PDS IMPACT ON STUDENTS FORM

Name: Ashlyn Long Date: 3/28/2016

Grade: 3rd
Mentor Teacher: Nicole
Rhodes
PDS Name: Lincolnshire Elementary School
Targeted Group:
(Questions to consider here: Describe the students
impacted by your teaching. What is the number of
students targeted? Does this number of students
represent the total student population, or a
subgroup? Are these students performing on grade
level for this subject area?)
All of the students were impacted by my teaching,
but I decided to focus on one student. One student
was targeted and this does not represent the total
student population. The one student was a subgroup.
This student was performing on grade level for this
subject area.

Activity:
(Questions to consider here: What specific teaching
activity did you complete with the students? What
was the duration/length of time for the activity, i.e.
amount of time each day, number of days? What
type of things did the students do?
The specific teaching activity that I completed with
the students was a ten day science unit on animal
Revised/Developed by E. Milleson

1/21/13

habitats. The amount of time that I spent each day

teaching my unit was 30 minutes. The students
learned about six different animal habitats:
rainforest, mountains, desert, arctic, ocean, and
grasslands. The students completed many different
activities like a Webquest, exit tickets, foldable, and
worksheets. To learn about the different animal
habitats, the students were engaged in read alouds,
open discussions, Bill Nye video, and a Webquest. To
wrap up the animal habitats unit, the students were
able to show what they learned by creating animal
habitat dioramas with their partner.

Pre-Assessment:
(Questions to consider here: Identify baseline data
for the students participating in the activity. For
example, data shared here could be from a pre
assessment or from benchmark data.
Data reported should be measurable/numerical.)
Before I taught the animal habitat unit, I had the
students complete a pre-assessment. There were ten
questions on the pre-assessment. There were two
multiple choice questions, one true false question,
three fill in the blank questions, and a matching
question. The student that I targeted performed very
poorly on the pre-assessment. He only got two
questions correct on the pre-assessment out of ten
questions. He performed the worst on the preassessment. I knew that I wanted to help him
perform better on his post-assessment because I
knew he was capable of doing so.

Revised/Developed by E. Milleson

1/21/13

Post-Assessment:
(Questions to consider here: Describe what evidence
shows student progress or impact from your
teaching. What were the results of the post-test
data? For example, data shared here could be from a
post assessment or from benchmark data.
Data reported should be measurable/numerical.)
After teaching my unit, the student performed so
much better on the post-assessment. He got 8
questions correct out of a total of ten on his postassessment. This shows that he was impacted by my
teaching of the animal habitat unit. It shows that he
learned a lot from my animal habitats unit.

Gain:
(Record the gain shown from pre and post data
results).
The student performed very poorly on his preassessment which made me realize that I needed to
really focus on this student and help him learn. After I
taught my unit, I gave the students their postassessments. This student got 8 questions correct
out of a total of ten questions. He improved so much
during my unit. He was only able to get two
questions correct before I taught my unit, but then
after I taught my unit he was able to show everything
that he learned by receiving 8 correct on his postassessment. I could see his attitude changing as he

Revised/Developed by E. Milleson

1/21/13

learned more about animal habitats. He was feeling

more comfortable learning about animal habitats. He
was gaining confidence in himself when he was
learning more.

Room to Grow: Consider the assessments utilized for

this
activity- What type of assessments are
they: pre- and post
testing, formative i.e.
benchmarks, summative, performance based? How
do the assessments and the teaching activities
align with standards?
The types of assessments that I used was pre and
post-assessments. The pre and post-assessments
were examples of summative assessments. The postassessment showed me what each student learned
after I taught the animal habitat unit. I gave
examples of formative assessments during my unit
because I wanted to evaluate not only the students
performance, but my performance as well. I wanted
to make sure my teaching was effective for the
students. The assessment and teaching standards
align directly with the standards that I used during
my unit. The standards that I used were 3-LS4-3:
Construct an argument with evidence that in a
particular habitat some organisms can survive well,
some survive less well, and some cannot survive at
all and 3-LS4-4: Make a claim about the merit of a
solution to a problem caused when the environment
changes and the types of plants and animals that live
there may change. The students were able to show

Revised/Developed by E. Milleson

1/21/13

me if they met these standards by correctly

answering the questions on their post-assessment.

Revised/Developed by E. Milleson

1/21/13