Colorado State University

Teacher Work Sample

Instruction I: Individualization and
Management

Gustavo Munoz
December 4, 2016
Math Education

Submitted to Linda Williams

Education is a bipartisan issue that concern all communities of color and should
be first, last and always about the student learning.

-J C Watts

I am from Houston, Texas and born in New York, New

York. I attended the KIPP Houston Charter Schools and
received a particular education that made me the person
I am today. I am a first generation student, Mexican-
American, and from a family of six.

I have volunteered in many hospitals and worked with

kids by doing arts and crafts, playing video games or
reading a book to them. I have also worked at a middle
school and elementary for KIPP. There I had to setup for
many events, keep up with the bus schedules/routes,
I love playing
football(soccer), teacher assistant, and even helped out the
volleyball, American administration.
football and watching
great TV shows like Education is an important part of every human that
Game of Throne and should be a right to everyone regardless of sex, gender,
movies such as Good ethnicity, race, etc. Children are the future and education
Will Hunting.

As of today I have
taken Calculus I, II
and III. I am currently
taking Linear Algebra
and Differential
Equations.

The education courses

A students education is not something that should be taken for

granted. Teaching students is a passion
First niece in the family
thatMunoz
Gustavo not everybody has
My coworkers/ friends at My cousins wedding and
and first woman in our KIPP Sharp, where I used my entire family, as you
the privilege to experience.
family besides my mom. to work for two years andEducation
Math
learned more about how
a school functions.
can see all males besides
my mom.

(832)526-9385
 Setting and
Context

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 Poudre School District:

According to Poudre School Districts website, Poudre School District, located in

Fort Collins, Colorado serves approximately 29,000 students and includes 50
schools. PSD is the 9th largest school district in Colorado, covers 1,856 square miles
in northern Colorado, including Fort Collins, Timnath, Wellington, Red Feather,
Livermore, Stove Prairie and parts of Windsor.

Vision: Poudre School District exists to support and inspire every child to think, to
learn, to care, and to graduate prepared to be successful in a changing world.

Mission: Educate...Every Child, Every Day

Demographics:
Asian: 3.00%
Black/African American: 1.16%
Hispanic/Latino: 18.09%
Native American: 0.52%
Native Hawaiian/Pacific Islander: 0.14%
White: 73.79%
Two or More: 3.41%
STUDENT PROFILE
Participating in Free/Reduced Lunch: 33.71%
Special Education Programs: 7.81%
Gifted and Talented Programs: 11.92%
English Language Learner Programs: 7.84%
STAFF PROFILE
Total Staff: 3,652
Certified: 1,969
Classified: 1,540
Administrators: 143
Total teachers: 1,716
Average teaching experience in PSD: 12 years
ACADEMICS
Dropout Rate: 1.5%
2014 Graduation Rate: 84%
8.8 out of 10 graduates completed at least one post-secondary class prior to
graduation
Class of 2015 graduates earned more than $44 million in scholarships
Students performed 8%-17% higher than students around the state in all
subjects and in all 27 areas tested on the 2014 Transitional Colorado
Assessment Program (TCAP)
DISTRICT ENDS
DE 1.0 outlines PSD's four major goals, which seek to ensure that all students have
a well-rounded education that prepares them to succeed in a changing world.
Foundations for Success: Colorado Academic Standards/Wellness
Success in a changing world: Post-Secondary Readiness
Above and Beyond: Individual levels of excellence for students

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 Connections: Academically and Socially connected to the school community
FINANCES AND FUNDING (based on 14/15 adopted budget)
2014-2015 Total Funded Pupils: 27.438.8
2014-2015 Per Pupil Funding: $6,661.41
2014-2015 Per Pupil Expenditures: $8,591
Revenue: $237,324,109
Local - 49.5%
State - 50.5%
Expenditures: $235,719,239
Instruction - 54.8%
Support Services - 38.8%
Operation and maintenance of plant
School administration
Instructional staff
Students
Central
Student transportation
General administration
Business
Other
Charter Schools - 6.3%
Other - .1%

Compensation by Classification (% of total expenditures)

Administrators: 6.3%
Professional - Instructional: 50.8%
Professional - Other: 3.3%
Paraprofessional: 5.2%
Office/Administrative Support: 4.1%
Crafts/Trades/Services: 6.4%
Boltz Middle School:

According to Boltz Middle Schools website, Boltz Junior High School was well under
construction and scheduled to open its doors for the beginning of the 1972-73
school term. Just prior to opening, however, a fire ravaged the facility. Determined
crews immediately set about rebuilding the structure from the ashes up, and the
school opened January 29, 1973.
A beautiful Greek myth parallels Boltz's early fate. Legend had it that the phoenix, a
brilliant reddish and gold bird, was the only one of its species. It lived a regular life
for hundreds of years, at the end of which time it burned itself on a funeral pyre.
From the ashes would arise another Phoenix, one of renewed youth and beauty.
Accordingly, we chose the Phoenix for our school mascot.
Today Boltz is a school with great pride in our heritage, abundant and energetic
young people, and dedicated staff. Our pride is reected in the red and gold colors
of that majestic bird that has become our symbol -- therefore we are...the
Boltz Phoenix.

Boltz has a specific mission for educating students: As a learning community, we

will create a nurturing, safe environment founded upon a culture of respect and the

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understanding of early adolescence with a commitment to the academic, physical,
social and emotional growth of our students.

Boltz also has a vision in place that, [They] are preparing students to become
responsible citizens in our democratic society.

Along with the mission and vision of the school, Boltz has
guiding values that create the unique culture of the school:
Students are the #1 priority at Boltz Middle School.
The academic, emotional and social growth of junior high students is an
ongoing process which we foster. Staff will work with students in a positive manner
so that the students have the opportunity to acquire the skills of self-discipline.
A strong academic and exploratory curriculum is necessary for
students to reach their potential.
The Boltz community has high academic expectations for students. The academic
and elective curriculum is relevant and addressed to students' needs.
Students are encouraged to become lifelong learners and
responsible citizens.
Students will develop and use learning skills. Students will develop the values they
need to lead productive lives. These values include, but are not limited to:
responsibility for actions, honesty, integrity, perseverance, initiative,
tolerance, dependability, respect, and courage.
Open communication and collaborative involvement among parents,
the community, students, and staff is welcomed, encouraged and
fostered.

Boltz is a place where a variety of constructive ideas, opinions, and points of

view are valued and openly discussed with respect and trust and without fear of
reprisal. Parental involvement and responsibility are essential.
Staff members are positive, enthusiastic, dedicated professionals
who value, work with, and support each other.
Expectations at Boltz are consistently enforced by staff who model and use
the elements of positive interaction. Opportunities for growth and development,
both individually and as a group, are provided. Staff is acknowledged
for performance and extra efforts.
A supportive environment is essential.
The Boltz community teaches and uses the Positive Interaction Model and the 6 Ps
(Prompt, Prepared, Polite, Produce, Participate, Problem Solve). Adequate staffing
and resources are vital. Physical safety and emotional security are critical for all
members of the Boltz community. Expectations, rule application, and consequences
are consistently and uniformly applied.
Policies in Place:
Boltz has a list of guidelines known as the 6Ps, that outlines general expectations,
and also provides a more specific list for conduct known as behavior expectations.
6 Ps
Boltz Phoenix are EXPECTED to...
BE PROMPT:
arrive at school on time

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 arrive in class before the bell rings
BE PREPARED:
bring to class all required materials and books
be ready to learn when the bell rings
know when assignments are due and turn them in on time
have and use a daily planner
BE POLITE:
use Positive Interaction Skills
display a Positive Mental Attitude (PMA)
listen attentively
use appropriate eye contact and body language
speak in a normal tone of voice
focus on the immediate problem
PRODUCE:
turn in work on time
never accept less than your best
do your best quality work
PARTICIPATE:
positively engage in learning
use positive interaction skills
communicate clearly
be responsible for your learning and behaviors
PROBLEM SOLVE:
accept feedback
seek help to resolve issues
use positive interaction skills
use mediation to end conict

Student Behavior Expectations

Boltz Middle School will continue to be a safe school with your input. As a staff, we
will model, teach, and use POSITIVE INTERACTION SKILLS based on the Discovery
Model. We expect students to use these same skills when interacting with staff,
parents, and other students at Boltz Middle School. These skills include
the following: As a school, we have in place a Step System to enable all staff to work
with student behaviors and decisions. Our goal is to address concerns at the lowest
possible level/step before issues or behaviors escalate or become serious. Boltz
Middle School believes that mediation and problem-solving are the best way to
resolve problems. Step 1 behaviors/offenses are lower level and will be addressed
and solved through staff working directly with students. Step 1
behaviors/offenses may turn into Step 2 offenses if the problem persists or if
students choose not to work through the issue positively. Step 2 behaviors/offenses
are very serious. These behaviors/offenses jeopardize student safety and an
environment of mutual respect. In cases of Step 2 behaviors/offenses,
parent(s)/guardian(s) will be contacted immediately and the student placed on in-
school or out-of-school suspension. In the case of out-of-school suspension, a parent
conference is required before the student is readmitted. If Step2 behaviors/offenses
continue, the student may be placed on the Habitually Disruptive ladder, which
could result in being recommended for expulsion from school.

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 1. speak in a normal tone of voice
2. focus on the immediate problem
3. listen attentively/respond accordingly
4. use appropriate eye contact and body language

Terms and Consequences for Behavior

(Less serious but become more serious if continued! Consequences may include
parent contact.)

Hall Behaviors:
We expect all students to maintain a safe, positive, and mutually respectful
environment at Boltz Middle School. Running, pushing, shoving, tripping,
or inappropriate language have no place in a school. Inappropriate hallway behavior
will result in a range of disciplinary consequences.

Attendance:
By law, a student must attend 1,056 hours of instruction per year. We schedule
1,080hours of instruction; therefore, a student should miss no more than 24 of
these hours (or a total of 4 days) throughout the course of the school year. After 10
missed days, all absences will be counted as unexcused. Students need to attend
at least of the school day in order to attend extra-curricular activities on the day
they are absent. This includes athletic events, music events and dances.

Tardies:
Students are to be in their class before the bell rings. This means students are
prompt and ready to learn. Should a student continue to be tardy, they will be
assigned lunch, after or before school detention. If tardies become excessive, a
parent contact will be made, with possible code of conduct consequences. Tardies to
first periods will be handled through the main office. If students are tardy to first
period, they must check-in at the attendance office to be issued a pass to class.
Students having excessive first period tardies will make up the time missed from
class during lunch.
Profanity:
The use of profanity is never appropriate at school. Detention time, parental
contacts and suspension will result for students continuing to make poor decisions
with their choice of
language. Profanity directed at any adults in the building will result in an automatic
suspension.

Displays of Affection:
Neither kissing nor extended embraces are appropriate in a school setting. A
warning will be given. Continued displays will result in an office referral or detention.

Backpacks/Coats:
To ensure school safety, students are not permitted to bring backpacks into
classrooms. Also, heavy outerwear coats are not permitted in the classroom.
(Always very serious and may result in suspension or expulsion!)

Weapons:

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Any student who possesses a weapon (as defined by state statutes) will
automatically receive an out-of-school suspension of up to 15 days and referral to
law enforcement. Possessing and threatening others with a weapon is an automatic
recommendation for expulsion.
If you accidentally bring a weapon to school, bring it to the office on your own
initiative and consequences will be lessened and possibly waived.

Assault:
An attack that is unprovoked (and if committed by an adult would constitute a crime
of violence) will result in an automatic recommendation for expulsion.

Alcohol/Drugs:
Any student who is under the inuence or is using alcohol/drugs will have a parent
contact, a suspension from school and a re-entry conference. Any student selling or
distributing a controlled substance will automatically be recommended for
expulsion.

Gangs:
Any student involved in or promoting gang or gang-like activity by wearing gang
paraphernalia, colors, using gang signs, harassing, or intimidating others will face
suspension and possible expulsion.

Habitually Disruptive Students:

Any student who through his/her actions and decisions becomes defined as
habitually disruptive (as defined in the Code of Conduct) will be recommended for
expulsion.

Harassment/Discrimination:
Any student who repeatedly engages in activities (as defined by state and federal
statute) that create an environment of fear or hostility, or are demeaning, will face
consequences ranging from a conference with parents to an expulsion. In cases
involving sexual harassment, the victim may request that the perpetrator be
removed from the school.

Bullying:
Any student who continually engages in the act of bullying may be required to
attend a bullying class conducted by our School Resource Officer and Counselors.

Fighting:
Staff and students will be proactive and solve problems using positive interaction
skills and mediation. Should students choose to fight at school, a suspension and
likely a ticket issued by our SRO, as well as a conference will result.

Tobacco:
Students in possession of tobacco will be referred to the office; students who are
using tobacco will have a parent conference and a suspension may result. They will
also be issued a summons through the Fort Collins Police Department.

Theft/Stealing:

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Any student who is involved in a theft will have a report made to the F.C. Police
Department. Restitution will be required for the monetary amount taken or for
personal items.
Vandalism:
We expect all students to take care of Boltz Middle School and its property. Acts of
vandalism will be promptly addressed and restitution required. Vandalism in
excess of$600 is a felony and will be reported to the Police Department.

Cutting Class:
Students who are truant from classes will make up 200% of the time missed (i.e. 1
hr. missed = 2 hours make up). If a student is truant, their parent/guardian will be
notified as quickly as possible. Should the behavior continue, a parent conference is
required before the student is readmitted to school and the truancy becomes a code
of conduct violation.

Insubordination:
Students are expected to immediately and fully cooperate with all Boltz Middle
School staff (which includes teachers, substitutes, paraprofessionals, kitchen
and office staff, and custodians). Cooperation includes giving your name when
asked and responding immediately to requests. Students who do not cooperate will
face a range of consequences from a conference to a suspension.

Cheating/Plagiarism:
Taking credit for work other than your own is cheating/plagiarism. This
includes copying tests, giving or getting answers to problems/questions, using
others notes/homework, or copying directly from a source and not giving credit. At
the secondary level, plagiarism also includes direct paraphrasing of others work or
from a direct source. Depending on the severity, a range of consequences will occur
from a 0 on the assignment/test to failure of the course. All other activities not
covered here are referenced in the PS Student Code of Conduct, which students are
expected to read and refer to for specifics.

Weekly Schedule
Boltz Middle School is on an alternating block schedule. You will have 10 classes (5
per day). Odd days (periods 1, 3, 5, 7, 9) and Even days (periods 2, 4, 6, 8, 10)
rotate back and forth throughout the year. Your 30-minute Guided Study class meets
at the end of everyday.

Academic Expectations
1. Students are required to have and keep a planner for assignments, to plan for
tests and projects, and to record grades and classroom activities. Planners cost $6
to replace if you lose the initial planner you purchased during registration.2.
Students are expected to talk with your teachers during passing periods and
before/afterschool if you have questions on days that a class is not meeting.3.
Students are expected to check your academic progress regularly online, through
the Counseling Office, and/or by talking directly with teachers.

Student Recognition

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When students display exemplary behavior or work habits, they are able to earn
bracelets. There are different colors and each color represents a level of
achievement based upon how many bracelets have been earned.

Closed Campus
1. Once you arrive at school, you may not leave until the end of the school
day unless signed out by a parent/guardian. This means students may not leave
school grounds. They may not walk to the elementary schools grounds,
the Foothills Mall, etc. unless part of a supervised class activity.
2. Lunch is also part of the school day so you may not leave school unless
with a parent/ guardian.
3. If you do leave campus without permission during any part of the
school day, you may be considered truant, which is a suspendable offense for which
your parents will be contacted.

Attendance
It is vital that students be at school. No matter how much makeup work is done, not
being in class means that students miss vital and irreplaceable opportunities to
learn.
1. Colorado school law requires that students attend (and that parents
enforce attendance) until the student is 17 years of age. If a student has 15 or more
absences, Colorado law requires a parent contact be made and judicial proceedings
may be initiated.
2. Students must have all absences excused through the attendance office. If
a student is absent for any reason, parents need to call the Attendance Line at Boltz
Middle School at 472-3720.
3. Parents will be called or notified if an absence has not been excused.
4. When absent, students have the same number of days to make up
assignments as they have been absent.
5. If absent for three or more days of class, make-up work may be
requested. For less than three days, please get make-up work when you return to
school. Check in with the Attendance Office on the day that you return for a pass to
class.
6. After 10 absences, each additional absence will be counted as an
unexcused absence. Leaving School During the Day
If you will be leaving school during the day, please bring a note from home to the
Attendance Office. A parent/guardian is required to come in and sign their student
out/in.
Pre-arranged Absences
When parents know in advance that students will be absent, we request that a note
be sent to the Attendance Office with the date and reasons for the absence.
Students should notify their teacher and receive assignments in advance when
possible.

Telephones/Cell Phones/Ipods/Mp3 Players

1. The office phone is for emergencies only.
2. Cell phones, iPods and all other electronic devices must be turned off and
put away during school hours. These items should be kept in students backpacks,
which shall remain in lockers at all times. Students are encouraged NOT to bring
these items to school.

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Lockers
Top Ten Locker Guidelines
1. Lockers are property of the school and may be checked/searched at any
time.
2. Keep your locker clean and organized
3. Do not put stickers directly onto locker
4. Do not put paper into the lock mechanism
5. Do not switch lockers without permission
6. No writing, pictures, stickers, or posters which are inappropriate or
offensive (pictures in your locker must match the Boltz dress code)
7. To keep your belongings safe, never share your locker combination with
anyone
8. Do not bring items of value and leave them in your locker, including CD
players, MP3players, or hand-held video games. (These may not be used at school
and should not be brought.)
9. Do not bring large amounts of money and leave it in your locker.
10. If you owe money for fines or books, you will not be issued a locker until
this is cleared with the office.

Hallway and Cafeteria Expectations

1. Students are expected to keep all public areas of Boltz Middle School clean
and picked up, including halls, cafeteria, media center, and outside.
2. Students are expected to clean up after themselves in the cafeteria or
outside. Trash containers are provided for you to dispose your trash. (If asked to
clean up a table or area, please do not respond with, ...but it wasnt mine.)
3. In the halls and classrooms, students may have clear, capped water bottles
only.
4. Students are expected to remain calm and under control, and keep hands
and feet to themselves at all times in the hallways.
5. Spraying of deodorant, perfume, cologne, or body sprays is never allowed
in the hallways. These may only be used in locker rooms.

Before School Expectations

1. Classes begin each day at 7:40 a.m.
2. Prior to 7:30 a.m., the halls are closed unless students are working
directly with a teacher. If students arrive at school before 7:30 a.m., they may wait
only in the auditeria or media center.
3. If students are not behaving appropriately in the morning, they will be
required to sit in the office.

After School Expectations

1. Students are expected to leave the building by2:40 p.m. unless they are
in a school-sponsored activity.
2. Students waiting outside the building must behave in a quiet, orderly
manner, keep the area free from litter, and refrain from any use of profanity.
3. Students attending athletic events in the new gym must be in a seat in the
gymnasium and must display appropriate behavior and language at all times.
4. Students are not allowed to loiter in the entry way of the gym before,
during, or after games.

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Media Center
1. The Media Center is open before school and during lunch for study or
computer use.
2. Students who want to use the media center during lunch should stop in
before school or between classes to get a pass. Students without passes may not
be admitted to the Media Center.
3. No food, drink, or gum is allowed in computer labs.
4. The Media Center is also open after school until 3:15pm, Monday through
Thursday. A staff member will be available to assist students.

Counselors
Mrs. Deborah Morrison and Mrs. Christy Chappell are the Counselors at Boltz Middle
School. They are available to students during most of the day with appointments.
Students may visit with them to discuss issues or ask questions about class
selection, academic problems, personal concerns, activities offered, or solving
conicts. Please do not use academic time to see the counselor unless it is
an absolute emergency. Appointments are encouraged before school, at lunch,
during breaks between classes, or after school.
Guests and Visitors
1. Student visitors are usually not allowed during the day. If you would like
consideration for having a visitor, you must clear it with a principal at least seven
days in advance.
2. School day visitors are limited to non-Poudre School District students or on-
Boltz siblings.
3. Visitors may not visit one week prior to any major holiday or one month
before the end of the semesters.

Academics
Academic success is the reason students are in school and is therefore the most
important concern at Boltz Middle School. Any student who does not satisfactorily
complete three of their four core classes a year, may be retained in their current
grade. Poor performance in an elective class may also result in a lack of further
opportunity in that elective area.
Failures in required courses may be made up by one of the following means:
1. successful achievement in summer school
2. repeating core classes the following year
3. successful completion of an academic contract between the
student, counselor, parent, and administrator Students who are missing work may
be assigned lunch detention or Saturday School until they are caught up.

Athletics
Athletic programs available for 7th & 8th graders include the following: Male:
Football, Wrestling, Basketball, Track, Tennis, Golf, and Cross Country. Female:
Softball, Basketball, Volleyball, Track, Tennis, Golf, and Cross Country. In order
to participate in school sports, student athletes must meet all of the following
requirements:
1. have a current physical form on file and have paid their athletic fees
2. have proof of insurance (you may purchase very affordable insurance
through PSD)

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 3. meet eligibility requirements for grades and behavior
4. be in attendance at school for at least of the day of the event Please
observe the rules of sportsmanship at all times. Demonstrate good sportsmanship.
All opponents are guests in our school. Be respectful toward players, coaches
and officials.
Remember at all athletic events, you represent the pride, respect, and
tradition of Boltz Middle School.
For 6thgraders, we do have expanded athletic opportunities through the City
of Fort Collins. If interested, please ask for information in the front office.
Their phone number is 970-221-6655 and their web address is
www.fcgov.com/recreation.

School Resource Officer

We are fortunate to have Officer Tammy Holpuch as the School Resource Officer
assigned to our campus. Officer Holpuch is available to students, staff, and parents
who have concerns. As a member of our staff, Officer Holpuch will be present in the
halls, classrooms, cafeteria, and school events. Her door is always open when shes
here, both to listen to student concerns and to be actively involved in solving
problems. Officer Holpuchs office is located in the Counseling Center.

Student Involvement and Activities

Boltz Middle School has numerous opportunities to become involved. You are
encouraged to try as many as you like. In addition to activities sponsored during
or immediately afterschool, there are also social activities offered throughout
the year. We encourage all students to find an area they enjoy and then to become
active. Studies show that students who are active in their school have higher
grades and fewer problems. This is your school, and we want it to be a place where
you are welcome, involved, and comfortable! While the dress code at social events
is not as strict as during school, Boltz Middle School does expect students to dress
appropriately. Dress must be age and event appropriate. If you have questions,
please ask a staff member. School dances are scheduled throughout the year.
Students will not be able to attend a dance if they have received a discipline referral
during the time from one dance to the next. Poudre School District Policy Regarding
Use of

Drug Detection Dog Policies

1. Drug detection dogs may be used without reasonable suspicion to
determine if illegal drugs are in student vehicles parked in school parking lots (if
applicable) and/or in areas of the school over which district maintains control such
as desks, lockers, classrooms and locker rooms.
2. If a dog sniff indicates the presence of drugs in a student vehicle parked in
a school parking lot, school officials may follow up with a physical search of the
vehicle before it is moved off school property, but only if the student is present.
Under Policy JIH, failure to allow the search of a vehicles interior or trunk under
these circumstances will result in the students automatic loss of the privilege of
parking at school for at least the remainder of the academic year.
3. If a dog sniff indicates the presence of drugs in the closed space of an area
of the school over which the District maintains control, such as a desk or locker,
school officials may follow up with a physical search of the space before there is an
opportunity for the removal of items without the school officials knowledge. When

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feasible, a videotape record of the search should be made. The student may be
present at the option of the principal.
4. Drug detection dogs may NOT be used without reasonable suspicion to
search a students person or personal effects (e.g., purse, book bag, etc.). In cases
where there is reasonable suspicion that illegal drugs are on the students person or
contained in the students personal effects, a physical search rather than a dog sniff
search should be conducted unless advance approval is obtained from School
Services.
5. All physical and dog sniff searches must be conducted in compliance with
Board Policies JIH and JLIE. See
(www.psdschools.org/psdinfo/boardofeducation/ policygovernancepolicies.aspx).

Student Attire (Dress Code)

We expect students to wear clothing that promotes a positive, safe, productive, and
learning-focused school environment. With this in mind, please adhere to the
following requirements when choosing how to dress each day:
1. No pajamas, lounge wear, slippers, or other bedroom attire may be worn
to school.
2. Under clothing cannot be visible, including underwear, bra straps, and
shorts worn under pants. (Sagging pants will not be allowed. Pants must be worn at
the students waistline.)
3. Shoulders, stomachs, and chests must be covered. Students cannot wear
spaghetti straps, tank tops, open-mesh, see-through clothing, or low cut tops.
4. Students may not wear ripped or torn clothing.
5. Short shorts or short skirts are not allowed (keep length to mid-thigh).
6. Clothing advertising or promoting tobacco, alcohol, drugs, violence, or
gang related activities, or which offends, threatens or demeans others is not
allowed. (This includes gang tattoos on the skin.)
7. No hats or sunglasses may be worn during school hours.
8. Metal chains on wallets are not allowed.
Students wearing clothing that violates any of these requirements will be
asked to call their parents to bring them appropriate clothing.
For students who violate dress code multiple times, a parent conference may
be scheduled and/or detention and In-School Suspension will be assigned.

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 1. Impressions of one day in the classroom/ work covered? What would you do
differently?

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 a. On this day the teacher mainly reviewed questions about the
homework and the assessment they had before and for the
assessment they were going to have the next day. She then turned to
the warm up and had students participate by answering questions
about the warm up. She also went over some of the new material that
they will be learning in class after the assessment and what they
should expect to see in the future. Towards the end the teacher
explains what to expect for the assessment, what they should study for
and how she recommends the students to study.
b. I felt like for the most part most of the review which is an incredible
way to make sure the students are ready for the assessment. I would
have probably just kept reviewing the rest of the class since the last 20
minutes the teacher tried to crammed some notes and new topic for
the students to start thinking about. I feel as a student I would not
even care for the new topic since it is not as important in my mind as
the assessment that I am about to have. This is why it was not a
necessity to introduce the students to a new topic.
2. Script one class period: POD, learning target time spent in each area
Time spent: 10 minutes

a. Tiered lesson, explains about talking to each other, write in the planner
and write down homework
b. Tells them the date, students take out agenda and listen, tells them
what they are going to learn.
c. Well-structured and tells them what is happening later that week that
is important
d. There was one student that was late and she asked for a pass right
away.
e. Asked to take out the hw and to start thinking about the questions
about the assessment and what they thought about it.
f. Gives them a deadline about when they can retake the assessment.
g. Data conversation
h. HW
i. Summarize problem 2.3
j. Point slope form
k. Teacher checks hw by stamping their paper and asking them if they
understood everything while stamping it
Time spent: 25 minutes

l. Students stay quiet while she is talking to each student about their hw.
If she sees that they didnt understand the hw she will explain how the
hw works while the other students work on the warm up and review
their assessment
m. Talks about retake and the standards, explains how each row is a
standard and only has to take that standard
n. Has them reect on where they made their mistake and how they
corrected their mistake

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 o. Has them to resolve the problem and explanation
p. Some students finish their warm up while she explains the corrections
about the assessment
q. Asks about questions about the assessment
r. Calls on students that understood the question to explain it in their
own words
s. As she helps the student explain it better and use mathematical terms
most students pay attention to what she is saying
t. Asks the students what mistakes they did in their tests and explains
each mistake and what they could have done.
u. Asks the students to take their calculators out to calculate, explains
how to distribute the exponents to the variable and constant
v. Many students like to fiddle and eat, which is not bad is just interesting
to see since they are some of the students that understand it very well
w. Teacher looks at the time to see if they have more time for more
questions and says that she has time for one more question
x. Tells them how she wants to put the order from greatest power to
smallest power
y. Explains how its more organized and makes more sense
z. Student asks question about subtracting exponents that do not have
the same exponents
Time spent: 25 minutes

aa.Teacher explains how like terms work

ab.Students have conversations on the word problems and solving
inequalities
ac. Tells them they can talk wherever they want as long as they talk about
the problems
ad.Teacher hands out different color papers to let them know that one is
harder than the other
ae.Some students go to the hall and actually talk about the problems
given to them.
af. Students ask each other questions about how they got that answer
ag.It is incredible to see how the students actually contribute to their
answers and explain each problem to one another on how they go that
answer
ah.After some groups start finishing the problems they are either quiet or
start talking about their weekend. Teacher starts to walk around to see
what they are doing
ai. Some students go back to their desks once they are done reviewing
the problems
aj. Teacher asks students how much time they need and students show
how much more time and teacher says 3 more minutes
ak. Teacher shows every step that she does with a different color to show
what she is doing more clearly
al. Students explain what every variable and constant represent
am. Some students look tired and bored when the teacher is going
over some problems

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 an.Interactive notebooks
ao. Pg. 50-51
ap.Students work on problems in their books and teacher gives them 4
minutes
aq.Teacher explains how the problem works backwards and how they got
the answer
Time spent: 10 minutes

ar. Teacher lets the student take some notes to think about tomorrows
class
as. Explains how the graphs should look like when graphing
at. Solid vs dotted line and how they should be graphed
au.Solution between a line and an inequality is coordinate point vs region
av. Gives them a couple of problems to look at so they can start seeing
how the graphs look like
aw. Explains how the slope and y intercept work and refresh their
memories on how they work
ax. Explains how the region works
ay. Teacher tells them to prepare for the assessment tomorrow and
explains her expectations.
az. Students pack up and bell rings
3. List and explain 3 teaching strategies/ techniques you have observed and tell
us why each is a benefit to the student:
a. The main strategy that I saw the teacher use is the depth of questions.
She first started with level one questions and ended up with level 3
questions. The teacher made sure that she was getting some sort of
response from every student and made sure that students were paying
attention. Another strategy used was that she gave them different
problems and split them into groups and the students discuss and
answered the questions. Afterwards the students would review as a
class the questions that were in their problem set. The third strategy I
saw was that the teacher uses a warm up to get the student to review
what they learn the day before and give them some knowledge about
what they are going to be learning that day.
4. Observe two students who stand out in the class and why? How did they
entered the room, task accomplished, off task behavior?
a. The first student I notice was late and as soon as she sat down the
teacher asked for a pass. I noticed how she gave her the pass and
during class the student liked to fiddle a lot but also participated and
answer the questions that the teacher asked. Even though it seems as
though the student is laying in the chair and coming in late the student
still manages to answer the questions correctly and pay attention. The
second student sits at the front of the class and the student has an
exceptionality. The reason I chose this student is because the student
always asks me questions even though I am not the teacher. I try to
help all the students as much I can and explain the material in a
different way until the students are able to understand the concept.
With this student it may take me some time, but it seems as though

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 after a while he starts to understand me. This student does not take
many notes and likes to be off task a lot, but when it comes to asking
questions to the teacher or me one on one the student understands it
better. I think that the student feels more comfortable with the one on
one relationship that just being lectured.
5. List number of students who have exceptionalities? What modifications or
accommodations are needed when you teach a lesson?
a. In my class I have six students that have a harder time comprehending
the material. This does not mean that they are dumb or secluded, but
the teacher and myself pay closer attention to them and try to explain
the material in a way that each student can understand it. This does
not distract the other students because while we are trying to explain
the material to the students one on one they are working on finishing
the material. The teacher also manages to print out different color
copies and explains to the students what each color means from
material that they should know to material that will challenge them.
The students pick between 3 colors based on how they feel
comfortable. The good thing about this is that the teacher doesnt
single out any students and lets them choose which problems they feel
most comfortable with.
6. What do you see kids doing while you are on hall duty?
a. Usually I see the children getting things from their locker and talking to
one another. There are some teachers in the hallway as well paying
attention on the students so it helps with the students getting to class
on time. The students also use this time to go to the restroom or ask
the teacher for their next class, if they could go back because they
have something going on that they havent finish. Students are
extremely talkative and dont really walk with a hurry to class but stay
constant on their pace.

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 Teaching
Experience/
Lesson Plan

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Teacher: Gustavo Munoz Date: October 25,
2016

School: Boltz Middle School Grade Level: 7th/8th Content

Area: Algebra

Title: Linear Equations and Inequalities Lesson #:1

of 1

Content Standard(s) addressed by this lesson: (Write Content Standards

directly from the standard)

1. Linear functions model situations with a constant rate of change and can be
represented numerically, algebraically, and graphically

a. Derive the equation y = mx for a line through the origin and the
equation y = mx + b for a line intercepting the vertical axis at b.

2. Properties of algebra and equality are used to solve linear equations and
systems of equations

a. Explain that solutions to a system of two linear equations in two

variables correspond to points of intersection of their graphs, because
points of intersection satisfy both equations simultaneously. (CCSS:
8.EE.8a)

~ Common Core Colorado Department of Education Standards for Mathematics

Understandings: (Big Ideas)

Students will be able to identify situations with linear equations and

inequalities, write system of linear equations and graph these systems.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of

instruction, select applicable questions from standard)

Can the student identify situations with linear equations and inequalities?

Can the student write linear equations and graph them?

Can the student solve to find a coordinate pair?

Evidence Outcomes: (Learning Targets)

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Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)

Context:

Audience (A) Ms. Elders 1st period Algebra Class

Behavior (B) I expect the students to be able to work with their classmates to
solve the war up, identify situations with linear equations and inequalities, solve to
find a coordinate pair, come up with equations from word problems, identify what an
intersection point is, differentiate between a system of equations. This will be
demonstrated by the students solving the pizza problem, workbook problem and
talking with their classmates about the problems and coming up to the board to
show their work.

Condition (c) This lesson is the first lesson of the second unit (2.1) and I expect the
students to be able to write down an equation from the previous lesson. The
students are expected to participate and work with one another.

Degree (D)- It is important for the students to understand how linear equations and
inequalities work and to be able to solve and find the intersection point by looking
at the graph. Students should have some sort of understanding of how the point of
intersection can be found by graphing, solving by equations and context.

I can: evaluate how the students perform and understand based on the questions
that students ask and how they are able to solve the pizza problem and the
workbook.

This means: I am able to explain how linear equations and inequalities can help
the students solve by looking at the graph and finding the coordinate point.

List of Assessments: (Write the number of the learning target associated with
each assessment)

I will assess the lesson objective by having the students answer some questions in
the workbook and then have volunteers to talk about how they came up with the
answers and making sure the everyone understands. I will also assign homework
from the workbook that relates to the section.

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Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to last
and what materials will you need?
Planned Lesson Activities
Dissecting a linear system Identify, writing and graphing linear
equations
Time: 60- 70 minutes
Materials:
Teacher- speakers, whiteboard, computer
Students Journals, pencils, paper

Anticipatory Set Warm Up- (15 minutes)

The hook to grab students attention. Identify the objective
These are actions and statements by the Read Pg. 24 and answer questions in Getting ready (10
teacher to relate the experiences of the minutes)
students to the objectives of the lesson, To
Have students write equations to the word problems (5 minutes)
put students into a receptive frame of
Students will work together and answer the questions in part A
mind.
and B (20 minutes)
To focus student attention on the
Students will answer questions in part C (5 minutes)
lesson.
To create an organizing framework Students will take notes on the difference between systems of
for the ideas, principles, or equations and finding intersection point (10 minutes)
information that is to follow Review objective and assign homework (5-10 minutes)
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.

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 Procedures 1. Warm up- Students will work on a pizza problem that gives them
(Include a play-by-play account of what a brief introduction to the lesson and will let me know if they
students and teacher will do from the have an idea of how inequalities work
minute they arrive to the minute they 2. Identify the objective- I will introduce the objective and explain it
leave your classroom. Indicate the length to the students and then I am going to have students explain it
of each segment of the lesson. List actual back to me in their own words.
minutes.) 3. Getting ready- students will answer 3 questions in the Getting
Indicate whether each is: Ready section and they will share with them to their group.
-teacher input 4. Equations and problems- students will make equations for the
-modeling word problems given to them and I will have them contribute
-questioning strategies what their answers were and how they got them.
-guided/unguided: 5. After seeing what the equations are students will use those
-whole-class practice equations and will input them in (website) and use that graph to
-group practice answer questions in part A and B. Once students have solved all
-individual practice the questions they will share with their group and then the class.
-check for understanding 6. Once section A and B are done, students will answer questions in
-other section C and share with their group.
7. Notes- students will take a few notes in their journal about the
systems of equations and finding the intersection point.
8. Review- We will review as a class if we met the objective and I
will assign homework.

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 Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.
Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Colorado State University College of Natural Sciences
After the warm up I will introduce the lesson and relate it to the warm
up. This way the students will be able to relate the warm up to the
lesson.
During the lesson students will know when I will be changing the topic
because I will review every time before going to the next point that way
I will not move forward until the class understands it.
After all the sections are completed I will connect everything to the
objective. Students will understand that we are consolidating the
information into the objective.
I will end the lesson by giving out homework.
To modify: Walk around the class and ask the different groups how they
are doing and answer the different questions that they might have in
front of the class. That way if someone ask a question, maybe someone
else might have it and everyone is on the same page. I will also use
different examples that could relate to the students.
To extend: Introduce the students to harder problems and have them
solve the linear equations by making them equal to one another.
Differentiation: Could change depending on the questions being asked
by the students and how well the subject is being understood. Of
course every student is different so if I see a student struggling I will
use various examples to help them understand the concept.
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 Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.
Have the students and teachers evaluate me
Homework problems
Review the objective and have a discussion with the class

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 Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize

assessment data to justify your level of achievement)
The objectives were achieved through my lesson because I went over
everything that I needed to go over. There were times that I had to
change the time of how long something was going to take depending
on how long the students took. The students were given all of the
homework that I originally planned to give them and they took notes
from the whole presentation.

2. What changes, omissions, or additions to the lesson would

you make if you were to teach again?
The main changes that I had to do was go over the previous days
homework because Ms. Edler asked me to go over the homework. I had
them say the answers aloud and if they didnt agree, one volunteer
would go up and explain how they got the answer. For this reason, I
had to adjust my schedule and change the time in some of the work
that I had for them. At the end, it ended up working since the students
worked at their own pace I was able to see what I could condense and
put together with another slide.

3. What do you envision for the next lesson? (Continued practice,

reteach content, etc.)
Since this lesson was the be beginning of this section, I expect the next
lesson to be more in depth about how linear inequalities work and how
to solve them. The students were given homework that will give them
some practice with linear inequalities and to progress with the next
lesson.

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Slide 1

Slide 2

Slide 3

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Slide 4

Slide 5

Slide 6

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Slide 7

Slide 8

Slide 9

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Colorado State University College of Natural Sciences Page 35
 Assessment

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Communicat
ion

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Boltz communicates with parents through a variety of ways. Through contacting a
parent is not always due to something negative, frequently parents are
contacted because of a disciplinary issue.
1. Behavior Sheet to be signed/Letter Home
When a student misbehaves in class, teachers will hand out behavior
sheets that students must fill out and have their parents sign. Teachers
can also choose to send a letter or email home informing the parent of the
incident.
2. Phone Call Home
Phone calls home are usually reserved for more serious behavior issues or
concern for the student. The teacher is then able to talk to the parent one-
on-one and try to come up with a solution to deal with the situation.
3. Parent Conference or Meeting
These occur usually when all else fails. Parents come to the school and
discuss the issue on hand with the goal of creating a plan to better the
situation or issue. Counselors, administrators or other faculty are usually
involved in these meetings.

Sample Rules Taken from Mentors that I May Use in My Class:

Be seated by the first bell
Your partner and you must share time talking about the problem
There are not dumb questions, only the ones not asked.

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 I felt that in the beginning of the semester the students didnt ask me as
many questions as I thought they would have. I may have been seen as
unapproachable, but as the semester went they started to trust me more and ask
me more questions. I would consider this as one of my weaknesses because I
wanted the students to trust me since the beginning and pushed myself towards
them. I should have just let time pass by and let them gain trust towards me, as
they did. Some things take time to pursue and with students it will be like this, not
every student is the same and some will approach me more than others and that
will be fine. As teachers we have to realize that this is how things are going to be
and we shouldnt push anything towards them and instead let them approach it for
themselves. After this I felt that I had a great semester especially after teaching my
lesson. This came at great time because I taught my lesson mid-October which was
halfway through the semester. This helped me make a connection with the students
because they asked me more questions and seemed to like me. I consider this as a
great strength because not only was I able to explain the math to the students, it
allowed me to see how every student learns. This is helpful as a teacher because
the explanation of the problem could change from one student to another. As a
teacher we have to approach each student and not assume that because one
student understands it the others do as well.

As a future teacher it is a necessary component to be culturally responsive.

One does not know what kind of students will you have, every year is different and
therefore a teacher always has to be culturally responsive. The culture in the States
is changing and we have to change with it. Education is not solely towards one
group, it is not a business, it is a right for all. People should have that option to be
educated. This will work for me by using different examples, ideas, people, etc. that
are diverse. It will also help that I come from a diverse background and have had
the opportunity to learn from different sorts of teachers, students, and classmates
that are different from me. I am always trying to better how I plan to teach and how
I plan to relate to my students.

In the next phase of my teaching I am trying to become more involve not only
with my class, but with the school as well. The way I plan on doing this is by
attending more events that the school does whether they are sporting, musical,
theatrical, etc. I have to become more involve with the school. I plan on becoming
more involve in the class, by having a better relationship with the teacher. I felt like
this semester I didnt communicate nor contribute as much as I should have.

In my class I am planning to have students in groups of 4. If I get table that

would be better, but desk will do if thats the only option. The reason for this is
because I want the students to not only learn from me, but one another as well. I
also want them to work together on problems that I will be given them and showing
me the answer on the whiteboard that will be given to each group. This way I can
see the different ways that each group learns and most importantly is to see that
everyone understands the material. Students will be required to be on time to class,

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unless there is a valid excuse for them to be late. While in class students dont have
to ask me to get up and sharpen their pencil or go to the restroom, etc. I feel that
this just waste class time and it gives the student responsibility and trust. I want to
treat my students like equals, there should be this equity between my students and
me. Students will be able to approach me anytime they want, whether it is to make
up an exam or for tutorials. I plan on giving retakes because a grade is just a
number and does not really assess the students learning.

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