Rider 82 Curriculum
2007 Pilot Report Findings
by
Dr. Lesley Tomaszewski and Genny Reid
February 27, 2008
Dr. Lesley Tomaszewski and Genny Reid
February 27, 2008
Appendix I, Part 6
Healthcare Industry Cluster
McAllen Pilot Site Report
ESL Component Lessons
Employability Component Lessons
Math Component Lessons
Technology Component Lessons
Responses from teacher lesson evaluations
LIKERT SCALE
1 = Strongly Agree
2 = Agree
3 = Neutral
4 = Disagree
5 = Strongly Disagree
| L e s s o n 1. 1 |
L e s s o n 1. 2 |
L e s s o n 1. 3 |
L e s s o n 1. 4 |
L e s s o n 1. 5 |
L e s s o n 2. 1 |
L e s s o n 2. 2 |
L e s s o n 2. 3 |
L e s s o n 2. 4 |
L e s s o n 2. 5 |
L e s s o n 3. 1 |
L e s s o n 3. 2 |
L e s s o n 3. 3 |
L e s s o n 3. 4 |
L e s s o n 3. 5 |
L e s s o n 4. 1 |
L e s s o n 4. 2 |
L e s s o n 4. 3 |
L e s s o n 4. 4 |
L e s s o n 4. 5 |
A V E R A G E |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Math Skill Development | |||||||||||||||||||||
The activities in the lesson addressed math skills appropriate for students' level of comprehension. |
1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 1.55 |
There were sufficient practice activities for the students. |
3 | 3 | 1 | 3 | 3 | 3 | 1 | 3 | 3 | 1 | 2 | 3 | 1 | 3 | 2 | 2 | 2 | 4 | 2 | 2 | 2.35 |
| L e s s o n 1. 1 |
L e s s o n 1. 2 |
L e s s o n 1. 3 |
L e s s o n 1. 4 |
L e s s o n 1. 5 |
L e s s o n 2. 1 |
L e s s o n 2. 2 |
L e s s o n 2. 3 |
L e s s o n 2. 4 |
L e s s o n 2. 5 |
L e s s o n 3. 1 |
L e s s o n 3. 2 |
L e s s o n 3. 3 |
L e s s o n 3. 4 |
L e s s o n 3. 5 |
L e s s o n 4. 1 |
L e s s o n 4. 2 |
L e s s o n 4. 3 |
L e s s o n 4. 4 |
L e s s o n 4. 5 |
A V E R A G E |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Industry Specific Content | |||||||||||||||||||||
The content was appropriate for this industry cluster. |
2 | 3 | 1 | 1 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 1.65 |
| L e s s o n 1. 1 |
L e s s o n 1. 2 |
L e s s o n 1. 3 |
L e s s o n 1. 4 |
L e s s o n 1. 5 |
L e s s o n 2. 1 |
L e s s o n 2. 2 |
L e s s o n 2. 3 |
L e s s o n 2. 4 |
L e s s o n 2. 5 |
L e s s o n 3. 1 |
L e s s o n 3. 2 |
L e s s o n 3. 3 |
L e s s o n 3. 4 |
L e s s o n 3. 5 |
L e s s o n 4. 1 |
L e s s o n 4. 2 |
L e s s o n 4. 3 |
L e s s o n 4. 4 |
L e s s o n 4. 5 |
A V E R A G E |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Teacher Lesson Plans | |||||||||||||||||||||
The lesson plan was clearly written. |
1 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 1 | 1.55 |
The objectives were clearly listed. |
1 | 1 | 1 | 1 | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 3 | 2 | 1 | 1 | 1.85 |
| L e s s o n 1. 1 |
L e s s o n 1. 2 |
L e s s o n 1. 3 |
L e s s o n 1. 4 |
L e s s o n 1. 5 |
L e s s o n 2. 1 |
L e s s o n 2. 2 |
L e s s o n 2. 3 |
L e s s o n 2. 4 |
L e s s o n 2. 5 |
L e s s o n 3. 1 |
L e s s o n 3. 2 |
L e s s o n 3. 3 |
L e s s o n 3. 4 |
L e s s o n 3. 5 |
L e s s o n 4. 1 |
L e s s o n 4. 2 |
L e s s o n 4. 3 |
L e s s o n 4. 4 |
L e s s o n 4. 5 |
A V E R A G E |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Student Workbook | |||||||||||||||||||||
The students understood the information in the workbook. |
1 | 2 | 5 | 2 | 2 | 2 | 1 | 1 | 3 | 2 | 3 | 2 | 1 | 2 | 2 | 3 | 2 | 1 | 3 | 2.11 | |
The students had enough time to complete everything the workbook required. |
1 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 3 | 2 | 1 | 3 | 1.90 |
The students were bored with the workbook activities. |
5 | 4 | 2 | 4 | 3 | 4 | 4 | 4 | 5 | 4 | 3 | 3 | 3 | 3 | 4 | 4 | 5 | 3 | 5 | 4 | 3.80 |
There were enough opportunities to reinforce what the students learned in the lesson. |
2 | 1 | 2 | 2 | 2 | 4 | 2 | 2 | 3 | 1 | 2 | 3 | 2 | 1 | 2 | 1 | 3 | 2 | 2 | 2 | 2.05 |
The students could see a match between the workplace and the student workbook. |
2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1.65 |
The student workbook and the teacher lesson plans correlated with each other. |
2 | 2 | 2 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1.70 |
The students felt they met the expected learning outcomes. |
2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 3 | 2 | 1 | 2.90 |
| L e s s o n 1. 1 |
L e s s o n 1. 2 |
L e s s o n 1. 3 |
L e s s o n 1. 4 |
L e s s o n 1. 5 |
L e s s o n 2. 1 |
L e s s o n 2. 2 |
L e s s o n 2. 3 |
L e s s o n 2. 4 |
L e s s o n 2. 5 |
L e s s o n 3. 1 |
L e s s o n 3. 2 |
L e s s o n 3. 3 |
L e s s o n 3. 4 |
L e s s o n 3. 5 |
L e s s o n 4. 1 |
L e s s o n 4. 2 |
L e s s o n 4. 3 |
L e s s o n 4. 4 |
L e s s o n 4. 5 |
A V E R A G E |
|
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Learning Gains | |||||||||||||||||||||
The students met the expected learning outcomes. |
2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1.90 |
The instructions for assessing student performance were explicit in the teacher lesson plans. |
2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 1.80 |

