
with my class, but with the school as well. The way I plan on doing this is by
attending more events that the school does whether they are sporting, musical,
theatrical, etc. I have to become more involve with the school. I plan on becoming
more involve in the class, by having a better relationship with the teacher. I felt like
this semester I didnt communicate nor contribute as much as I should have.