Jessica Huffman

Bridgewater College
Student Academica Progress Assignment
April 1, 2015

Setting

Race in Rockingham County

White 95.3%

Black or African American 2%

American Indian and Alaska Native 0.6%

Asian 0.7%

Two or M ore Races 1.4%

Hispanic or Latino 5.9%

John Wayland Elementary

School is located in Rockingham County. Rockingham Country, has some diversity, though the
majority of the population ia Cacausion (United States Census Bureau, 2015). Over 95.3% of the
county is White. The next largest group of citizens are Hispanic or Lationo at 5.9% (United
States Census Bureau, 2015). The other races that are present in the county include
Black/African American, American Indian/Alaska Native, Asian, or two or more races all have
percentages that are either 2% or lower (United States Census Bureau, 2015). In addition, 4.7%
of the residents were born in another country and 8.5% of the residents speak a language other
than English (United States Census Bureau, 2015). As far as poverty and education in the
county, the median income for Rockingham County is $52,195 with 10.40% of the people below
the poverty line (United States Census Bureau, 2015). The county has a high school graduation
rate of 80.7% which is roughly 7% lower than the Virginia average (United States Census

Bureau, 2015). Finally, 23.4% of the adults living in the county have a Bachelors Degree or
higher (United States Census Bureau, 2015).

John Wayland Elementary School Population

2014-2015
120
100
80
60
Number of students

40
20
0

Grade Level

The setting can be narrowed,

by looking at the population of students that attend John Wayland Elementary School. For the
2014-2015 school year, John Wayland, had a total of 576 students enrolled in grades prekindergarten through fifth (Virginia Department of Education, 2014). When looking at the school
report card, there are three gap groups. Gap Gorup 1 includes students with disabilities, English
Language Learners, and economically disadvantaged students. Gap Group 2 are Black Students,
and Gap Group 3 are Hispanic Students (Virginia Department of Education, 2014). John
Wayland does have a small amount of diversity within the school, the number of students are
predominately white students. According to Power School, of the students that are enrolled at
John Wayland, 482 of the students are white (Power School, 2015).

John Wayland Elementary School Race (Kindergarten)

Two or More Race Categories
Hispanic/Latino
White
Race

Native Havaiian/ Other Pacific Islander

Black or African American
Asian
American Indianan or Alaska Native
0

10 20 30 40 50 60 70 80 90

Number of Students

Kindergarten
at John Wayland Elementary School is very similar to that of the entire school, just on a smaller
scale. Out of all 91 of the students that are in kindergarten, only nine of those students are not
White students (Power School, 2015). And like the entire schools population, out of those nine
students over half of them are Hispanic/Latino (Power School, 2015).
As far as Socioeconomic Status for John Wayland Elementary School, the percentages of
free and reduced lunch is significantly lower than other schools throughout Rockingham County.
Only 20.3% of students received free lunch. This is about 29 out of the 576 students enrolled at
the school (Power School, 2015).

Number of Girls and Boys in My Class

Boys
Gender
Girls

10

12

Number of students

Breaking the population

down to an even smaller number, the Kindergarten class that was tested in the time unit is a class
of 20 students. There are 12 girls and only 8 boys in the class. Of the 20 students, one has
Autism and is only in the class for calendar and lunch. He has his core classes in a Special
Education classroom, so the unit did not include him. There is another child in the class who has
severe hearing loss. Hearing aids and other accomadations are in the making for her, though
nothing has been proven yet, there is believed to be a processing problem. One student lives in a
household where the father speaks to her in Spanish and her mother talks to her in English. This
student does receive English as a Second Languge services everyday.

Race in My Class
5%
20%

75%

Hispanic or Latino

White

Two or M ore Races

Similar to the data of the entire

county, this kindergarten class is pridominately made up of White students. Only 5% of the
students are Hispanic or Latino, and that ends up only being one student. Four students or 20%,
of the class have parents of two different races. Therefore the remaining 15 students, make up
75% of the class being white.
As far as home life, all 20 students live with their parents. Four students in the class have
parents who are either not married, divorsed, or seperated. These students all take turns staying
with their mom some nights and their dad on other nights.
Reading is the only subject that is differentiated. The differention is based on PALS
scores. There are four different reading groups. The highest being a little above grade level and
the lowest being behind grade level. The two middle groups are on grade level, but they are split
into two groups in order to give students more individual attention. Students are not
permentatley in these reading groups. If they are struggling then they can be moved down, and if
they are excelling in their reading group then they can move up. Students do the same activities,

lessons, and games in these groups, the only difference is the book that they get to take home to
practice with. This book is called a student reader. Although math is not leveled in this class, it
is important to keep directions on worksheets in words that all the students will be able to read.
Content/Subject/Field Area
At John Wayland Elementary School, kindergarten students stay in one classroom for all
of their core subject areas. The only time that the students travel to another classroom is for their
specials. Each kindergarten classroom has one teacher and a teachers assistant in the mornings.
Each classroom teacher is responsible for teaching each subject (math, science, social studies,
and language arts) to their assigned class.
The subject that data was collected for was math. More specifically time, covering the
Mathematics Virginia Standards of Learning K.9 which states that, the student will tell time to
the hour, using analog and digital clocks. The students needed to demonstrate that they
understood what the hour and minute hand tells and that on a digital clock, :00 means the same
as having the big hand on the 12. Students needed to be able to set an analog clock to the
different hours. Students also needed to be able to look at an analog clock and write the time as
it would look on a digital clock. In the reverse, students needed to be able to look at a digital
clock and draw the hands or set the analog clock showing that time.
Pre-Assessment
The pre-assessment will be done before any learning of time takes place. Due to the fact
that the students are only five and six years old, the students have a very short list of words that
they can read, so written directions are not the appropriate approach. Being very clear on what
students are expected to do on the assessment is important. When explaining, hold up the

assessment so that all students can see the page. Tell students that they are expected to look at
the clock and then in the box that is beside the clock write what time the clock reads.
This group of students get worked up easily when they do not know the answers. For as
young as they are, telling them that they are going to take a pre-test does not make sense to them.
Explain to the students that they just have to do the very best that they can. Emphasize that it is
completely acceptable if they do not know how to do any of the questions, the point of the
worksheet is just to see what they already know, and what kind of fun activities they will get to
do while learning to tell time. Students need to know that they should do their best, but they
should not get themselves flustered.
When the pre-assessment was administered, there was a trend. Students either got all six
questions wrong or they got all six questions correct. There were a few students who only
missed one or two questions, but the vast majority either had some back ground knowledge from
pre-school or from parents while the other students had no idea what to do.
Most assessments that is done in kindergarten are observation based or in a one-on-one
conversation setting. When thinking about how to administer a pre-assessment to kindergarten,
especially a group of students who are in constant need of assistance, I became a little concerned.
I approached my cooperating teacher and another kindergarten teacher and asked them how they
would recommend assessing the students. The teachers discussed with me about keeping the
assessment simple and then went through worksheets with me that they thought would be good
to see how much the students know. This was how I attained the assessment sheet that I used. It
was a worksheet that my cooperating teacher had from past teaching, and she and I both agreed
that it would be appropriate. I knew that giving the students ten questions on something that they
had never been taught would overwhelm them easily, therefore, I only gave them the first six.

The times were in random order, so I did not have to worry about the students writing 1:00 for
the first question, 2:00 for the second question, and so on and so forth.

Scores in Percentages
Student

Pre-Assessment

100

100

83

100

100

100

100

16

100

66

16

125

100

As previously mentioned these students are in constant need of assistance. This cannot
be emphasized enough. Simple directions are the key for this group of students. Although, I
would have loved to put another page where students would have to look at the digital time and
draw the hands on an analog clock, I knew that having two different steps in the directions would
completely panic and mess up the students. Having students have the same directions for all
problems is the most efficient way to assess. The students are still learning to read, so directions
have to be given orally, and with too many steps, students forget or lose focus. Due to the fact
that I wanted to keep the assessment with one simple direction I decided that I wanted the
students to write the time. Handwriting is something that we are continually working on, and
many of the students write their numbers backwards. By having the students write the time
digitally, I was seeing what they knew, but also having them practice their handwriting.
The chart above illustrates the pre-assessment grades per student. The percentage was
found by taking the number of questions that the student got correct and then dividing that by
six, the total number of questions being assessed.
The figures below the percentage of students answering questions correct versus incorrect
for each individual question.

Question 1
12:00

26%

74%

Percent Incorrect

Percent Correct

The figure representing the first question shows that twenty-six percent of the students
missed this question. The students that got this one incorrect either did not answer this
question and left it blank or completely answered the question wrong. Some students
said that the clock said that it was 2:00, leaving the 1 out of the number 12.

Question 2
6:00

26%

74%

Percent Incorrect

Percent Correct

The figure representing the second

question showed that twenty-six present of the students missed the question showing that the
clock said 6:00. Many students got confused with the hour hand pointing to the 12, so students
wrote down 12 as their answer.

Question 3
7:00
21%

79%

Percent Incorrect

Percent Correct

Out of all six of the questions, this

question had the highest percentage of students answering correctly. There was not a certain
trend for students missing this one, the students that got this question incorrect were the students
who had no time background.

Question 4
4:00

32%

68%

Percent Incorrect

Percent Correct

A higher pecentage of students

missed this question. There again was not a certain trend, the students that got this question
incorrect are the students who did not have any previous knowledge of telling time

Question 5
10:00

26%

74%

Percent Incorrect

Percent Correct

A little more than a quarter of the

students missed this question. Some of the students missed this question said that the clock said
12:00.

Question 6
8:00

32%

68%

Percent Incorrect

Percent Correct

A high percentage of students missed this question. Students again said that the answer to this
question was 12:00. Students seemed to get the different hands confused.

As a whole, the data collected from the pre-assessment showed that students confused the
hour and minute hands. Many students wrote 12:00 as an answer for all of the questions due to
the fact that in every question, the hour hand was pointing to the 12.
All of the questions only had between four and six students get them incorrect. It was the
same group of students that missed each questions. Students either got all of the questions

correct or they missed all of the questions. I am confindent in saying that the students that did
get all of the questions correct made the connection that the number that the arrow was pointing
to was the time. Due to the fact that the pre-assessment already provided the :00 in the answer
sheet, I am convinced that they do not know what the different hands and numbers mean on the
analog clock.

Goal Statement
(1) Students who did not receive a 100% on the pre-assessment will at least get four out
of the six questions correct on the post assessment.
a. Although this is a 66%, in Kindergarten grades and not based on precentages,
but whether the student shows evidenece of growth within the content. For
those students who did not get any of the questions correct on the preassessment, then this a 66% increase.
(2) The students who received a 100% on the pre-assessment will again get all six of the
original pre-assessment questions correct as well as getting two more of the additional
questions correct.
a. Because these students received a perfect score on the pre-assessment, I do
expect that they again get a 6/6 on the post assessment. I want to know that
they did learn something from the time unit. By setting a higher expectation
for these students then these students have to show me that they know more
than just the six times they were assessed on.
(3) Students will be able to not only draw hands on an analog clock, but they will be able
to set an analog clock manipulative.
a. Although this goal does not necessarily match my assessment, it is still an
important goal that needs to be met when teaching time.

(4) Students will be able to make connections to times that they are learning and the
times that different activites go on at school. (Example: Lunch ends at 1:00 that
means that the big hand is on the 12 and the little hand is on the 1.)
a. This goal again does not need to be attained in order for the students to do
well on their post assessment, but this is a goal that is important for higher
level learning.
Means for Attaining the Goal
The pre-assessment results showed that students are going to get confused by the fact that
there is always going to be one hand on the 12. The first thing that needs to be taught is that
when the big hand is on the 12 then the time ends in oclock. This group of students responds
really well with song and rhyme type instruction, so by having them repeat a saying over and
over about the big hand on the 12 means oclock will be the best way for students to remember
this time strategy. By using ryhmes and songs, the students have something that they can say
when they are stuck on a clock. Have one set saying, ryhme, or song and say it two or three
times through out the lesson everyday. Soon students will be saying it when they are in line for
the restroom or packing up to go home. It is important with this strategy to use movements or
different voice tones to activate more sences. The time saying that will be constanly said is,
The big (stretched out the word big and saying it in a deep voice) hand points to the 12 and
says oclock. The little (saying little in a high and tiny voice) hand points to the hour.
The assessment also showed that students either had background knowledge on telling
time, or they had never heard of anything time related before. This indicates that the unit on time
needs to start on a clean slate. Between 25% and 30% of the students indicated that they did not
have time backgroud knowledge. As mentioned above, I am confinident that the students that
did exceedingly well on the pre-assessment, may have noticed that there was a pattern with the
little arrow pointing to a different number and the other arrow is always pointing to the twelve. I

know that the students do not know what the hour and minite hand means. While taking the pretest the students would try to ask me questions and I would tell them that they just needed to try
their best. Although 75% of the students received a perfect score on the pre-assessment, I think
that it is important to start from scratch for the first day. The first day of the unit, for at least the
first few minutes, the class should have a discussion about time and about what they already
know from time. With this group of students talking to them tells a lot about what they know,
but gathering data through conversation is not great for a pre-assessment. After having a
conversation with the students and combining the information gathered from the pre-assessment
and the conversation then a game plan for how to teach time can be set.
Because so many students did do well on the pre-assessment, it is important to increase
the expectaions of those students. These are the students who make good group leaders and are
good to help their peers who are struggling. These are the students who need to be asked why?
Have these students not only write down their answer, but explain why they wrote that particular
time and explain why they did not write another time. Due to the fact that there was such a high
perfect score, the amount of time spent on teaching time will not be eleven days. I believe that
we will be able to move through more quickly.
The students who did not do well on the pre-assessment will need more individual
attention. To help these students, pair them up with stronger students and as the teacher, rotate
and spend a few minutes talking through time problems with them. These students will need
repition and practice.
Students are still working on their handwriting and writing their numbers backwards is a
common problem By having students use clock manipulatives, then not being able to read
handwriting is taken out of the equation and then the goal of having students set clocks is met.
The student manipualative clocks should be available for students to use when they finish other
early. The students will not only be using pre-made analog clock manipulatives, but they will

also be making one of their own which will aide in attaining the goal of setting a clock. During
daily center times, students will work on time worksheets and games that will help in becoming
more familiar with the hands on a clock.
By consistently telling the students what time it is, then the students will begin to make
connections between different times through out the day and the different activities that take
place. When coming back from lunch it is important to have all students look at the clock and
see that the big hand is on the tweleve and the little hand is on the one, so we start math at 1:00.
When it is time for specials, tell students to look at the clock as they walk out of the classroom to
see that it is 11:00. After enough repition, the students will look at the clock without thinking
and realize that it is 12:00, 2:00, or so on.
The pre-assessment gives a picture of an analog clock and then students need to be able
to write the time digitally. Students need to be able to go back and forth easily though. To attain
this ease,, the teacher needs to hold up the time written digitally and then students need to set
their clock maniplulative to that time. The teacher needs to also set an analog clock and then
using white boards, the students need to write the time digitally.
Analyze the Results
Due to snow and field trips, the time unit did not go as planned. My original plan was
that there would be eleven days of time instruction and on the eleventh day the post test would
take place. The students grasped the concept really quickly. Throughout the unit there was a
variety of strategies and activities that took place, including but not limited by clock
manipulatives, Jepardy, The Grouchy Catepillar, and practice worksheets. The students were
repeatedly proving to me that they understood how to read a clock to the hour. Rather than beat
a dead horse, the post-test was given earlier

Scores in Percentages

Student

Pre-Assessment

100

100

83

100

100

100

100

16

100

66

16

125

100

Post Assessment

167

167

167

167

167

167

167

167

167

167

150

167

167

167

When giving the pre-assessment, the bottom four questions was cut off so that students
would not feel overwhelmed. For the post test, all ten of the questions where left on the sheet.
When coming up with a score for the post assessment the score was found by taking however
many out of the ten questions asked and dividing it by six. The post test was administered the
exact same way that they pre-test was. Students where told to look at the picture of the clock and
then write the time in the box beside the picture. Students were again rememinded that they
needed to to this on their own and they could not talk to their friends. The chart below shows
post assessment scores compared to the pre-assessment scores

Questions 1-6
6%

94%
Correct

Incorrect

The results of the post test

were incredible. Only one of the students did not get all of the questions correct on the post test.
A few of the students missed one of the four questions that were not on the pre-test, but when
looking at the original six questions all but one student got all of them correct. There is only one
figure to represent the data due to the fact that it was the same for all six questions.
The student that was incorrect missed all of the problems on the page. This was not
surprising, as sad at that is. This child is the one that has hearing loss and the potential
processing disability. Due to her inability to hear, she has trouble writing. She does not know
her letters when you ask her to sound them out and when you ask her to write her numbers, she
does not know how. This child attends TLC, the learning center, everyday, but she stuggles with
the basics, so telling time was too advanced. This student is also a retension candidate for next
year, hopefully she will be able to get more out of kindergarten once she gets her hearing aids.

The data from the post test showed that 94% of the students grasped the concept of telling
time to the hour. Because of the snow and field trips, the unit was spread out over three weeks,
so students had no way of remember the answers from the pre-test.
As with the pre-test, the fact that students only had to write the time digitally was a draw
back. Another problem was that students are still working on their handwriting, there were a few
time when I was not sure what a number was, but I would call the student over and ask them to
tell me what they wrote.
Some strengths about this assessment was that both analog and digital clocks were
represented. Students were not too overwhelmed by a lengthy assessment. Six question was
enough to ensure that student unstood what they were expected to learn, but by adding the
additional four questions, I was able to raise my expectations.
Implications for Further Instruction
By having the students use clock manipulatives they were really engaged in forming the
different times. They became excited about moving the hands on a clock and even writing the
time digitally on a white board. The next time that I teach time, I think bringing in actual analog
clocks and digital clocks for students to set would a fun and educational hands on lesson.
As always there are part of the unit that could have gone better. One lesson, the students
were going to make a lady bug clock to go along with The Grouchy Catepillar. This failed
epically. Students could not keep tract of all of the pieces and the different steps. This was a
lesson that just had to be stopped and something else had to be done. Another thing that I wish I
would have done was spend one more day using digital clocks. So much time was spent on how
to tell time using an analog clock, that in a way the digital clock got the short hand.
Although technically the unit has ended, I think that it is important to go back and review
time every once and a while. By giving students a time worsheet to do for morning work or a

time game to do for their centers then students can keep what they learned from the unit fresh in
their minds.
My goals for this unit were met. My major goal was that they students at least get four
out of the six questions and all but one student got all of the questions correct. I do not think that
I could ask for anything better. As previously mentioned, using the clock manipulatives helped
the students stay engaged and helped them to learn the different clock elements. Students have
made connections between their daily activities and the times we learned. There have been many
occations when students will suddenly stop and say, the big hand is on the 12 and the little hand
is on the 2, that means that it is 2:00. Anything that was hands on helped to make connections
for the students. When playing time memory, students got to touch the paper which kept them
engaged, but they also had to think ahead for what cards they were looking for.
All in all, the students definitely learned time and about the two different kinds of clocks.
As with most math concepts in kindergarten, we will go back and revist time, but the students
definatley have an understanding of it.

Resources
Power School. (2015)
Virginia Department of Education. (2014). John Wayland Elementary School. Retrieved from
https://p1pe.doe.virginia.gov/reportcard/report.do?division=82&schoolName=725
United States Census Bureau. (2015). State and County QuickFacts [Rockingham County,
Virginia]. Retrieved from http://quickfacts.census.gov/qfd/states/51/51165.html