_ Standard
Six: Analysis of Learning Results
The teacher uses the analysis of student learning to gather data pertinent to his or her comprehension and achievement. This data represents the entire class and each individual’s success throughout the lesson.
The goal of teacher instruction throughout this unit is the development of social and emotional skills through proper communication. Ongoing assessments throughout this lesson provided the students with immediate feedback. Providing immediate feedback to students while they worked through their social stories, allowed them to assess alternative responses relevant to their goals and objectives. Comparing their initial response to the response most appropriate to the situation also guides the teacher in modifying instructional strategies in a fashion that promoted ongoing success.
Students within the full-instructional emotional and behavioral classroom were taught over a four-week period. The lesson provided students with social tools necessary for the achievement of ongoing functional IEP goals that extend throughout the school year. The lesson began with the analysis of previous year’s behavioral data tracking information to provide insight into the current functional performance of each student.
The teacher uses the analysis of student learning to gather data pertinent to his or her comprehension and achievement. This data represents the entire class and each individual’s success throughout the lesson.
The goal of teacher instruction throughout this unit is the development of social and emotional skills through proper communication. Ongoing assessments throughout this lesson provided the students with immediate feedback. Providing immediate feedback to students while they worked through their social stories, allowed them to assess alternative responses relevant to their goals and objectives. Comparing their initial response to the response most appropriate to the situation also guides the teacher in modifying instructional strategies in a fashion that promoted ongoing success.
Students within the full-instructional emotional and behavioral classroom were taught over a four-week period. The lesson provided students with social tools necessary for the achievement of ongoing functional IEP goals that extend throughout the school year. The lesson began with the analysis of previous year’s behavioral data tracking information to provide insight into the current functional performance of each student.
_ Figure 1
Student’s Prior Year Behaviors Data Tracking Table
Student’s Prior Year Behaviors Data Tracking Table
_ Figure 2
Student’s Prior Year Behavior Chart
Student’s Prior Year Behavior Chart
_
Figure 3
Students Prior Year Progress Chart
Students Prior Year Progress Chart
_ The teacher
followed the instructional schedule as outlined in the lesson plan. Prior to
the implementation of each week’s lesson plan a group discussion provided
insight into the requirements and an opportunity for question and answer. Informal observation was used throughout the
week to guide student work and implement modifications if needed. At the end of each week the teacher met with
each student to discuss his or her social stories and reviewed alternative
reactions to each scenario.
The goal of this entire lesson was to assist students in using effective communication through the use of appropriate vocabulary and social skills. The vocabulary lesson implemented in week one provided the building blocks for appropriate communication used in problem solving scenarios that would be the primary focus in the following weeks. Behavior specific words in this unit were used to establish connections between common occurrence and behavioral expectations. The remaining weeks of the lesson focused on the implementation of effective communication within the context of social stories. These rebuttals were informally assessed by the teacher and a cumulative grade was given to each student based on the social and emotional growth exemplified by the student. Growth was identified based on the increase of appropriate responses tied to vocabulary, appropriate communication, and the resolution of social story scenarios.
Group analysis
As a group the students showed increased success over the four-week period. Each student has shown that he or she has conditioned him or herself to use internal coping strategies to resolve conflict through the use of behavior specific words. The class has showed growth throughout their lesson as they engaged each other in relevant social stories applicable to their environment. Students have gained insight into the perception of others within the classroom. This has provided an opportunity for students to relate to the perception of their peers, and reflect on how their behavior and response affects others. As the trimester has come to an end each student’s functional goals in his or her IEP were updated according his or her achievement. Data collected throughout this lesson was qualitative and therefore it was subject to the overall completion. Functional goal updates to the IEP were record for success, and all members of the group showed success.
Individual Analysis
Daily assessments continue to be tracked through individual point sheets. These point sheets provide a quantitative analysis of individual student behavior that can be tracked and used to make decisions based on success, or implement interventions in areas of need. Students having difficulty in specific areas of behavior are identified and provided with ongoing interventions that assist in their achievement through positive behavior interventions. On a meta-cognitive level, the point sheet also serves as a self-monitoring system to assist students in identifying their reaction to certain events. Each student has shown a decline in behaviors as he or she relates to peer interaction, appropriate use of language, and respect toward others. This data shows that the implementation of the lesson on social and emotional behavioral communication has increased awareness in student’s response to social situations and decreased behavioral escalations. The following data charts provide individual growth information for the five students pertinent to the direct success of the social lesson.
Figure 4
Jane Doe 1
The goal of this entire lesson was to assist students in using effective communication through the use of appropriate vocabulary and social skills. The vocabulary lesson implemented in week one provided the building blocks for appropriate communication used in problem solving scenarios that would be the primary focus in the following weeks. Behavior specific words in this unit were used to establish connections between common occurrence and behavioral expectations. The remaining weeks of the lesson focused on the implementation of effective communication within the context of social stories. These rebuttals were informally assessed by the teacher and a cumulative grade was given to each student based on the social and emotional growth exemplified by the student. Growth was identified based on the increase of appropriate responses tied to vocabulary, appropriate communication, and the resolution of social story scenarios.
Group analysis
As a group the students showed increased success over the four-week period. Each student has shown that he or she has conditioned him or herself to use internal coping strategies to resolve conflict through the use of behavior specific words. The class has showed growth throughout their lesson as they engaged each other in relevant social stories applicable to their environment. Students have gained insight into the perception of others within the classroom. This has provided an opportunity for students to relate to the perception of their peers, and reflect on how their behavior and response affects others. As the trimester has come to an end each student’s functional goals in his or her IEP were updated according his or her achievement. Data collected throughout this lesson was qualitative and therefore it was subject to the overall completion. Functional goal updates to the IEP were record for success, and all members of the group showed success.
Individual Analysis
Daily assessments continue to be tracked through individual point sheets. These point sheets provide a quantitative analysis of individual student behavior that can be tracked and used to make decisions based on success, or implement interventions in areas of need. Students having difficulty in specific areas of behavior are identified and provided with ongoing interventions that assist in their achievement through positive behavior interventions. On a meta-cognitive level, the point sheet also serves as a self-monitoring system to assist students in identifying their reaction to certain events. Each student has shown a decline in behaviors as he or she relates to peer interaction, appropriate use of language, and respect toward others. This data shows that the implementation of the lesson on social and emotional behavioral communication has increased awareness in student’s response to social situations and decreased behavioral escalations. The following data charts provide individual growth information for the five students pertinent to the direct success of the social lesson.
Figure 4
Jane Doe 1
Figure 5
Jane Doe 2
Jane Doe 2
Figure 6
John Doe 1
John Doe 1
Figure 7
John Doe 2
John Doe 2
Figure 8
John Doe 3
John Doe 3
_ It should be
mentioned that there are proportionate variances in the data from last year to
this year. This year’s class has four
more students than the previous year. With
an increased number of students there is inherently an increase in the number
of infractions attained by those students.
The data does reflect the decline in behaviors in each of the areas
previously mentioned; peer interaction, language, and respect.
Conclusion
The qualitative analysis of student learning has shown an increase in individual awareness in relation to the context of social interaction between peers. The internalized behaviors of each student have resulted in well thought out responses and exemplify consideration for the feelings of others. Communication between students during times of debate is better articulated and students are implementing his or her learned vocabulary. Individually, these interactions have reduced the number of behavioral infractions received during times of poor communication and the perception of student self-concept has increased. The classroom functions smoothly with a reduction in emotional and behavioral outburst and a there is an increase in the feeling of camaraderie between peers.
Conclusion
The qualitative analysis of student learning has shown an increase in individual awareness in relation to the context of social interaction between peers. The internalized behaviors of each student have resulted in well thought out responses and exemplify consideration for the feelings of others. Communication between students during times of debate is better articulated and students are implementing his or her learned vocabulary. Individually, these interactions have reduced the number of behavioral infractions received during times of poor communication and the perception of student self-concept has increased. The classroom functions smoothly with a reduction in emotional and behavioral outburst and a there is an increase in the feeling of camaraderie between peers.