Level 3 Inquiry Reflection & Findings

Using the formative and summative assessment data you collected during the enactment of
your plan and the data you collected when analyzing your video for the outcomes related to
your wondering, respond thoroughly to the following questions. *Include as an appendix the
chart or graph you created to communicate your assessment results (FEAP 4f).

#1 Analysis of your formative & summative assessment data:

 What were the results of your assessment?
While my assessment scores according to content for ELs showed that only one student
out of six ELs were able to answer it correctly. However, I was focusing on effort and off
task behavior. Through data I collected about effort and off-task behavior reminders, I
was able to see that the ELs in the class had improved in terms of the effort they put into
the assignment and the amount of time they were focused and on-task.
 Which students achieved the learning objective(s), and which did not?
The majority of students who succeeded or had done almost what they should have were
students that are not in RtI or receiving ESE services. Though there were exceptions to
this, the majority of students who did not succeed were Els, and students in RtI and ESE
services. This does not mean they did not try, but according to the rubric that I used,
about half of the students receiving RtI and/or ESE services did not succeed completely or
partially. Only one EL student met the learning objective. I recorded other data about
effort and on-task behavior that shows that every student tried to some degree, and that
is valued highly as well.
 Which of the following helped or hindered your students’ learning – teaching methods,
activities, instructional materials, planned differentiation strategies?
I provided some content, passages, the format, and the quiz in Spanish, which helped my
ELs to complete the content. They did not meet the goal; however, their increased
participation was evident, and most of them got the quiz all or mostly correct.
In terms of the ELs in the class, they are never expected to participate meaningfully in the
ELA block, so when they do try, they do not understand the content and/or the
instructions, so they goof off and copy sentences from the text or each other. Since they
are not expected to complete the assignment in any meaningful way, and my CT does not
always correct ELs goofing off, it is normalized for them to do that, and so during my
lesson they also did. I did not expect to have quality work in any language from them in
one lesson, though I did notice a lot of improvement in effort.
For students in RtI or who are receiving ESE services, I could have done a better job
breaking down the task, particularly in the area of showing exactly what I pulled from my
text and put it onto my paper. There was some confusion related to where students
were writing things, and I feel that this decreased the quality of some work. Some
students did not understand the
 If your assessment(s) did not adequately provide the information you needed relative
to your learning objective(s), how would you change the assessment(s) you used to gain
more appropriate information? What our assessment(s) did provide adequate data
relative to your learning objective(s), what would your next instructional steps be –
 what would you do for students who met your objectives and what would you do for
those who did not?
My assessment assessed every student for content knowledge, including a formative
assessment where students analyzed a text for the text structure, and a summative
assessment where students had to match text structures to their definitions. The
majority of students did really well on both. I also assessed students informally,
formatively through having students share aloud and walking around checking in on
progress and effort. I assessed all students, but particularly ELs on effort and on task
behavior through measuring reminders for being off task.
#2 Planning for the success of ELL students: Explicitly describe the instruction and
assessment you planned to meet the needs of ELL students. If you enacted your plan with
ELL students, what were the outcomes for those students? Did these students meet the
learning objective(s)?
 My wondering is about improving instruction for ELs, so there were a lot of ways that I
planned for them. I had a PowerPoint with content which I translated and gave as a
handout. I had the answer format for the formative assessment copied into Spanish, as
well as the summative assessment. I had copies of the texts in Spanish, so all ELs had the
options for texts in Spanish. I allowed students to choose their partners, and all ELs had
someone they could work with that spoke Spanish as well, though it would have been
better if they worked with at least one person who is bilingual, though their products
were still improved a lot from normal instruction.
 The outcomes were much improved. If you look at the charts attached at the end, you
will see that every EL showed high effort and/or an improvement in effort from the
previous week, as well as a decrease in off-task behaviors. While most ELs did not meet
the learning goal, the fact that they were applying themselves was what I was looking for.
Their success was showing improved effort towards working because usually they either
do not put in any effort, or they try but do nothing meaningful because they do not
understand English, since there is little to no Spanish support in the classroom.
#3 Findings from Data Analysis: After looking across/analyzing all of the data collected and
actions taken, what learning statements/claims might you make (minimum of 3 statements)?
For each learning statement, describe the data or evidence that you used to develop that
claim, including proper citations if literature/course connections served as evidence.
 Providing content and support in ELs’ native languages can improve effort and
engagement.
o Based on the charts below, I can see that since I provided support in Spanish, students
were more engaged overall. I collected data both on effort and on off-task behaviors,
and then compared that data from one week to the next to show the improvement
during the lesson that I did where I differentiated the lesson based on language.
 Including ELs in classroom activities helps them feel valued and improves learning
outcomes.
o Similar to the previous one, the charts below show that learning outcomes are
improved by providing support in Spanish. This is shown through the additional effort
and on task behaviors that the ELs showed in this lesson. When students are engaged,
 lessons are more effective since the information sticks better.
o I also pulled information from one of the articles that I read about how including ELs in
the classroom helps them to feel valued, which is hard to show through data, but I
could tell that they valued it through their reactions.
o Banse, H. W., Palacios, N. A., Merritt, E. G., & Rimm-Kaufman, S. E. (2016). 5 Strategies
for Discourse Scaffolding ELLs. Teaching Children Mathematics, 23(2), 100–.
https://usf-flvc.primo.exlibrisgroup.com/permalink/01FALSC_USF/un0hgn/
cdi_eric_primary_EJ1113921
 Translanguaging allows ELs to truly show what they know while developing their English.
o While only one EL listened when I said that they could answer the questions in Spanish
while attempting to use some words in English, I could tell that her work was improved
from normal since she normally is not able to complete the work since there is no
support in Spanish. As I mentioned earlier, it is normalized in the classroom for ELs
turn off put on what of effort into their work, so it is not surprising to me that many of
them decided to do what they normally do and copy sentences from the text or copy
from each other. I feel like if instruction were done in this way more frequently, they
would get used to putting in effort in whatever language they can use, but it is
something that will take time since it is normalized in the classroom.
o Pacheco, M. B., & Miller, M. E. (2016). Making Meaning Through Translanguaging in
the Literacy Classroom. The Reading Teacher, 69(5), 533–537. https://usf-
flvc.primo.exlibrisgroup.com/permalink/01FALSC_USF/un0hgn/
cdi_proquest_journals_1774189065
#4 Conclusion/Final Reflection: Reflect upon your inquiry work as a whole. Thoroughly
address the following questions -
 What did you learn about yourself as a teacher?
o While I am certainly not perfect at this point, I feel a lot more capable of providing
support for ELs in my future classroom. I also feel capable of managing a classroom
with multiple students who do not speak the language I do, which was an area that I
was concerned about prior to this level. In general, I feel a lot more confident with
classroom management.
 What were the most powerful adjustments you made during the planning process?
o Normally, ELs are barely accommodated, so anything I would have done to provide
Spanish support would have been an improvement from their usual instruction. I feel
like one thing that shocked me was how easy it was, especially since Google Translate
is not as bad as I thought it was. As I was translating content, I asked a few Spanish
speaking friends to look over it and make sure that it made sense and was basically
what I had said in English. They all said it was fine or suggested one or two minor
corrections. Up until this assignment, I was a bit unsure about how much translating
was too much, and what would make a good replacement, but now I feel a lot more
confident. From what I understand currently, it is best to provide texts in Spanish, in
English when appropriate. Students could also have access to Spanish-English
dictionaries, bilingual students, and they are allowed to respond to questions in
Spanish, though they are challenged to write whatever they can in English. Along with
 encouraging students to speak in English when appropriate, this will help students to
acquire English while learning content they will need in further grade levels.
 What do you believe would be the most beneficial changes you could make next to
improve student learning?
o One major thing I could have done to improve instruction for ELs would have been to
have clear directions in Spanish printed out for them. For that part, I was having
bilingual students translate for me, which is usually fine, but it is hard to control what
that student says since they are essentially summarizing what I say, so does not always
help.
o For instruction overall, I could have made it more engaging by including more
opportunities for students to share their thinking. I could have done this through turn
and talks for everything and have better planned out what students could talk about
for turn and talks.
o I could have also been clearer with my example of me using the format that I wrote for
students to use. I ended up having to talk to a lot of students about how they were
filling it out after the fact because I do not feel that the way I explained it up front was
clear enough. This ended up taking away some time from students, and some
students’ quality of work was decreased because of this.
 What have you learned about using data as a part of your teaching? What did you
learn by evaluating data with your teaching peers (CT, cohort, resource teachers?
o Using data as a part of teaching is incredibly important because it helps you to learn a
lot more about your students. It can also help you to see things more clearly than you
do without it. For example, you can see if you were inflating the number of times
something occurs or see that something has improved when you thought it had. It
also allows you to focus on improvement rather than just scores at one time.
 What new wonderings do you have?
o How do I improve writing instruction for ELs?
o How do I improve science instruction for ELs?
o How do I be a multicultural educator in Florida considering recent legislation?
 EL Effort out of 3
3.5

2.5

1.5

0.5

0
V L Y J G D

Previous week 4/6/23 During Observation 4/13/23

EL Number of Off-task Behavior Reminders

7

0
V L Y J G D

Previous Week 4/6/23 During Observation 4/13/23