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ESP 414

Academic Change Project

Student Selection and Description

For this academic change project, I worked with a Kindergarten student named

Brayden. At the time the KeyMath assessment was administered, Brayden

chronological age was 5 years, 10 months and 7 days. Braydens mother feels that his

areas of strength include problem solving and logical thinking. She stated that he enjoys

activities that incorporate these skills building things, putting puzzles together and

sorting activities. I was also informed that Braydens teacher has told his mother that his

verbal communication skills, specifically his spoken vocabulary, are more advanced

than that of a typical kindergarten student. She stated that Brayden does have an

interest in math related activities but often requires visuals and manipulatives. One

specific area of weakness that his mother discussed is his ability to add numbers of

objects together. This was also noted as an area of weakness in the assessment. She

mentioned that this seems to be a concern with numbers higher than ten. Overall, she

feels that Brayden is interested in learning new things and is eager to ask questions to

develop a better understanding of concepts and ideas.

Based on the assessment and observations, Brayden has difficulty with

comparing numbers to identify greater than and less than. His difficulty with comparing

numbers also affects his ability to add groups of objects in given math problems. For

example, if 7 objects are displayed and he was given 5, he would display difficulties in

understanding to add two more. Brayden does rely on visuals and manipulatives to

complete math problems and would benefit from activities that incorporate these while

teaching him the steps of solving the problem. The lessons for this project are designed

to develop comparing and addition skills. Brayden was selected for this project based

on the fact that he is developing basic comparing and addition skills. After assessing his

current skill level, I felt that Brayden would be able to further develop his skills in these

areas when provided with instruction that focuses on apply problem solving skills.

Observational Measures

During the first assessment, I placed each pair of cards that the student

answered correctly in one pile. When the assessment was complete, I recorded the

correct and incorrect responses in a chart. For the assessments of the second lesson, I

recorded the information directly into the chart for each student response. I also

included observational notes on the charts for each assessment. An electronic copy of

the charts and notes are attached below.

Baseline 1

Numbers Given On Cards Correct Incorrect

X

7, 9

6,4 X

9,10 X

6, 3 X

7, 5 X

Emily Stover

ESP 414

Academic Change Project

4,2 X

1, 3 X

7, 6 X

5,9 X

8,6 X

The student struggled with comparing numbers with a difference of one or two. This

occurred more frequently with higher numbers. During the baseline assessment, the

student did not count the numbers to compare the cards, he was making the

selections based on only looking at the cards. The student made the comment that

it was more difficult to compare the cards that did not have equal numbers of circles

in each line. This demonstrated that he was relying on the visual representation of

the dots and not the number.

Session 1 Assessment

Numbers Given On Cards Correct Incorrect

X

5,9

6,5 X

5,4 X

10, 6 X

9,7 X

6,8 X

8,10 X

6,9 X

5,7 X

7,8 X

After receiving instruction, the student independently counted the numbers to

compare the cards. The only evident difficulty the student displayed was needing to

recount the circles. The incorrect responses in the assessment were due to the

student miscounting the circles.

Baseline 2

Number Adding to Equal Correct Incorrect

2 X

3 X

4 X

5 X

6 X

7 X

Emily Stover

ESP 414

Academic Change Project

8 X

9 X

10 X

The student was able to correctly add to smaller numbers. When presented with

larger numbers, the student frequently recounted his card as well as the teachers.

He was also selecting numbers that were far from those that would equal the

teachers card. For example, the teacher had a card with eight dots and the student

had a card with four. He selected a card to add ten to the four when the correct

answer would have been another card of four. It should be noted that the addition

and equal sign cards were not included into the baseline because the student was

not able to identify them.

Session 2 Assessment

Number Adding to Equal Correct Incorrect

2 X

3 X

4 X

5 X

6 X

7 X

8 X

9 X

10 X

After participating in instruction, the student was able to count the cards more

efficiently. The student still struggled to add to larger numbers when the verbal

prompts were removed. For the assessment the student did correctly place the

cards between the symbols. In the problems that he missed, he was selecting

numbers that were closer to the correct answer than in the baseline assessment.

Session 3 Assessment

Number Adding to Equal Correct Incorrect

2 X

3 X

4 X

5 X

6 X

7 X

Emily Stover

ESP 414

Academic Change Project

8 X

9 X

10 X

After the second round of instruction, the student was able to independently count

each card and add up to the teachers card. It was apparent that the student was

taking more time to count and think through the problems than in the previous

assessment. The second lesson focused on the higher numbers which appeared to

help the student select the correct answers.

For the first baseline and session assessments, the student is given ten different

pairs of cards. There is a different number of circles on each card. The student is asked

to select which card has the greater number of circles using the see/point discrete trial

method. The teacher will place the correct and incorrect answered cards into separate

piles. The results will be placed in the designated chart after the assessment time. For

the second baseline and session assessments, the student is to count the number of

circles on a card the teacher is holding. The student is then given a card and three

answer cards are placed in front of the student. The teacher prompts the student to

select the card that has the number of circles he needs to add to his card to equal the

number on the teachers card. This will continue until the student has had the

opportunity to add to numbers two through ten. The same discrete trial method is used

during these assessments. The teacher will use the assigned chart to record the

students correct and incorrect responses. There is no time limit for any of the

assessments.

Specific scoring procedures

For baseline one and session one, the answers are separated into a correct and

incorrect pile during the assessment. After the assessment is complete, the teacher

records the results in a chart by marking correct or incorrect for each number pair given.

The results for baseline two, session two and session three are recorded in a chart.

Correct or incorrect is selected for each number that the student is expected to add to.

Schedule of observation

November 9, 2016 4:00pm- KeyMath Diagnostic Assessment was Administered

December 7, 2016 1:30pm- Baseline 1

December 7, 2016 2:00pm- Session 1

December 9, 2016 5:00pm- Baseline2

December 9, 2016 5:40pm- Session 2

December 10, 2016 1:00pm- Session 3

Graphing Procedures

The baseline and session assessments were recorded using an AB graph. The

graph was created using Microsoft Excel. The session, number of correct responses

and phase changes are all included on the graph. A copy of this graph is attached

below.

Emily Stover

ESP 414

Academic Change Project

Academic Change

10

6

Number of Crrect Responses

4

0

Baseline 1 Session 1 Baseline 2 Session 2 Session 3

Session

Intervention Development

Students will analyze data and determine when and what intervention(s) are necessary

to change student performance for the area in which they are collecting data. The final

product will include the following:

Diagnosis of Student Performance

On the KeyMath assessment, Brayden scored the lowest in the area of Data

Analysis and Probability. After reviewing the questions that he had answered incorrectly,

I noticed that they each involved comparing. The assessment focused specifically on

comparing with counting and comparing with adding. Braydens mother also indicated

that this is evident when he attempts to add groups of objects together to get a total

number. I chose to start with comparing numbers of objects to identify which is greater.

His baseline score for this area indicated that he was able to correctly compare most

numbers. After receiving instruction on counting to compare groups of objects, the

student was able to meet the set goal by correctly answering eight of the prompts. We

then moved on to adding though comparing numbers. The student correctly answered

four of the nine given problems during the baseline assessment. He participated in a

lesson that focused on teaching him how to compare two numbers to determine how

many more he needed to add for them to be equal. After the first session, the student

was able to correctly answer seven of the ten given problems. Brayden practiced the

skill in an additional lesson and was able to achieve a score of eight on the third session

assessment. Based on this information, Brayden would be ready to move on to the next

skill. This would include adding two sets numbers through using the same method. He

would then identify which problem has the greater answer.

Evidence Based Practice

For each assessment, the Discrete Trial Method was used. The student was

expected to use the see/point strategy during each trial. When Brayden was presented

with the cards, he was expected to point to the card that represented the correct

answer. This was done for each assessment. During the initial session, the student

received instruction on counting objects in order to compare. He was then presented

with two cards and had to select the card that had the greater number of circles. The

following sessions required the student to add by comparing two cards and determining

Emily Stover

ESP 414

Academic Change Project

what needed to be added to one card to make them equal. During each lesson, the

student was provided with 10 trials. The results were used to determine what numbers

the student needed further instruction on.

Problem, Data, Goals and Materials

Based on the students KeyMath results, the following objectives were created for the

intervention:

1. When presented with two groups of objects, the student will be able to correctly

identify which group has a higher quantity of objects in 8 of 10 given

opportunities

2. When presented with two groups of objects, the student will add the numbers in

the groups to get a total number, getting 8 out of 9 problems correct.

3. When presented with two addition sentences represented by objects, the student

will identify the greater total, getting 8 out of 10 problems correct.

Brayden was demonstrating difficulty with problems that required him to compare

numbers of objects. This also impacted his ability to add groups of objects together. The

intervention requires cards with 1-10 circles on each and data collection charts.

The following lesson plans reflect the intervention:

LESSON PLAN 1

PART 1

Prerequisite Skills:

The student understands the difference between more than, less than and

equal to.

The student is able to verbally state numbers represented by objects (one-to-

one correspondence).

Overall Goal:

When presented with two groups of objects, the student will be able to correctly

identify which group has a higher quantity of objects in 8 of 10 given opportunities.

Pennsylvania State Content Standards/Common Core Standards: (List the

content standards that are covered in your lesson).

of objects.

Standard - CC.2.1.K.A.1: Know number names and write and recite the count

sequence.

and quantities.

Emily Stover

ESP 414

Academic Change Project

Cards with different numbers of dots on each

Data recording forms

Number line

1. Establish purpose:

The teacher will explain that student will be comparing groups to identify which

one has a larger number of dots. It will also be explained that if the student cannot

identify which group has more just by looking at the two, they will need to count to find

the larger number. The teacher will say what do you do if you cant figure out which

group is bigger just by looking at them? The student will be expected to respond with

count the dots. The teacher will then remind the student that they are looking for the

group that is larger, or has more dots.

what you will say and what the students are expected to say).

The teacher will tell the student that counting is an important part of the

lesson. The card with ten dots will be presented and the student will be asked to

count the dots by pointing to each one. The teacher will also ask what it means to

have more of something. The student should respond with having a bigger

number or larger amount.

3. Task analyze the skill being taught:

1. After the student has demonstrated the skill of counting each dot, the

teacher will place two cards down on the table.

2. The teacher will ask the student to point to the card that has more dots.

Modification: (Verbal Prompt) If the student responds incorrectly, the teacher

will provide the verbal prompt what should you do if you cannot tell how

which group has more just by looking. The student is expected to respond

with counting the numbers and providing an answer. If the student is

consistently struggling, the teacher will present numbers with a greater

variation to make the difference more noticeable for the student.

3. After each correct response, the teacher will replace one or both of the

cards.

4. The teacher will mark the numbers used in the set that the student was

able to correctly identify. Incorrect answers will be recorded in the same

manner and reviewed at the end of the lesson.

Modification: If the student is unable to identify the group with more on the

second trial. I number line will line will be provided to help the student

determine which number is larger.

Emily Stover

ESP 414

Academic Change Project

4. Independent practice:

For independent practice, the student will be given the pile of cards and they

will be placed on the table face down. The student will flip two cards over so

that the dots are showing and select which one has more. Each time the

student correctly answers, they will keep their cards until all of the cards have

been flipped.

The student will be evaluated through discrete trial using the same response

method as the lesson (see/point). The teacher will present 10 pairs of cards to

the student. Each pair that the students gets correct will be placed in one pile and

the incorrect answers in another pile. After the assessment, the teacher will count

the number of pairs that the student answered correctly and place that number

on the assessment chart.

6. Summarize:

The teacher will ask the student what were you doing with the cards today? The

student is expected to respond with, comparing, finding the larger number or

counting. The teacher will further the students answer by saying, you were

comparing two sets of numbers to find out which one had more. The lesson will

be concluded by the teacher asking the student about how they knew which

groups had more and allowing time for the student to explain. Reinforcement will

be given at the end for the students work.

LESSON PLAN 2

PART 1

Prerequisite Skills:

The student understands the concept of addition.

The student is able to verbally state numbers represented by objects (one-to-

one correspondence)

Overall Goal:

When presented with two groups of objects, the student will add the numbers in the

groups to get a total number, getting 8 out of 9 problems correct.

Pennsylvania State Content Standards/Common Core Standards: (List the

content standards that are covered in your lesson).

Standard Area - CC.2.1: Numbers and Operations

number of objects.

Emily Stover

ESP 414

Academic Change Project

Standard Area - CC.2.1: Numbers and Operations

Standard - CC.2.1.K.A.1: Know number names and write and recite the count

sequence.

Standard Area - CC.2.2: Algebraic Concepts

Standard - CC.2.2.K.A.1: Extend concepts of putting together and taking

apart to add and subtract within 10.

Data recording forms

Addition symbol car

1. Establish purpose:

The teacher will begin by explaining that the student will be adding two groups of

dots presented on two cards. The teacher will ask the student what it means to add. The

student is expected to respond by saying combine or put together. Then, the teacher will

explain that the student will be adding (or putting together) the two numbers they are

given to equal the number or dots on the card that is being held up by the teacher.

The teacher will begin by having the student count the number of dots on

individual cards and telling the student that counting the dots can help them

when adding. The teacher will also ask the student of what it means to compare

something and remind them to think of the previous lessons. The student will be

told that they are expected to compare their final answers to the teachers card.

3. Task analyze the skill being taught:

1. The teacher will begin by holding up a card and placing a card on the table

in front of the student. Three cards will also be placed in a row above the

individual card the student is given.

2. The teacher will ask the student to count the number of dots on the card

she is holding up. The student will verbally state how many dots are on the

card.

3. The student will then be prompted to count the amount of dots on their

own card. After the student has counted their card, the teacher will ask

them how many more dots they would need to add to their card to match

the number on the teachers card.

4. The student will answer by pointing to one of the three cards in the group

above their original card.

Emily Stover

ESP 414

Academic Change Project

5. If the student correctly answers, she will place the students cards, the

addition sign, the equal sign, and the teacher card to form a number

sentence.

6. The teacher will read the number sentence aloud pointing to each card as

it is read. The student will repeat this step after the student.

Modification: The student will be given cut out dots that are able to be

combined into one group if they are unable to complete the addition problems

using the cards.

7.After each correct response, the teacher switches the cards for herself and

the student.

8. This sequence will be repeated for the remaining 9 problems.

Modification: If the student has difficulty with remaining on-task for all ten

problems, the number will be reduced or the instruction will be split into

segments.

9. The teacher will use the data collection sheet which divides the addition

sentences into number categories. Correct answers will be marked with a

check mark. Incorrect answers will be marked with an X and any problems

that were not covered will be crossed out.

4. Independent practice:

For independent practice, the student will select their own cards to add. The

cards will be placed face up on the table and the student will select two.

When the student adds the two numbers together, they will find the card that

shows their total and build the number sentence. To further the activity, the

teacher can ask the student to write the number sentence.

The student will be evaluated through discrete trial using the same response

method as the lesson (see/point). The teacher will present 10 pairs of cards to

the student. Each pair that the students gets correct will be placed in one pile and

the incorrect answers in another pile. After the assessment, the teacher will count

the number of pairs that the student answered correctly and place that number

on the assessment chart.

6. Summarize: (Describe what you will say to students to review what they have

learned and link it with the purpose at the beginning of the lesson).

The teacher will ask the student what were you doing with the cards today? The

student is expected to respond with adding the number of dots. The teacher will

further the students answer by saying, you were adding two numbers to find a

total and comparing that total to my example. The lesson will be concluded by

the teacher asking the student what strategy they used to add and allowing time

Emily Stover

ESP 414

Academic Change Project

for the student to explain. Reinforcement will be given at the end for the students

work.

LESSON PLAN 3

PART 1

Prerequisite Skills:

The student understands the concept of addition.

The student is able to verbally state numbers represented by objects (one-to-

one correspondence)

Overall Goal:

When presented with two addition sentences represented by objects, the student will

identify the greater total, getting 8 out of 10 problems correct.

Pennsylvania State Content Standards/Common Core Standards: (List the

content standards that are covered in your lesson).

Standard Area - CC.2.1: Numbers and Operations

number of objects.

Standard Area - CC.2.1: Numbers and Operations

Standard - CC.2.1.K.A.1: Know number names and write and recite the count

sequence.

Standard Area - CC.2.2: Algebraic Concepts

Standard - CC.2.2.K.A.1: Extend concepts of putting together and taking

apart to add and subtract within 10.

Data recording forms

Addition symbol card

1. Establish purpose:

The teacher will begin by explaining that the student will use what they learned in

the previous two lessons to compare addition sentences to determine which one has a

greater total. The teacher will tell the student that they will be adding two spate sets of

Emily Stover

ESP 414

Academic Change Project

cards for this lesson instead of one. The student will be made aware that the activities

for this lesson has multiple steps so it is important to listen to each direction.

2. Review prerequisite skills and activate prior knowledge:

The teacher will begin by having the student count the number of dots on

individual cards and telling the student that counting the dots can help them when

adding. The addition and equals sign will also be reviewed with the student. The teacher

will go on to ask the student of what it means to compare something and remind them to

think of the previous lessons. At this point, the student will be told that they will compare

the answers for each of their number sentences to determine which one is greater.

3. Task analyze the skill being taught:

1. The teacher will begin by placing two cards down in front of the student.

The student will be asked to point what goes in between the numbers and

then what goes at the end.

2. The same step will be repeated for the second set of numbers.

3. Three cards will be placed above the two number sentences for the

student to point to for the answers.

4. The teacher will then tell the student to add the numbers from the first set

and point to the card that depicts the correct number of dots. The same

will be done for the second number sentence.

5. When the student points to the correct answers, they will be asked what

two numbers they selected for the totals and to say the number

sentences.

6. The teacher will then ask the student to compare the totals and determine

which number is greater.

Modification: The student will be given cut out dots that are able to be

combined into one group if they are unable to complete the addition problems

using the cards.

7.After each correct response, the teacher switches the cards for the number

sentence and the answers.

8. This sequence will be repeated for the remaining 9 problems.

Modification: If the student has difficulty with remaining on-task for all ten

problems, the number will be reduced or the instruction will be split into

segments.

4. The teacher will use the data collection sheet which divides the addition

sentences into number categories. Correct answers will be marked with a

check mark. Incorrect answers will be marked with an X and any problems

that were not covered will be crossed out.

4. Independent practice:

For independent practice, the student will select their own cards to add. The

cards will be placed face up on the table and the student will select 6. When

the student adds the two numbers together, they will find the card that shows

Emily Stover

ESP 414

Academic Change Project

their total and build the number sentences. When they complete this, they will

create piles for the numbers that were greater. To further the activity, the

teacher can ask the student to write the number sentences and circle which

one has the greater number answer.

The student will be evaluated through discrete trial using the same response

method as the previous (think/point). The teacher will present 10 pairs of cards to

the student. Each pair that the students gets correct will be placed in one pile and

the incorrect answers in another pile. After the assessment, the teacher will count

the number of pairs that the student answered correctly and place that number

on the assessment chart.

6. Summarize: (Describe what you will say to students to review what they have

learned and link it with the purpose at the beginning of the lesson).

The teacher will ask the student what were you doing with the cards today? The

student is expected to respond with adding the number of dots. The teacher will

further the students answer by saying, you were adding two numbers to find a

total and comparing that totals. The lesson will be concluded by the teacher

asking the student what strategy they used to add and how they determined what

number was greater. Reinforcement will be given at the end for the students

work.

Students will record the implementation of the intervention and all monitoring of

progress. Students will include an analysis of the students performance. Students will

include a graphic display of the student performance for each goal specified above.

Students should also keep anecdotal notes (a journal) of intervention sessions. A

discussion of modifications of the intervention must also be included. The final product

will include the following:

Graphic Display of Student Performance Generated with Microsoft Excel

Emily Stover

ESP 414

Academic Change Project

Academic Change

10

6

Number of Crrect Responses

4

0

Baseline 1 Session 1 Baseline 2 Session 2 Session 3

Session

In the initial assessment of Braydens ability to compare numbers, he incorrectly

answered four of the ten given prompts. Most of the errors occurred when comparing

numbers with a difference of one or two. The errors were also mostly with higher

numbers. He incorrectly answered two of the prompts during the session one

assessment which meant that he had reached the goal set by the objective. For the

second session, the student was asked to compare the number of circles on a card held

by the teacher and a card he was given. He then had to determine what number circles

needed to be added to his card to equal the amount on the teachers. Brayden

answered four problems correctly in the baseline assessment. He then received

instruction on how to compare the cards in order to count up and find the correct

answer. After one session, his score increased by three. After a final instructional

session, he answered only one problem incorrectly.

Analysis of Student Performance

Observations were conducted during the assessments to reveal areas that may

have affected the students performance. During the first baseline assessment, the

student was not counting to determine which number was greater. He was simply

looking at the cards and selecting an answer. It was noted during the assessment that

the student stated that it was harder to compare the cards when the circles were not in

equal lines which may support that the support that he was relying on the visual

representations. After the first session, the student counted he number of circles on the

card to determine which on had the greater number. The only difficulty that he displayed

was needing to recount cards with a larger number of circles. The incorrect responses

in the session one assessment were due to Brayden miscounting the circles. During the

second baseline assessment the student displayed difficulty adding numbers greater

than 5. He was selecting answers that were far from those that would have correctly

added to the expected number. It is believed that the student was able to correctly

answer the problems involving smaller numbers because there was an obvious

difference in the number of circles. After the instructional session, the student was able

to answer all but 2 of the problems. He began counting up to find the correct answers.

He also became more efficient in counting the numbers on the cards. After one final

Emily Stover

ESP 414

Academic Change Project

session, the student met the mastery criteria. He was noticeably taking more time to

count and think about the problem than in the previous assessments.

Recommendations

Based on Braydens mastery of the previous skills, the following goals and

objectives were designed to continue to develop his skills. These goals and objectives

will also help to develop skills that Brayden needs for future problem solving.

When presented with two addition sentences represented by objects, the student

will identify the greater total, getting 8 out of 10 problems correct.

o When given two addition problems with numbers between one and five,

the student will compare the answers to determine which is greater,

getting at least 8 of 10 correct.

o When given two addition problems with numbers between six and ten, the

student will compare the answers to determine which is greater, getting at

least 8 of 10 correct.

o When given two addition problems with no answer provided, the student

will compare the numbers in the problem to determine which problem

would have the higher answer, getting 8 of 10 correct.

When presented with a written addition problem, the student will add numbers

between one and ten, getting 8 out of 10 correct.

o Given a written addition problem, the student will use manipulatives to add

numbers between one and five, getting 8 of 10 correct.

o Given a written addition problem, the student will use manipulatives to add

numbers between six and ten, getting 8 of 10 correct.

o Given a written number sentence, the student will correctly add numbers

between one and five without manipulatives, getting 8 of 10 correct.

o Given a written number sentence, the student will correctly add numbers

between six and ten without manipulatives, getting 8 of 10 correct.

These goals and objectives were designed to further develop the students

comparing and addition skills. The first goal incorporates the skills that were learned

in the first and second sessions of the original intervention. This will help the student

to use both of his acquired skills to perform multistep problems. The objectives start

with using the same method as the original intervention and the third removes the

answer from the prompt. This is meant to encourage the student to further analyze

the given problem. The second goal and its corresponding objectives are focused on

developing the students ability to add based on written addition problems. The

student will begin by using manipulatives and once the skill is mastered, the

manipulatives will be removed. This will help the student generalize the skill of

addition by fading the use of manipulatives and learning steps that are needed in

future math skills. The objectives can be taught using the same Discrete Trial

method as the previous sessions.

Emily Stover

ESP 414

Academic Change Project

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