top of page

Internship Placements

Alphabet Cubes

McNair Middle School: 6th Grade Math

  • Prepared learning environment for developmental instruction

  • Participated in grade level Professional Learning Community

  • Executed units of study based on Arkansas State Standards for Mathematics

  • Performed teaching responsibilities as lead teacher during a two-week solo period

  • Participated in IEP, 504, and RTI meetings to best meet the needs of students

  • Prepared documents for Parent-Teacher Conferences

Holcomb Elementary School: 1st Grade

  • Planned and prepared instruction based on the Arkansas State Standards for first grade

  • Designed core instruction for a 9-week Action Research intervention, which studied the effects of number talks on mathematical problem solving

  • Analyzed and assessed student growth using Standards-Based Grade Reports, and the Measurement for Academic Progress assessment

  • Developed a two-week integrated curriculum unit using the Understanding by Design model in order to emphasize the concept of citizenship in a first-grade classroom

  • Conferences with parents on student growth

Holcomb Elementary School: 2nd Grade

  • Prepared learning environment for developmental instruction

  • Participated in grade level Professional Learning Community

  • Participated in IEP, 504, and RTI meetings to best meet the needs of students

  • Developed parent communication plan for beginning, middle, and end of the year responsibilities

Integrated Curriculum Unit using 

Understanding by Design


  • Essential Questions:

    • What is a citizen?

    • How do citizens show citizenship within a community?

    • What role do we play as citizens in the community? 

    • Why is it important to understand symbols, rules, and the responsibilities citizens have in a community?

  • Standards:

    • C.2.1.1 Describe state and national symbols and patriotic songs D1.3.K-2

      • I can identify national symbols.

      • I can identify Arkansas state symbols.

    • C.2.1.3 Demonstrate ways of being a good citizen in multiple settings.

      • I  can identify ways to be a good citizen.

      •  I be a good citizen by showing responsibility in my community.

    • C.3.1.1 Explain why rules, laws, and consequences are needed

      •  I can explain why rules and laws are needed.

    • W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

      • I can describe a topic by writing and explaining facts about something.

Overall Concepts

  • Students will understand the importance of showing citizenship at the school, local, state, and national community levels. 

    • Students will learn about symbolism and how symbols represent important aspects of a community.

    • Students will understand the roles and responsibilities of themselves and others within a community.

  • Performance Task: 

    • Students will create a personal statement expressing how they can show citizenship daily in the community.

    • Students will analyze other students’ statements to expand their understanding of citizenship in the community.

Action Research Summary: 

Number Talks and Mathematical Problem Solving

  • Why Mathematical Problem Solving? 

    • This is the process of using formulas, strategies, and number sense to adequately solve problems.

    • Mathematical problem solving is an acquired skill rather than a natural skill. Therefore, students must have the foundational skills to problem solve in order to build on their abilities in relation to mathematical processes. 

    • For first graders, developing a strong number sense is crucial to being successful as a problem solver. Therefore, identifying strategies to improve mathematical problem-solving at a young age has the potential to increase their success.

  • Why Number Talks?

    • Number talks are mathematical conversations that discuss problem-solving strategies to promote deeper thinking. 

    • Developing accountable talk guidelines encourages the way students discuss and process problems as they are made aware of the variety of strategies to solve a given problem.

    • Peer discussions allow students to become aware to these strategies in a variety of ways, rather than explicit whole group instruction.

Mathematics Scope & Sequence

  • Week 1: Base Ten

  • Week 2: Ten Frames

  • Week 3: Shapes

  • Week 4: Fractions

  • Week 5: Time

  • Week 6: Time

  • Week 7: Measurement and Data

  • Week 8: Start, Result, Unknown Word Problems

Pre & Post Assessment Data 

Screen Shot 2021-04-24 at 8.30.47 PM.png
Screen Shot 2021-04-24 at 8.30.55 PM.png

School & Community Involvement 

  • Professional Development

    • Measurement of Academic Progress assessment

    • R.I.S.E Training Day 6: Comprehension

    • Social-Emotional Learning Webinar

    • CW-Fit Training

  • McNair Virtual Open House

  • Professional Learning Communities

    • Reviewed student data to plan for instruction

  • Grade Level Meetings

    • Lexia Training

    • i-Ready Training

  • Virtual Parent-Teacher Conferences

  • Faculty Meetings

    • Ozark Guidance Counseling: Self Care

  • Response to Intervention Meeting

  • Individualized Educational Plan

bottom of page