Jami Shlensky Phase 2 Adding and Subtracting Positive and Negative Integers Instructional Program Reflection

JS Number of Correct Responses

7 6 5 4 3 2 1 0 JS Number of Correct Responses

TR Number of Correct Responses

7 6 5 4 3 2 1 0

TR Number of Correct Responses

JJ Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 7-Mar 11-Apr 18-Apr 29-Apr JJ Number of Correct Responses

EE Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 7-Mar 11-Apr 18-Apr 29-Apr EE Number of Correct Responses

MC Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 7-Mar 29-Apr MC Number of Correct Responses

XM Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1Baseline 2 7-Mar 11-Apr 18-Apr 29-Apr XM Number of Correct Responses

JL Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 7-Mar 11-Apr 18-Apr 29-Apr JL Number of Correct Responses

JE Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 7-Mar 11-Apr 18-Apr 29-Apr JE Number of Correct Responses

CH Number of Correct Responses

7 6 5 4 3 2 1 0 Baseline 1 Baseline 2 11-Apr 18-Apr 29-Apr CH Number of Correct Responses

Results The data displayed on the graphs above is separated by each student. I graphed assessment data, which did not occur as often as I had originally hoped. Instructional data can be seen on the charts that are attached. Overall data trends varied, depending on the students. There was a general trend of slight improvement. Improvements were not dramatic but most students showed some increase in performance.

Discussion The program, as a whole, was only moderately effective to ineffective. In order to modify the program I think that I would change the instructional strategies. Chaining, as a whole, did not seem to be successful for the students as they did not retain information or care to carefully think through the steps of the number line strategy. The lack of information retention as well as the difficulty the students had applying the use of a number line when it was not given to them resulted in their only moderate successes. An

environmental consideration that contributed to the success of the program was the integration of it into daily skills sessions. However, instruction was only delivered three times a week, students were often absent, and whole group instruction often is a struggle when students are not paying attention or following along which are behaviors that the students in the classroom often exhibit. Another environmental factor that contributed to limiting the progress of the learners was their desire to complete their own homework. The point of the resource class is to help students meet their academic needs. Most students consider the class a period to complete work that they should be doing outside of school. As a result their lack of interest and engagement in instruction during this time could have contributed to the ineffectiveness of the program. If I were to implement the program in the future, as I said before, I would use different instructional strategies. I might teach how to use a number line concurrently while focusing on the different types of adding and subtracting problems. I began to realize, as I was instructing, that the problem was not that the students did not understand how to use a number line, it was that they did not understand number properties surrounding positive and negatives. I had to back up and instruct upon the fact that a negative plus a negative equals a positive, and such. As a result, I was providing students with a strategy that they were not equipped to use. Overall, in the future I would assess their general knowledge of number properties before I made the instruction decision to use a number line.