btsa induction b module -...

Mt. Diablo Unified School District BTSA Induction Program Portfolio Benchmark Requirements

MODULE B: Assessment of Teaching and Learning

ECO Purpose: Credential Candidates consider prior knowledge from their credential program, their current

teaching context and evidence gathered by the observation of their Peer Coach. Credential Candidates identify areas of strength, areas of growth, and the resources and types of support needed to implement their Individual Inquiry Plan (IIP).

CC & PC Initials Upon

Completion

FACT Document Description of Portfolio Artifacts

B-1 Teacher Experience Discussion Guide

B-2 CSTP Essential Element 6.1





B-7 CSTP Essential Element 3.6 (ELL)

B-8 CSTP Essential Element 3.6 (SN)

B-9 CSTP Self-Assessment

B-10 Informal Classroom Observations

B-11 Inquiry Organizer

B-12 Individual Inquiry Plan

B-13 Essential Components for Instruction

B-14 Entry Level Assessment Data Reflection Evidence

B-15 Universal Access Focus Students/Groups

B-16 Lesson Plan: Option A or Option B Seating Chart

B-17 Observation Record Scripting Notes

B-18 Analysis of Student Work Evidence

B-19 Post Observation Reflection

B-20 Summative Assessment Data Reflections Evidence

Peer Coach: Credential Candidate:

MDUSD ePortfolio 2013-2014 FACT Module B ~ ECO of 32

B-1 ~ Teacher Experience Discussion Guide ~ ECO

Purpose: Connecting prior experience to Induction

DIRECTIONS: With your peer coach review the Teacher Preparation and Induction Alignment Chart and discuss:

1. What previous experience has had the greatest impact on your teaching?

2. What did you learn in your teacher preparation experience that you are implementing in your practice today?

3. What is your understanding of the nature of the Common Core Standards?



B-2 ~ CSTP Essential Element 6.1 ~ ECO

DIRECTIONS: Highlight descriptions that best match your practice. Induction Standards 5 & 6: Pedagogy & Universal Access - Equity for All Students

Developing as a Professional Educator: 6.1 Reflecting on teaching practice in support of student learning

Initial Assessment Date: Final Assessment Date:

Emerging Exploring Applying Integrating Innovating Is aware of the need to reflect on teaching practice to support student learning. Reflects individually or with colleagues on immediate student learning needs.

Begins to engage in reflection on teaching practice individually and with colleagues that is focused on methods to support the full range of learners.

Engages in reflection individually and with colleagues on the relationship between making adjustments in teaching practice and impact on the full range of learners.

Reflects individually and with colleagues on refinements in teaching practice and connections among the elements of the CSTP to positively impact the full range of learners.

Maintains ongoing reflective practice and action research in supporting student learning and raising the level of academic achievement.

Engages in and fosters reflection among colleagues for school wide impact on student learning.

Strategies / Evidence: • Observe effective teachers• Read for personal growth• Investigate educational websites• Meet with Support Provider• Be Professional• Celebrate your accomplishments• Establish a foundational understanding of student learning and teaching practice

• Explore methods, strategies and protocols in response to reflections• Makes adjustments in teaching practice based on assessments• Makes connections between CSTP elements and teaching practice• Use knowledge of students to raise academic achievement• Take on a leadership role in order to improve teaching practice• Work with colleagues to progressively problem solve using reflections on student

learning

Evidence: Areas of Growth:



B-3 ~ CSTP Essential Element 1.2 ~ ECO DIRECTIONS: Highlight descriptions that best match your practice.

Induction Standard 6: Universal Access - Equity for All Students Engaging and Supporting All Students in Learning: 1.2 Connects learning to students' prior knowledge, backgrounds, life experiences, and interests


Emerging Exploring Applying Integrating Innovating Develops awareness of prior knowledge, culture, backgrounds, life experience, and interests represented among students.

Some students connect learning activities to their own lives.

Uses gathered information about students’ prior knowledge, cultural backgrounds, life experiences, and interests to support student learning.

Students participate in single lessons or sequence of lessons related to their interests and experiences.

Uses school resources and family contacts to expand understanding of students’ prior knowledge, cultural backgrounds, life experiences, and interests to connect to student learning.

Students make connections between curriculum and their prior knowledge, backgrounds, life experiences, and interests.

Integrates broad knowledge of students and their communities to inform instruction.

Students are actively engaged in curriculum which relates their prior knowledge, experiences, and interests within and across learning activities.

Develops and systematically uses extensive information regarding students’ cultural backgrounds, prior knowledge, life experiences, and interests.

Students can articulate the relevance and impact of lessons on their lives and society.

Marzano Research and Theory Design Question Elements: What do I typically do to:

• understand students’ interests and backgrounds? (36)• preview new content? (8)• demonstrate intensity and enthusiasm? (29)

Resources:

• Dr. Archer Vocabulary Instruction video: Kindergarten 2nd 8th•• Evidence Guide


Dr. Archer Vocabulary Instruction text: Kindergarten 2nd 8th

• Cumulative File Contents




DIRECTIONS: Highlight descriptions that best match your practice. Induction Standard 5: Pedagogy

Engaging and Supporting All Students in Learning: 1.4 Uses a variety of instructional strategies, resources, and technologies to meet students' diverse learning needs


Emerging Exploring Applying Integrating Innovating Uses instructional strategies, resources, and technologies as provided by the school and/or district

Some students participate in instructional strategies, using resources and technologies provided.

Explores additional instructional strategies, resources, and technologies in single sessions or sequence of lessons to meet students' diverse learning needs.

Students participate in single lessons or sequence of lessons related to their interests and experiences.

Utilizes a variety of strategies including culturally responsive pedagogy, resources, and technologies during ongoing instruction to meet students' learning needs.

Students participate in instruction using strategies, resources, and technologies matched to their learning needs.

Relates, adapts, and integrates a broad range of strategies, resources, and technologies into instruction designed to meet students' diverse learning needs.

Students actively engage in instruction and make use of a variety of targeted strategies, resources, and technologies to meet their individual learning needs.

Refines the flexible use of and extensive repertoire of strategies, resources, and technologies to meet students' diverse learning needs.

Students take responsibility for using a wide range of strategies resources, and technologies that successfully advance their learning.


• manage response rates? (26)• demonstrate value and respect for low-expectancy students? (39)• identify critical information? (6)

Resources:

••• Evidence Guide


Checking for Understanding Strategies•Dr. Archer Alternative Passage Reading (3rd) Video TextStructured Response Types




DIRECTIONS: Highlight descriptions that best match your practice. Induction Standard 6: Universal Access – Equity for All Students

Engaging and Supporting All Students in Learning: 1.5 Promotes critical thinking through inquiry, problem solving, and reflection


Emerging Exploring Applying Integrating Innovating Asks questions that focus on factual knowledge and comprehension.

Some students respond to questions regarding facts and comprehension.

Includes questions in single lessons or a sequence of lessons that require students to recall, interpret, and think critically.

Students respond to varied questions or tasks designed to promote comprehension and critical thinking in single lessons or a sequence of lessons.

Guide students to think critically through use of questioning strategies, posing/solving problems, and reflection on issues in content.

Students respond to questions and problems posed by the teacher and begin to pose and solve problems of their own related to the content.

Supports students to initiate critical thinking through independently developing questions, posing problems and reflecting on multiple perspectives.

Students pose problems and construct questions of their own to support inquiries into content.

Facilitates systematic opportunities for students to apply critical thinking by designing structured inquiries into complex problems.

Students pose and answer a wide-range of complex questions and problems, reflect, and communicate understandings based on in depth analysis of content learning.


• help students reflect on their learning? (13)• help students examine similarities and differences? (17)• engage students in cognitively complex tasks involving hypothesis

generation and testing? (22)

Resources:

• https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills• Bloom's Taxonomy: Question Stems Action Verbs• Evidence Guide




https://www.teachingchannel.org/videos/teaching-higher-order-thinking-skills


DIRECTIONS: Highlight descriptions that best match your practice. Induction Standard 5: Pedagogy

Understanding and Organizing subject Matter for Student Learning: 3.5 Uses and adapts resources, technologies, and standards-aligned instructional materials to make subject matter accessible to students


Emerging Exploring Applying Integrating Innovating Uses available instructional materials, resources, and technologies for specific lessons to make subject matter accessible to students. Identifies technological resources needed.

Explores additional instructional materials, resources, and technologies to make subject matter accessible to students. Explores how to make technological resources available to all students.

Selects, adapts, and utilizes appropriate instructional materials, resources, and technologies for concept and skill development in subject matter. Resources reflect the diversity of the classroom and support differentiated learning of subject matter.

Guides students to use available print, electronic, and online subject matter resources based on individual needs.

Integrates a wide range of adapted resources, technologies, and instructional materials to meet identified student needs and make subject matter accessible to students.

Assists students with equitable access to materials, resources, and technologies. Seeks outside resources and support.

Engages students in identifying and adapting resources, technologies, and standards-aligned instructional materials to extend student understanding and critical thinking about subject matter.

Ensures that students are able to obtain equitable access to a wide range of technologies, through ongoing links to outside resources and support.


• organize students to interact with new knowledge? (7)• chunk content into digestible bites? (9)• provide resources and guidance? (23)

Resources:

• www.mdusd.edmodo.com• Teaching Channel Technology Resources / Websites for Student Engagement• Evidence Guide


• Differentiation with Learning Menus



https://www.teachingchannel.org/videos?q=technology

www.mdusd.edmodo.com

https://www.teachingchannel.org/videos/differentiating-instruction-strategy

B-7 ~ CSTP Essential Element 3.6 (ELL) ~ ECO

DIRECTIONS: Highlight descriptions that best match your practice. Induction Standard 6: Universal Access – Equity for All Students

Understanding and Organizing subject Matter for Student Learning: 3.6 Addresses the needs of English Learners and students with special needs to provide equitable access to the content


Emerging Exploring Applying Integrating Innovating Is aware of students’ primary language and English language proficiencies based on available assessment data.

Provides adapted materials to help English Learners access content.

Seeks additional information describing elements of culture and language proficiencies in listening, speaking, reading and writing. Uses multiple measures for assessing English learners’ performance to identify gaps in English language development.

Attempts to scaffold content using visuals, models, and graphic organizers.

Identifies language proficiencies and English learner strengths in the study of language and content. Differentiates instruction using one or more components of English language development to support English learners.

Creates and implements scaffolds to support standards-based instruction using literacy strategies, SDAIE, and content level English language development in order for students to improve language proficiencies and understand content.

Integrates knowledge of English language development and English learners strengths and assessed needs into English language and content instruction.

Develops and adapts instruction to provide a wide range of scaffolded supports for language and content for the range of English learners.

Engages English learners in assessment of their progress in English language development and in meeting content standards. Supports students to establish and monitor language and content goals.

Is resourceful and flexible in the design, adjustment and elimination of scaffolds based on English learners’ proficiencies, knowledge and skills in content.


• organize students to interact with new knowledge? (7)• help students elaborate on new information? (11)• help students reflect on their learning? (13)

Resources:

• ELD and Common Core Standards• SDAIE Strategies• Evidence Guide


• Characteristics of English Language Learner Groups



B-8 ~ CSTP Essential Element 3.6 (SN) ~ ECO DIRECTIONS: Highlight descriptions that best match your practice.

Induction Standard 6: Universal Access – Equity for All Students Understanding and Organizing subject Matter for Student Learning: 3.6 Addresses the needs of English Learners and students with special needs to provide equitable access to the content


Emerging Exploring Applying Integrating Innovating Has an awareness of the full range of students identified with special needs students through data provided by the school.

Attends required meetings with resource personnel and families.

Learns about referral processes for students with special needs.

Seeks additional information on the full range of students identified with special needs to address challenges or supports in single lessons or sequence of lessons.

Cooperates with resource personnel, para-educators, and families during meetings and activities in support of learning plans and goals.

Seeks additional information on struggling learners and advanced learners to determine appropriateness for referral.

Utilizes information on the full range of students identified with special needs to assess strengths and competencies to provide appropriate challenge and accommodations in instruction.

Communicates regularly with resource personnel, para-educators, and families to ensure that student services are provided and progress is made in accessing appropriate content.

Refers students as needed in a timely and appropriate manner supported with documented data over time, including interventions tried previous to referral.

Integrates accommodations, adaptations, and extensions to instruction for the full range of students with special needs to ensure adequate support and challenge.

Communicates and collaborates with colleagues, support staff and families to ensure consistent instruction. Supports families in positive engagement with the school.

Initiates and monitors referral processes and follow-up meetings to ensure that students receive support and/or extended learning that is integrated into the core curriculum.

Guides and supports the full range of students with special needs to actively engage in the assessment, and monitor their own strengths, learning needs, and achievements in accessing content.

Communicates and collaborates with resource personnel, para-educators, families, leadership, and students in creating a coordinated program to optimize success of the full range of students with special needs.

Takes leadership at the site/ district and collaborates with resource personnel to ensure the smooth and effective implementation of referral processes.


• preview new content? (8)• help students record and represent knowledge? (12)• help students practice skills, strategies, and processes? (19)

Resources:

• Accommodations vs. Modifications• Language Strategies for Active Classroom Participation• Evidence Guide


• Educational Strategies for Students with Disabilities



B-9 ~ CSTP Self-Assessment ~ ECO

DIRECTIONS: This self-assessment tool is intended to be used in conjunction with the Continuum of Teaching Practice which provides established criteria for each element of the California Standards for the Teaching Profession.

After examining the CSTP essential elements and listing evidence that assesses your current practice, date the corresponding boxes in the self-assessment. All standards will be addressed over the course of the induction experience.

You will complete this self-assessment while working in Module B as well as at the end of your Inquiry.

Initial Self-Assessment Date:

Final Self-Assessment Date:

Emer

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CST

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1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving and reflection

1.6 Monitoring student learning and adjusting instruction while teaching

CST

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2.1 Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support of all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize learning








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CST

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3.1 Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of the subject matter

3.4 Utilizing instructional strategies that are appropriate to subject matter

3.5 Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials to make subject matter accessible to all students

3.6a Addressing the needs of English learners and students with special needs to provide equitable access to the content

3.6b Addressing the needs of English learners and students with special needs to provide equitable access to the content

CST

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4.1 Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students

Peer Coach:



Credential Candidate:






Emer

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CST

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5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback with student and their families

CST

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6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities in support of the instructional program

6.6 Maintaining professional responsibility to maintain motivation and commitment to all students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct




B-10 ~ Informal Classroom Observations ~ ECO

Elements of Focus: 1.2, 1.4, 1.5, 2.3, 2.6 Collection of Evidence

CST

P 1

Enga

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Lea

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g 1.1 Using knowledge of students to engage them in learning

1.2 Connecting learning to students prior knowledge, backgrounds, life experiences, and interests

1.3 Connecting subject matter to meaningful, real-life contexts

1.4 Using a variety of instructional strategies, resources, and technologies to meet students' diverse learning needs

1.5 Promoting critical thinking through inquiry, problem solving, and reflection

1.6. Monitoring student learning and adjusting instruction while teaching

CST

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2.1. Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully

2.2 Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students

2.3 Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe

2.4 Creating a rigorous learning environment with high expectations and appropriate support for all students

2.5 Developing, communicating, and maintaining high standards for individual and group behavior

2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn

2.7 Using instructional time to optimize student learning

Directions: Using this form the Peer Coach will collect evidence of the CSTP elements observed as the Induction Candidate teaches lessons.



coach

Sticky Note

Pages 13-15 are to be completed by your peer coach.

B-10 ~ Informal Classroom Observations ~ ECO

Directions: Using this form the Peer Coach will collect evidence of the CSTP elements observed as the Induction Candidate teaches lessons.

Elements of Focus: 3.5, 3.6, 4.1, 4.4 Collection of Evidence

CST

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3.1 Demonstrating knowledge of subject matter academic content standards

3.2 Applying knowledge of student development and proficiencies to ensure student understanding of subject matter

3.3 Organizing curriculum to facilitate student understanding of the subject matter

3.4 Utilizing instructional strategies that are appropriate to the subject matter

3.5 Using and adapting resources, technologies and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students

3.6. Addressing the needs of English Learners and students with special needs to provide equitable access to the content

CST

P 4

Plan

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4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction

4.2 Establishing and articulating goals for student learning

4.3 Developing and sequencing long-term and short-term instructional plans to support student learning

4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students

4.5. Adapting instructional plans and curricular materials to meet the assessed learning needs of all students



coach

Sticky Note


B-10 ~ Informal Classroom Observations ~ ECO Directions: Using this form the Peer Coach will collect evidence of the CSTP elements observed as the Induction Candidate teaches lessons.

Elements of Focus: 5.4, 6.1, 6.3 Collection of Evidence

CST

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5.1 Applying knowledge of the purposes, characteristics, and uses of different types of assessments

5.2 Collecting and analyzing assessment data from a variety of sources to inform instruction

5.3 Reviewing data, both individually and with colleagues, to monitor student learning

5.4 Using assessment data to establish learning goals and to plan, differentiate, and modify instruction

5.5 Involving all students in self-assessment, goal setting, and monitoring progress

5.6 Using available technologies to assist in assessment, analysis, and communication of student learning

5.7 Using assessment information to share timely and comprehensible feedback with student and their families

CST

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6.1 Reflecting on teaching practice in support of student learning

6.2 Establishing professional goals and engaging in continuous and purposeful professional growth and development

6.3 Collaborating with colleagues and the broader professional community to support teacher and student learning

6.4 Working with families to support student learning

6.5 Engaging local communities is support of the instructional program

6.6 Managing professional responsibilities to maintain motivation and commitment of all students

6.7 Demonstrating professional responsibility, integrity, and ethical conduct



coach

Sticky Note


B-11 ~ Inquiry Organizer ~ ECO

DIRECTIONS: Use this form to develop an Inquiry Focus Question Content Area

Examples: 1. Mathematics2. Physical science3. Music

Target Student Population Examples

1. 3rd grade students scoring below grade level2. 8th grader students scoring below basic3. Clarinet students

Teacher Action Examples

1. Use academic games2. Learning probes (formative assessments)3. Smart Music Technology/direct instruction

Measurable Learning Outcomes Examples:

1. Increase understanding of place value as measured by standardizedtests

2. Improve ability to predict the effect of forces on objects3. Mastery of a two-octave chromatic scale that includes correct

fingering

Induction Candidate’s Inquiry Focus Question: Examples:

1. What academic games might I use to increase the understanding of place value for my third grade students scoring below grade level, as measured bystandardized tests?

2. Will learning probes (formative assessments) and a pre-test improve the ability of my 8th grade below-grade level students to predict the effect of forceson objects?

3. Will using Smart Music Technology and direct instruction increase clarinet students’ mastery of a two-octave chromatic scale that includes correctfingerings?

How to Develop an Inquiry Question

Inquiry: A Definition

What is Action Research?



B-12 ~ Individual Inquiry Plan ~ ECO

District: School: Date:

Teaching Assignment: Content Area: Credential Area of Emphasis:

FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on findings from self-assessments, determine area(s) of focus. 2. Inquiry Question:

PLAN

ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom

5. Date ofresearch

6. Research: Describeresources used(e.g. talked to colleague,research on-line, other)

7. Application: Implementation of newknowledge - "teaching"

8. Measurable Results: Impact on studentlearning/achievement

PLAN

/TEAC

H

3. Which Essential Elements will be addressed? 4. What are the anticipated, measurable outcomes for student learning? B20



ACTION PLAN: (CONTINUED)

5. Date ofresearch

6. Research: Describeresources used(e.g. talked to colleague,research on-line, other)

7. Application: Implementation of newknowledge - "teaching"

8. Measurable Results: Impact on studentlearning/achievement

PLAN

/TEAC

H




REFLECTION/APPLICATION 9. As a result of the inquiry process, what was the impact on instructional/classroom practices and student achievement? (list specific evidence)

REFLEC

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PPLY

10. Describe how you will apply new learning to future practice.




B-13 Essential Components for Instruction – ECO DIRECTIONS: With your peer coach, discuss and record information to ensure all essential components for instruction are considered when designing your lesson series.

Education Specialist teachers in non-traditional instructional settings consider the areas of need as Identified in the individual EducationPlan or Individual Family Service Plan.

Content Area:

Grade/Period:

Beginning Date:

Ending Date:

3. Describe the entry-level assessment used to measure the understanding of the content standard.

4. Formative Assessment Criteria for Success: What checks for understanding will be used to inform your instruction? (Return to B20)

5. Describe the summative assessment to be used to measure the learning in the content area.

6. 7.

8.

Access for All: What instructional strategies will be used to ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity and language development proficiency levels.

9.

Accommodations/Modifications: What classroom accommodations and/or curriculum modifications will you make for Students with Special Needs? Be as specific as possible.

Other considerations:Resources/Materials: What texts, digital resources, and materials will in this lesson?

1. Common Core Learning Standard(s) addressed: 2. Rationale: Why are the outcomes of this lesson seriesimportant in the real world? (College / Career Ready)

B20B20



http://www.cde.ca.gov/re/cc/index.asp

B-14 ~ Entry Level Assessment ~ ECO DIRECTIONS: To understand the range of learners in your class, give an entry-level assessment to your students. Collect the student

responses and follow the process of analysis outlined below. Attach 1 copy from each focus group for the entry level assessment. Develop a key to identify students in each group.

1. Sort the student responses into two categories: Students who scored below grade level or IEP expectancies Students who scored at or above grade level or IEP expectancies

2. For students who scored below grade level or IEP expectancies, determine their level of performance as: Not Met

Partially Met 3. For students who scored at or above grade level or IEP expectancies, determine their performance level as:

Met Exceeds

4. Record students' names in the respective performance level column below.

Below Grade Level or IEP Expectancies At Grade Level or IEP Expectancies

Above Grade Level or IEP Expectancies



B-14 ~ Entry-Level Assessment Reflection ~ECO

DIRECTIONS: Reflect on the entry-level assessment, discuss the results with your support provider, and respond to the questions below. Attach 2 copies from each focus group for the entry level assessment.

1. Before instruction begins, what do the assessment results tell you about what your students understand and are able to do? What do youthink are some possible factors to consider, for students who achieve at each of these levels?

Bel

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Not Met:

Partially Met:

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2. How will you provide interventions for students categorized as not met or partially met?What additional support may be needed?

3. How will you differentiate instruction for students categorized as met or exceeds?



• Students who are English Language Learners• Students who have Special Needs• Students who are Advanced Learners

Focus Student(s): English Language Learners What support/resources will the student(s) need? What strategies do you plan on using during the observation?

Focus Student(s): Special Needs What support/resources will the student(s) need? What strategies do you plan on using during the observation?

Focus Student(s): Advanced Learners What support/resources will the student(s) need? What strategies do you plan on using during the observation?

B-15 ~ Universal Access Focus Students/Groups ~ ECO DIRECTIONS: Refer back to A-1 Class Profile. Identify 3 students or 3 groups of learners.



Time Sequence of Lesson: CFU

Learning Objective: (include the skill, concept, and context)

Activating Prior Knowledge: (linking prior knowledge to current lesson)

Direct Instruction: (What will be explained or modeled or demonstrated?)

Guided Practice: (Students continue the task with teacher support)

Independent Practice: (Students practice new learning alone)

Closure: (Learning objective is reviewed/restated)

CC will provide coach with a seating chart showing where all English Language Learners, students with Special Needs and Advanced Learners are seated.

CSTP Essential Elements:

B-16 ~ Lesson Plan Template for Observation (Option A) ~ ECO DIRECTIONS: For the peer coach’s observation of a lesson, use this template or a district-aligned lesson plan template. Collect one work sample from each of the three focus groups to attach to the Analysis of Student Work.

Inquiry Question:

Date of Lesson:Peer Coach: Credential Candidate:


Sequence of Lesson Checking for Understanding Time Allocation

Learning objective (include the skill, concept, and context) Students will be able to . . .

Activating Prior Knowledge (linking prior knowledge to current lesson)

Direct Instruction I do it (What will be explained or modeled or demonstrated)

Guided Practice We do it (Students continue the task with teacher support)

Independent Practice You do it (Students practice new learning alone)

Closure (Learning objective is reviewed/restated)

CC will provide coach with a seating chart showing where all English Language Learners, students with Special Needs and Advanced Learners are seated.

CSTP Essential Elements:

B-16 ~ Lesson Plan Template for Observation (Option B) ~ ECO DIRECTIONS: For the peer coach’s observation of a lesson, use this template or a district-aligned lesson plan template. Collect one work sample from each of the three focus groups to attach to the Analysis of Student Work.

Inquiry Question:

Date of Lesson:Peer Coach: Credential Candidate:


DIRECTIONS: Peer Coach gathers evidence during the observation as related to the Inquiry Focus Question, related CSTP, content standards, and Induction Standard 6.

Inquiry Focus Question: CSTP Essential Element(s):

OBSERVATION DATA

Inquiry Question Evidence:

CSTP Evidence:

B-17 ~ Observation Record ~ ECO



Focus Group: English Learners Evidence:

Focus Group: Special Needs Evidence:

Focus Group: Advanced Learners Evidence:

B-17 ~ Observation Record ~ ECO



B-18 ~ Analysis of Student Work ~ ECO DIRECTIONS: After your peer coach observation, review all student work completed from the lesson observed. In each section below, describe what your students were able to achieve in relation to the academic content standards taught and your learning goals. Attach a work sample from each of the three focus groups.

Class:

Focus Group: English Language Learners

Focus Group: Students with Special Needs

Focus Group: Advanced Learners



coach

Highlight

coach

Highlight

B-19 ~ Post-Observation Reflection ~ ECO DIRECTIONS: With your peer coach, use evidence from the observation to capture key insights about your teaching.

Post-Observation Key Insights:

In what ways did the strategies help with the focus groups?

How did using check for understanding strategies inform your instruction?

What might you change or try in future lessons?



B-20 ~ Summative Assessment ~ ECO DIRECTIONS: To understand the range of learners in your class, give a post-assessment to your students. Collect the student

responses and follow the process of analysis outlined below. Attach 1 copy from each focus group for the post- assessment. Develop a key to identify students in each group.

1. Sort the student responses into two categories: Students who scored below grade level or IEP expectancies Students who scored at or above grade level or IEP expectancies

2. For students who scored below grade level or IEP expectancies, determine their level of performance as: Not Met Partially Met

3. For students who scored at or above grade level or IEP expectancies, determine their performance level as: Met Exceeds

4. Record students' names in the respective performance level column below.

Below Grade Level or IEP Expectancies At Grade Level or IEP Expectancies

Above Grade Level or IEP Expectancies



B-20 ~ Summative Assessment Reflection ~ ECO

Review the learning objectives identified on the Individual Inquiry Plan (B-12, Box 4) and describe the learning outcomes achieved.

2. Reflect on the Essential Components for Instruction document B-13.

a. How effective were the formative assessments (box 4) used during the Inquiry?

b. Describe the effectiveness of the instructional strategies (box 6).

c. Describe how the accommodations and/or modifications listed (box 7) helped the Students with Special Needs.

3. Based on the summative assessment results, respond to the following questions:a. What do you observe in each group’s work?b. What does each group’s work sample tell you about the effectiveness of the instructional strategies used?c. What are the next step(s) for each group and why?

Attach copies of the summative assessment responses for your three focus students.

Focus Group 1: English Learner

a.

b.

c.

1.



3. Based on the summative assessment results, respond to the following questions: (CONTINUED)a. What do you observe in each group’s work?b. What does each group’s work sample tell you about the effectiveness of the instructional strategies used?c. What are the next step(s) for each group and why?

Attach copies of the summative assessment responses for your three focus students.

Focus Group 2: Special Needs

a.

b.

c.

Focus Group 3: Advanced Learner

a.

b.

c.

4. Given the summative assessment, what additional interventions might you provide for students who did not meet the learningobjectives?

5. What might you anticipate as a need for the students who exceeded the learning objectives?


B-20 ~ Summative Assessment Reflection (Part 2) ~ ECO

B-20 ~ Summative Assessment Reflection ~ ECO



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