Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP

Handbook
Post-Observation Reflection
Name:Rachael SealsCycle:1
Guidelines for developing this Source of Evidence are found on page 10 of the KTIP Handbook.
This Source of Evidence must be completed within two days after each observed lesson.

1. Use the formative assessment data for each lesson objective/learning target to sort the students performance into three categories:

Objective / Learning Target 1 Objective / Learning Target 2

a) Below criteria 2 # of students # of students

b) Meets criteria 18 # of students # of students

c) Exceeds criteria 3 # of students # of students

Attach a copy of the formative assessment with the criteria or rubric used to determine the students performance on each of
the lessons learning targets/objectives.

2. Based on the formative assessment data, how successful was the lesson? What commonalities did you identify from this data? Did
the students achieve the learning target(s)? What will you do for those students who did not achieve the learning target criteria? For
those students who exceeded the criteria? (4A)
Based on completion of the test analysis, the lesson was very successful. I and the students were able to identify common
misconceptions and intervene on them. I was able to see where students were consistently struggling on the individual tests, as well
as as a whole class. This data provides me with the opportunity to guide my intervention time specifically. I can find the most
commonly missed targets within the data and re-teach those heavily in the future. From this data, I recognized that students
struggled most with calculation and decimal placement when multiplying multi-digit decimals. I also found that students struggled
as a group in subtracting multiple multi-digit decimals from a single multi-digit decimal. For example: "Mrs. Seals had $40.00 when
she went to the mall. She bought a pair of pants for $7.49, a blouse for $2.00, and a pair of shoes for $15.95. How much money did
she have left when she left the mall?" One other common misconception was that students were not reading the problems carefully
and ordering the decimals from least to greatest, when the problem asked them to order greatest to least.

3. In addition to the student work witnessed by the observer, identify any other student work samples, evidence or artifacts that
assisted you in making your determination regarding student achievement. (4A)
Leading up to the test, students prepared by completing a study guide. The study guide is very similar to the test structure and content.
The numbers and answer options are changed, but the overall make-up of the test is the same as the study guide. With the data from the
study guide, I was able to gather formative data to guide review directly before the test. This provided students with more guided
intervention before taking the formal assessment. Despite this intervention opportunity, there were still some students who struggled on
questions that were reviewed the day before the test. This data was also taken into account when analyzing student success on the
learning target.

4. To what extent did classroom procedures, student conduct, and/or physical space contribute to or hinder student learning? (4A)
The station model provided students with much needed movement and learning breaks. However, on a task like this, I would have
liked more time than 18 minutes with them to review their misconceptions. I was able to get to most students who had 5 or less
corrections, however students with more than that, I was unable to guide them to completion of the test analaysis.
The hallway location for my station can be a distraction at times, but I feel as though this did not hinder student interaction or attention
during this lesson. This lesson was very independent and conference-based, so students were highly engaged.
There are not enough chairs for all students, but I feel as though the students enjoy the opportunity to learn in a flexible environment
where they can sit on the floor and spread out.
There is a whiteboard hung on the wall for any type of visual aid or intstruction that I needed to address.
 Guidelines for developing Post-Observation Reflection are found on page 10 of the KTIP
Handbook

5. Did you depart from your plan? If so, how and why? (3E)
In the last station, I allowed the group to complete the exit slip for the other station's learning target instead of working on the task
cards as an extention. I was able to guide this group through any misconceptions they may have on the new content and provide
immediate feedback before they worked independently on their homework from home.

6. What changes would you make if you were to teach this lesson again? What evidence informed the changes? (4A)
During the next test analysis I would like to go ahead and have access to the gradecam grades before having my groups. The reports on
gradecam allow me to see commonly missed questions and their commonly chosen answers. It also provides me with an individual
student report. This would provide me with the data needed to guide more one-on-one intervention and review. When the students
arrived at my station, I had to look at their tests individually and analyze right then what the common misconceptions where. If I could
have already had the reports, then I would be better prepared for each group before they get to me.

7. What do you see as the next step(s) in your professional growth for addressing the needs you have identified through personal
reflection? (4A) (4E)
I need to communicate better with the general education teacher in advance to receive the data needed. This involves more
comminication between us and more planning in the aspect of data analysis.