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Running Head: IMPACT ON STUDENT LEARNING ANALYSIS 1
Impact on Student Learning Analysis
Crystal Bennett
Kennesaw State University
IMPACT ON STUDENT LEARNING ANALYSIS 2
Impact on Student Learning Analysis
Introduction and Demographics
I teach at Woodstock Elementary School which is a Title I school with a vast majority of
learners and ethnicities that without a doubt impacts the learning environment. Woodstock is part
of Cherokee County School District and strives to maintain high performance despite the
socioeconomically issues in the community. With 47% of students on free and reduced meals,
technology resources in the home are limited (CCSD, 2015). Over the past year, our community
has developed multi-million dollar neighborhood homes, and this has caused a large gap in
economic status among students and their access to technology at home. Moreover, the gap is
being noticed more by students. At Field Day, we sell snacks for the students to purchase and
parents are always invited to attend. One of my wealthy parents noticed students that did not
have any money to spend, and she gave them each two dollars to spend at the concession stand.
This kind gesture brought a discussion into my classroom as to why some students do not have
as much money as others. In an effort to keep up with technology, some schools in my district
have piloted a Bring Your Own Learning Device program where students are allowed to bring
technology into the classroom. I cannot help but imagine the emotional impact that will happen
to students of lower economic status. With such a large difference in social classes, I feel this is
my biggest obstacle in the classroom. In fact, “family incomes is now a better predictor of
children’s success in school than race” (Reardon, 2013). Despite, the growing gap in academics,
experiences, and success of different economic classes, I hope to try new, proven methods to
help close the achievement gap among my different socio-economical students. Unlike in the
past, we are gaining students that are gifted, typically not of economic disadvantage, at the same
IMPACT ON STUDENT LEARNING ANALYSIS 3
rate as students qualifying for EIP services, typically of economic disadvantage. Differentiated
Instruction is no longer optional; it is a must.
Our school is fortunate to be so diverse and embrace our cultures. We have 60% white,
19% Hispanic, 13% black, 2% Asian, 1% Native American, and 5% multiracial (Report Card,
2015). Our Title I parent facilitator coordinates an international festival each year for parents and
students to showcase the many countries our school calls home. This event has really been
successful in teaching students how to respect and understand other cultures. As a teacher, it
allows me to learn more about my students and the ideas they value.
My school currently houses 1,111 students, and we are projected to continue to grow in
size as our community grows (CCSD, 2015). This year we went well over what the country
projected our numbers to be, and we are hoping to gain additional staff to support our student’s
needs. I teach three ninety minute blocks of 4th grade math, and we were hoping to have a
reduced class EIP model. However, our numbers are so high that we are not going to be able to
do this. Therefore, in my “small” class of 24 students I have 22 students that qualify for EIP
math services, but currently we do not have enough support to fulfill the need. Hence, it is my
job to provide those students with differentiated tasks and settings to meet their needs.
In additional to high number of qualified EIP, my class has 12 ESOL students, meaning
English is not their primary language at home. This impacts their ability to read and solve word
problems because they lack a strong vocabulary. Additionally, I struggle with communicating
with parents of ESOL students. Our school is fortunate to have a parent facilitator that speaks
Spanish and English, but the everyday support at home is simply not there for some of my ESOL
students. Unfortunately, several of our ESOL students are also considered economically
disadvantaged. Therefore, the parents often are limited on transportation to attend school
IMPACT ON STUDENT LEARNING ANALYSIS 4
functions and the ability to provide outside learning experiences for the child. The students
struggle with academics, motivation, and fitting in with their peers. Without a doubt, this impacts
their learning experience and shows in academic scores.
My other two math classes are gifted mixed with average. One of my goals this year is to
differentiate lessons to better meet the needs of my gifted learners. Unfortunately, achievement
and developmental levels vary so much in a class of 30 that whole- group instruction is tough. I
prefer small-group and/or extremely interactive lessons in a whole group setting. In analyzing the
large difference in social class of students, the lack of EIP support due to high enrollment
numbers, and my large amount of ESOL students, I strive to make an instructional setting that
will leave a positive, successful impact on my students’ learning.
With so many varied student needs, I have attempted to analyze the demographics and
learning styles of my students. I have researched ways to educate a classroom setting and create
projects that are fair with such varied economic, language, and support status. Last year, the state
launched a program called Statewide Longitudinal Data System (SLDS) in an effort to allow
teachers to make data-driven decisions to improve student learning. This program has aided in
my research of students because it offers valuable information that directly impacts academics.
In the SLDS website, a teacher can view the movement of the students, the academic grades,
standardized testing results, and any socio-economical barriers that might impact learning.
Previously, teachers had to wait on cumulative folders from schools to be mailed, but now we are
granted a direct portfolio on our child. Another feature that I have found valuable is the ability to
look at all previous years. However, my favorite feature is the ability to select a group of
students and the system will tell you that groups strengths, absenteeism, weaknesses, averages
scores, average demographics, and other valuable personal information. Knowing all these
IMPACT ON STUDENT LEARNING ANALYSIS 5
factors about my students allows me to plan instructional assignments and settings that will best
meet their needs.
During my analysis, I looked forward to conducting research among my students to see
what instructional plan best meets their needs. In my analysis, I used my middle fourth grade
math group. This group is made up of 1 teacher and 28 students. Of the 28 students, I have 3
speech students, 6 gifted students (divided into 3 motivated vs. 3 unmotivated), 6 qualified EIP
students, 3 ESOL, 2 students with 504’s, and 8 students considered economically disadvantaged.
All lessons began with whole-group motivation and introduction, partner work, small-group
work and individual work. However, each element of instruction included various forms of
technology and different platforms. My Impact on Student Learning Analysis focused on
evaluating the impact of technology led instruction within three academically differentiated
groups of students. Also, I looked at what extent technology integrated lessons in mathematics
impacted student subgroups (speech, motivated gifted, unmotivated gifted, EIP, ESOL,
economically disadvantaged, and 504’s) critical-thinking skills.
Curriculum and Learner Outcomes:
Learner Outcomes: This Area and Perimeter unit is taught in conjunction with our math
series, GO Math, and our daily math warm-up activity. Students are presented real-world
material in spiral review manner during warm-up, and they are taught more in-depth concepts
through GO Math. I conducted this lesson over the course of three days with my fourth grade
math class during a ninety minute segment. The lesson covers the Georgia Standards of
Excellence 4th grade Area and Perimeter Measurement Standard. Each day, students were
presented with progressive, real-world tasks to gain knowledge of area and perimeter.
IMPACT ON STUDENT LEARNING ANALYSIS 6
Standard: CCSS.Math.Content.4.MD.A.3 Apply the area and perimeter formulas for
rectangles in real world and mathematical problems.
Objective: The students will be able to define and calculate area and perimeter of
polygon shapes and apply formula knowledge to solve real world mathematical
measurement problems.
Lesson plan: The lesson was taught to my class of 28 students using varied methods
within the lesson. Additionally, each method of instruction included various forms of
differentiated technology and diverse platforms. After lesson presentation, students were divided
into three academically differentiated groups based on data score and subgroup information.
Pretest: Students took the GO Math Area and Perimeter pretest on their assigned laptop.
(see Appendix A for a preview of the GO Math testing platform). The teacher printed a report
from their GO Math Personal Math Trainer and formed three groups.
Introduction: Students viewed a motivational Perimeter and Area video song
(K6Elearning, 2013). The teacher completed an interactive KWL chart with students using
Activinspire.
Lesson: The teacher used the interactive GO Math flipchart to complete new concepts
and introduction of area and perimeter. The GO Math lesson also shared an introduction link to
real-world application of area and perimeter. It reviewed prior knowledge and provided a basic
overview of new skills using the GO Math Interactive Student Edition. After the lesson
introduction, students were placed into three differentiated groups: Extended, Core, and
Modified.
Small-Group Instruction/Centers: The teacher continued the small group instruction
using Go Math Differentiated Activities and completed the GO Math assigned problems based
IMPACT ON STUDENT LEARNING ANALYSIS 7
on skill level. Then, students worked with the teacher to complete a tiered activity with
technology integration.
Extended Task Group: Students selected 3 surfaces in the classroom to measure and
calculate area and perimeter. Then, when only given total area or perimeter, students
were asked to find objects within the classroom whose lengths met the requirements.
Technology Integration: Students solved real-world area and perimeter questions
through an interactive castle journey (Elearning, n.d.).
Core Task Group: Students selected 3 surfaces in the classroom to measure and calculate
area and perimeter. Then, students recorded the results in at least 2 creative ways, and
students created real-world word problems based upon their findings.
Technology Integration: Students explored area and perimeter in varied shapes.
As shapes become more irregular, higher-order questions are inquired (McGraw,
1999).
Modified Task Group: Students selected 3 surfaces in the classroom to measure and
calculate area and perimeter. Students matched surface areas and perimeters from objects
in our classroom.
Technology Integration: Students calculated area and perimeter by matching sides
with total and vice-versa in two interactive gaming platforms (Sheppard, n.d.).
Home Connection Project: Students created a floor plan of their house, or favorite
location, and measured lengths to solve area and perimeter of at least 6 rooms. Students were
given a choice board to decide what presentation tool or method they would like to use to display
their project. A scoring sheet was also included for review (see Appendix B for more information
on the Home Connection project).
IMPACT ON STUDENT LEARNING ANALYSIS 8
Posttest: Students took the GO Math Area and Perimeter posttest on their assigned
laptop. The teacher printed a report from their personal math trainer and offered remediation as
needed. All students that did not score a 100 percent were asked to make test corrections in
which they had to identify their error and then solve the problem correctly. All students that
scored below 75 percent were given the option to retest after receiving two before or after school
tutoring sessions with the teacher.
Differentiated Instruction: Using the technology included in GO Math, the teacher
checked personal math trainer pretest score for area and perimeter. The modified group, lowest
students, were grouped together and the teacher focused on being able to define and calculate
simple shapes area and perimeter. The core group, middle group, worked on calculating the area
and perimeter of abnormal shapes. The extended group, highest group, worked on calculating the
area and perimeter when given a missing length. All of these tasks were completed using a hands
on, interactive model and an integrated technology element.
Research soundness: A pretest was given to see where the students are and what they
remember before teaching the unit. Then, students were placed into groups based on their ability.
My ability groups are not static, they are flexible to allow students support and acceleration as
needed. Ability grouping has been a common form of differentiation in education. However, if
educators are static in their grouping and not flexible, it will not be successful. On the contrary,
when flexible ability grouping is used appropriately and effectively, students win. Researcher
and professor, Paula Olszewski-Kubilius, president of the National Association for Gifted
Children, reports many of the benefits and research promoting ability grouping in her 2013,
Education Weekly Article. “They receive the right content at the right time from teachers better
able to direct their instruction to a smaller group of students. Additionally, because the students
IMPACT ON STUDENT LEARNING ANALYSIS 9
are concentrated with others who have similar levels of knowledge and learning rates and clear
learning goals, they can better challenge one another to grow further. The latest evidence makes
clear that flexible ability grouping is effective, enabling students to make the types of gains all
educators should desire and expect (Olszewski-Kubilius, 2013).”
Method:
Students took a pretest and a posttest using their assigned laptop on GO Math: Personal
Math Trainer. On this 20 item assessment, students are instructed to define and calculate area
and perimeter of simple shapes and abnormal shapes that can be formed into a rectangle.
Additionally, students are given real-world problems in which the formula for area and perimeter
must be applied to solve. The teacher forms the ability groups based on the pretest results. After
the posttest, the teacher supplemented with enrichment and remedial activities to further
differentiate instruction. All students that did not score a 100 percent were asked to make test
corrections to encourage mastery of the standard. In their test corrections they had to identify
their error and then solve the problem correctly. All students that scored below 75 percent were
given the option to retest after receiving two before or after school tutoring sessions with the
teacher. The data from the pre and post-test is listed below under the reporting of data.
Analyzing and Reporting the Data:
The data from the pre and post-test is thoroughly analyzed using multiple statistical
techniques and representations. This analysis is focused on 28 fourth grade math students. The
data seeks to look at the impact of technology led instruction for area and perimeter within
various groups.
In my whole group analysis, I looked at the comparison of pre and post test results and
noted the growth points between the two tests. The mean score for the pretest was 37.68 percent
IMPACT ON STUDENT LEARNING ANALYSIS 10
and 82.68 percent for the posttest. There was an average increase of 45 points between pre and
posttest results. In looking at the standard deviation of 16.139 in my post-test, I feel that it is an
appropriate deviation due to the varied learners within the classroom. I feel that all students made
significant gains, but some students needed additional support in order to master the concept.
With a mean score of 82.68 percent on posttest, there is certainly overall room for continued
growth. These scores were to be expected based on low pretest scores that indicated a lack of
prior knowledge of area and perimeter. Due to the high rigor and difficulty of area and perimeter
concepts, I continue to use daily warm up exercises and centers that focus on this key standard.
A whole group comparison model as well as the raw data scores are shown below.
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
Student 21
Student 22
Student 23
Student 24
Student 25
Student 26
Student 27
Student 28
0
10
20
30
40
50
60
70
80
90
100
Area and Perimeter Test Scores
Pre Test Post Test
Student
Scor
e
IMPACT ON STUDENT LEARNING ANALYSIS 11
Area and Perimeter Raw DataStudent Pre-Test Post-Test Growth Points
Student 1 0 60 60Student 2 20 100 80Student 3 5 55 50Student 4 10 80 70Student 5 35 90 55Student 6 75 100 25Student 7 70 95 25Student 8 65 85 20Student 9 55 100 45Student 10 40 85 45Student 11 15 50 35Student 12 25 80 55Student 13 70 100 30Student 14 30 65 35Student 15 30 70 40Student 16 45 95 50Student 17 50 85 35Student 18 60 100 40Student 19 65 75 10Student 20 70 95 25Student 21 25 60 35Student 22 0 50 50Student 23 20 85 65Student 24 10 85 75Student 25 35 90 55Student 26 40 85 45Student 27 40 100 60Student 28 50 95 45AVERAGE 37.68% 82.68% +45
In my first sub group analysis, I compared the 8 students that were considered
economically disadvantaged to the other 20 students not considered economically disadvantaged.
In comparing the data, it is quickly noticeable the difference among the two groups. The
economically disadvantaged average a 20 point deficit among the two assessments, but
surprisingly, they show similar growth rates. This information is extremely valuable in the
support of prior knowledge when introducing new concepts. Prior knowledge is extremely
valuable in mathematics because each concepts builds on previous skills and transfers to an
understanding of new concepts. “Without prior knowledge, learners may not have a mental
IMPACT ON STUDENT LEARNING ANALYSIS 12
model to map the base and target problems and thus, may be unable to transfer” (Dinsmore,
Baggetta, Doyle & Loughlin, 2014). The fact that my economically disadvantaged students are
not only in poverty, they are also lacking prior skill sets needed to be successful in the
classroom. Consequently, I plan to use this data to target these students with basic skills lost in
previous years. It is my hope to help close the achievement gap that persists among these
students. I think it is worth noting they most appear capable of learning due to a similar growth
rate of non-economically disadvantaged peers. This is encouraging as I move forward in my
instructional planning. The data analyzed for my economically disadvantaged subgroup can be
seen below.
1 2 3
23.75
66.88
43.1343.25
89.00
45.75
Economically Disadvantaged Vs. Not Economically Disadvantaged
Economically Disadvantaged Mean Not Economically Disadvantaged Mean
An additional sub group that I wanted to examine was the impact of instruction on the 6
EIP students versus the non-EIP students since this is my first year that I have not had additional
EIP support in my classroom. The results, listed below, showed that EIP students averaged 19.32
points less on the pretest, 26.74 points less on the posttest, and had 7.42 points less in growth
scores when compared to students that are not in EIP. This data is consist with benchmark
scores, last year’s grades, SLDS information, and math grade. Most EIP students need additional
support, modified assignments, and remediation of material. Additionally, I think it is worth
1= Pretest2= Posttest3= Growth Scores
IMPACT ON STUDENT LEARNING ANALYSIS 13
noting that 3 out 6 of my EIP students were also considered economically disadvantaged. That
means that half of my EIP students are living in poverty. This information was not surprising as
this has been a trend in my years of education, especially at my Title I school. I will continue to
research and implement best practices to help support the individual learning needs of my EIP
students.
1 2 3
22.50
61.67
39.1741.82
88.41
46.59
EIP students Vs. Non-EIP Students
EIP Students Non- EIP Students
In my individual analysis, I looked at two students that represented two different
performance levels. Student 6, labeled gifted, had the highest score on the pretest, a 75, and he
made a 100 on the posttest, resulting in a 25 point growth score. I compared his achievement
with a less successful student 22, labeled economically disadvantaged and EIP, and I compiled
the evidence in a bar data chart shown below. Student 6 scored 75 points higher on the pretest
and 50 points higher on the posttest when compared to student 22. Due to the fact that student 6
scored so high on the pretest, 75, he only had a chance of 25 growth points. However, student 22
scored a 0 on the pretest and had the chance to have a change of 100 growth points, but he only
gained 50 points. The results support my initial introductory thoughts and demographics that
there is clearly a gap among my varied socioeconomically students and academic achievements.
1= Pretest2= Posttest3= Growth Scores
IMPACT ON STUDENT LEARNING ANALYSIS 14
1 2 3
75
100
25
0
50 50
Comparing Two Students
Student 6 Student 22
Reporting Data
Students took the pretest and a posttest using their assigned laptop on GO Math: Personal
Math Trainer (see Appendix A for a preview of the GO Math testing platform). This program
automatically shows the score and data to the student upon completion. Then, the program
emails a copy of the report to the parents. For parents that do not have internet or email access, I
printed scores and sent home. Also, after taking the pretest I sent home the GO Math School
Home Letter in both English (see Appendix C) and Spanish (See Appendix D). To further illicit
a strong understanding of Area and Perimeter, students worked on a home connection project to
bridge an understanding of mathematics and how it relates to the real-world (see Appendix B for
more information on the Home Connection project). Also, I offered before school and after
school tutoring sessions in my classroom to assist with test corrections. On behalf of students
that could not come in early or stay late, I pulled during our homeroom study time. All students
that did not score a 100 percent were asked to make test corrections to encourage mastery of the
standard. In their test corrections they had to identify their error and then solve the problem
correctly. All students that scored below 75 percent were given the option to retest after
receiving two tutoring sessions with me.
IMPACT ON STUDENT LEARNING ANALYSIS 15
Reflecting on the Data:
After analyzing and reporting the data, I feel that the lesson and the use of integrated
technology aided in my students ability to understand such a difficult concept. All students
improved on the posttest, and the data charts supported my previous thoughts and notions stated
in my introductory. I feel that my whole-group then transition to small-group instructional
strategy benefited this lesson because I was able to differentiate concepts on student levels. This
helped with student motivation because the gifted felt challenged and the EIP did not feel
defeated. In asking my students what they liked most about the lesson, most stated the online
computer games. Hence, my desire to include more instructional strategies that cater to the use of
technology not only by the teacher but also by the students. Also, students favored the choice
board given for the home connection project. In reflecting, I feel that it is because my technology
savvy students were able to use programs that they enjoyed, while my students that did not have
technology were still able to present the material in a neat manner. Students were able to flourish
their creativity into the lesson. One of my students used spaghetti noodles to make a model of his
home. Another student used Geo Sketchpad, converted it to Paint, and created a replica of his 6
favorite rooms at our school. My math class was one of his rooms; I was honored and impressed
by his use of technology. “Technology not only allows teachers to provide differentiated
instruction for gifted children and adolescents, but also serves as an educational and creative
outlet for some of the best and brightest minds in the world” (Periathiruvadi, Rinn, 2012). I feel
that not only can I use the technology in the classroom, but I can also allow students to create
even more home connection projects using technology. As a teacher, I enjoyed the variety in
creative presentations, and the fact that my students were eager and motivated in learning about
area and perimeter. Those that appeared to be highly motivated with prerequisite knowledge of
IMPACT ON STUDENT LEARNING ANALYSIS 16
area and perimeter had the highest posttest scores. Without a doubt, “Motivation plays an
essential role in learning and it affects various fields of education” (Kahveci, 2010).
Subsequently, I will immediately plan to implement more motivational introductions to lessons,
and research games and outside technology integration that supports the curriculum.
Also, when considering the individual items on the assessment that most of my students
struggled with I can reflect and plan instructional warm ups that address their need. When given
simple area or perimeter questions such as, “The length is 4. The width is 2. What is the area and
perimeter?” my students did well. However, when given the total area or perimeter my students
struggled with working backwards to find missing sides. This concept has been notoriously
difficult in previous years among all learners, especially those with a lack of prior knowledge of
area and perimeter. However, I found that when I modeled the scenarios with Legos, students
were able to break down the elements and work it out. Hence, I feel I need to spend more time on
this part of the standard to help my students reach the mastery they need to be successful.
Additionally, I will use the online computer program called Tenmarks to continue to
collect data on my students understanding of Area and Perimeter. Within the Amazon created
website, students are asked to solve open ended questions, and they are offered hints, videos, and
tutorials on how to solve it. This is a great remediation tool, but it is also a successfully tool in
continuing spiral, cumulative assessments of standards taught. Moreover, it breaks down the
problems and does the data collection and analysis for me. Therefore, I can use that data to know
exactly what part of area and perimeter my students are still struggling with and can immediately
implement appropriate instructional strategies to aid students.
In moving forward, there is always future action for improved practice to allow me to
gain the professional growth desired. In a review of this lesson, I have three professional learning
IMPACT ON STUDENT LEARNING ANALYSIS 17
goals that emerged based upon my insights and experiences. First, I want to develop more home
connection projects that allow students the chance to use technology as a presentation tool, but I
also want to continue to provide materials and ideas to students without technology in the home.
Secondly, I want to continue to serve students with some amount of small-group instruction
based on academic levels. I want my groups to continue to stay static and flexible so that true
differentiation can occur based on pretest results. Thirdly, I want find additional supportive
measures to help my EIP students since I do not have additional instructional support in the
classroom. I want to help close their achievement gap by providing them with basic skill sets lost
in previous years. Additionally, in their small group time I want to show them videos and do
activities to provide them with a background to build new concepts and curriculum on. In
addition to my previous plan to implement more motivational introductions to lessons, I have
two other goals that I would like to implement. Effective immediately, I will offer all students
without technology in the home, with the intent of targeting those considered economically
disadvantaged, with before school, after school, and study hall time to access technology games,
databases, and programs to gain skills to feel successful in using technology. Also, not only am I
going to have students explore the technology, I am going to have my EIP students linked to
basic skills games of lessons that are coming up. By allowing these students a chance to have
some prior knowledge of content before it is taught, I hope to see a new data trend with less gap
among my economically disadvantaged and EIP. Through these goals, I will continue to collect
data and change my instructional practices to better reach the needs of my diverse learners.
IMPACT ON STUDENT LEARNING ANALYSIS 18
References
CCSD: Cherokee County School District. (n.d.). Retrieved June 10, 2015, from
http://www.cherokee.k12.ga.us/
Dinsmore, D. L., Baggetta, P., Doyle, S., & Loughlin, S. M. (2014). The Role of Initial Learning,
Problem Features, Prior Knowledge, and Pattern Recognition on Transfer Success.
Journal Of Experimental Education, 82(1), 121-141. Retrieved September 18, 2015 from
http://proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=91735228&site=eds-live&scope=site
E-Learning for Kids (n.d.). Castle in the Clouds: Area & Length [Flash game]. Math World.
Retrieved September 14, 2015, from
http://www.e-learningforkids.org/math/lesson/castle-in-the-clouds-area-length/
Kahveci Murat. (2010). Student’s Perceptions to Use Technology for Learning: Measurement
Integrity of The Modified Fennema-Sherman Attitudes Scales. The Turkish Online
Journal of Educational Technology, 9 (1) , 185-201. Retrieved September 18, 2015, from
http://files.eric.ed.gov/fulltext/EJ875782.pdf
K6Elearning. (2013, August 30). Perimeter and Area Song [Video file]. Retrieved
September 14, 2015, from https://www.youtube.com/watch?v=Xk-PyhjFWw4
Mcgraw, R. (1999, January 30.). Exploring Area and Perimeter [Java game]. A Unit for Tech
Prep Mathematics Courses. Retrieved September 14, 2015, from
http://www.indiana.edu/~atmat/units/area_perimeter/area_o.htm
Olszewski-Kubilius, P. (2013, May 20). Setting the Record Straight on Ability Grouping.
Education Week. Retrieved August 24, 2015, from
http://www.edweek.org/tm/articles/2013/05/20/fp_olszewski.html
IMPACT ON STUDENT LEARNING ANALYSIS 19
Periathiruvadi, S., & Rinn, A. N. (2012). Technology in Gifted Education: A Review of Best
Practices and Empirical Research. Journal Of Research On Technology In Education
(International Society For Technology In Education), 45(2), 153-169. Retrieved
September 23, 2015, from
http://proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=cph&AN=84296839&site=eds-live&scope=site
Reardon, S. F. (2013, April 27). No rich child left behind. The New York Times. Retrieved
August 24, 2015, from http://opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-
left-behind
Sheppard, B. (n.d) Area Shape Game [Flash game]. Sheppard Software. Retrieved
September 14, 2015, from
www.sheppardsoftware.com/mathgames/geometry/shapeshoot/AreaShapesShoot.htm
Sheppard, B. (n.d) Perimeter Shape Game [Flash game]. Sheppard Software. Retrieved
September 14, 2015, from
www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.ht
m
The Governor’s Office of Student Achievement: Report Card. (n.d.). Retrieved June 10, 2015,
from https://gaawards.gosa.ga.gov/analytics/K12ReportCard
IMPACT ON STUDENT LEARNING ANALYSIS 20
Appendix A
GO Math Assessment Preview
This is a sample shot of the platform for the online 20 question pre and post assessments students take in their GO Math: Personal Math Trainer. In accordance to copyright laws, and HMH policy, only samples can be shown.
IMPACT ON STUDENT LEARNING ANALYSIS 21
Appendix B
Area and Perimeter Home Connection Project
Directions: Students will create a floor plan of their house, or favorite location, and measure
lengths to solve area and perimeter of at least 6 rooms. Students may decide what presentation
tool or method they would like to use to display their project using the choice board below.
Additional information on Area and Perimeter can be found on Mrs. Bennett’s website, the GO
Math online portal, and the GO Math text.
Presentation Choice Board (Please choose one tool)
Geo Sketchpad PowerPoint Google Slides
Sketch and Calc Lucid Chart Paint
Cacoo Shoebox Display Poster Board
Twiddla Dabbleboard *Student Choice (Must be approved by teacher)
Scoring Requirements
No Credit (0) Partial Credit (5) Full Credit (10)
Student does not use appropriate presentation tool.
Students uses a presentation tool, but does not use all
elements in a creative manner.
Student uses presentation tool thoroughly, creativity, and
appropriately.
Student does not find area and perimeter.
Student finds area or perimeter but not both. OR
Student does not find the area and perimeter of all 6 rooms.
Student finds and displays area and perimeter of 6
rooms.
Student shares presentation with little confidence and understanding of Area and Perimeter concepts.
Student shares presentation with some confidence and understanding of Area and
Perimeter concepts.
Student shares presentation with strong confidence and understanding of Area and
Perimeter concepts.
Due: Thursday, September 17, 2015 *Presentations will occur Thursday and Friday in class.
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