As a teacher in Residency at West Virginia State University and Nitro Elementary School, I have come to appreciate the importance of setting obtainable instructional outcomes. My life experience has taught me the value of setting goals, which we strive to achieve through hard work. I have placed evidence in photos of my Residency One placement to display my knowledge in setting instructional outcomes. These artifacts show our math wall aligned with our "I can statement," and each anchor chart which was a whole group math lesson that was taught by the co-teacher and myself, following the research-based, state-approved math curriculum for third grade, which was done during whole group instruction, then added to the math wall. As further evidence of my ability to set instruction outcomes, I have shown students how to use their Show Me book, which they can reference to help them solve problems and work out newly learned concepts. My photos show an assessment with students permitted to use their "Show Me" book for support. Finally, I would like to display students' "Interactive Math Notebooks," our personalized place for math learning activities, learned strategies and fundamental concepts that we cut and paste from each chapter of the math curriculum. Students can use this as a study guide and reflect on how we learned to use the strategies we taught, from arrays to equal groups, number lines, tape diagrams, and the distributive property. In our class, our students strive to master each subject, including math.

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I want to draw attention to my Residency One placement, where we clearly have stated upon the walls of our classroom our "I can" statement for the desired outcomes we have set for the students from our work with teaching the students strategies in math in this first unit of the year, "I CAN use different strategies to multiply" and "I CAN use different strategies to divide." These are not just simple statements. However, we are supported by the anchor charts that hang up in the classroom, and we, as classroom teachers, have taught the students those strategies during whole group Tier 1 interventions.

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"Tier 2 supports refers to the practices and systems that enable targeted interventions for students who are unsuccessful with Tier 1 supports alone. The focus at Tier 2 is supporting students at risk for developing more serious unwanted behaviors before they start" (Center on PBIS, 2024). We hold small math groups daily to help students understand the concept more in-depth with extended scaffolding of additional problems, using manipulatives, and more hands-on in small-group cooperative learning supports every day. My pictures show that I applied the "I CAN" statements in Tier 2 interventions and the learning objectives attached to the strategy we needed to learn for that day. The following evidence provides additional support to ensure the desired outcomes; we teach small math groups RTI Tier II interventions from the math curriculum to reinforce the concepts and strategies of the day. Specific outcomes for the days in the photo evidence are different and show me teaching young learners different strategies from the wall, for example, "Students will learn to use a Tape Diagram for diving equal numbers," and "Students will demonstrate how to divide equal groups by using an array." The ultimate goal is: "I CAN use different strategies to multiply" and "I CAN use different strategies to divide." This is because we want students to learn a variety of options of strategies to understand ways to multiply and divide; for example, these are what we have taught and reinforced, and the students strive for mastery in multiplication: using equal groups, repeated addition, using number lines, arrays, tape diagrams, and distributive property. For division, students strive to master using equal groups, number lines, repeated subtraction, tape diagrams and arrays. Using the student's work in groups is essential to know if the outcomes are also being obtained. We are using the scores from the practice worksheets, the iReady math assessments, and the math unit test scores to determine students going in the math groups and track progress, and this goes with our progress monitoring.

 

Also, students have started a "Show-Me Book," which is required to show us the strategies they used to get the answers they solved in math. Our classroom also has an additional resource: We created an Interactive Math Workbook, and these are small activities we have done to help teach students how to use the strategies they can use to solve the math problems we are giving them. For some accommodations, we allow using the "Show-Me Book and Interactive Math Workbook" for some assessments, and some desks have number chart accommodations for IEPs, like those pictured below, to help support in writing numerals that the student may write backward. 

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"At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact Tier 2 systems and practices have on improving student outcomes" (Center on PBIS, 2024). One of the most significant roles I play as a teacher in residency in my placement is offering additional intervention support to my classroom teacher, which has been extremely helpful with the academic success of our students and obtaining our instructional outcomes.