long range plan

EDUC 450: PROFESSIONAL CLINICAL PRACTICE

LONG RANGE PLAN

Candidate: Jessica McCrea Cooperating Teacher: Mrs. Linda Graham Grade: 1stDistrict: Orangeburg Consolidate School District School: Sheridan Elementary Year: 2014Major: Early Childhood Education Cognate(s): Mathematics

Section I: Student Information

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction.

Important Student Information

Factors(e.g. gender, SES, reading levels,

disabilities, ethnicity, student interests, and other relevant

factors, etc.)

Description(of your findings in terms of your

students)

Sources/Contextual Factors(e.g. students, community resources, internet,

records, school personnel, family, etc.)

Gender16 females8 males

This information was gathered from classroom observations and the class roster.

Reading LevelRange 1: 0-0.9: 9 studentsRange 2: 1-1.9: 9 studentsRange 3: 2-2.6: 6

This information was gathered from the Accelerated Reader Class Summary Report which was used as a source to collect this data.

Social Economic StatusFree Lunch: 20 studentsFull/Pay: 4 students

This information was gathered from the cafeteria receptionist.

ResourceThere are a total of 4 students who receive additional academic assistance from the ESOL teacher. One of those students also receives additional assistance from the resource and speech personnel.

This information was gathered from my cooperating teacher, Mrs. Graham.

Ethnicity17 African Americans5 Hispanics2 Caucasian

This information was gathered from classroom observations.

Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?

I feel that this student information is of primary importance because these are factors that I will take into consideration in my planning, teaching and assessing process. This information will help me learn more about the students’ diverse backgrounds and their interest. By doing so, my planning, teaching and assessing will be meaningful and effective for both the students and myself. I have used and will continue to use this student information to guide my planning and instruction in a manner that will allow students to excel and related to the content that will be delivered.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Section II: Long Range Learning and/or Developmental Goals

Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students.

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

The student will read with sufficient accuracy and fluency to support comprehension.

The student will distinguish long from short vowel sounds in spoken single-syllable words.

The student will identify the reasons an author gives to support points in a text.

The student will demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

The student will apply grade-level phonics and word analysis skills in decoding words.

The student will explain major differences between books that tell stories and books that give information, drawing on a wide reading range of text types.

The student will participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and an adult in small and large groups.

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I believe the most important goals for all students to achieve are the goals to apply phonics and word analysis skills in decoding words and to perform satisfactory on formal and informal assessments. These goals are most important because they go hand in hand, and they play a major role in students’ progress and success. Students’ ability to apply phonics and use skills to decode words will be reflected in their reading, writing and comprehension; furthermore, this competence will have a positive result in students’ performance when they complete both formal and informal assessments.

Subject: Mathematics


The student will organize, represent and interpret data with up to three categories.

The student will demonstrate knowledge of telling and writing time in hours and half-hours using analog and digital clocks.

The student will relate mathematical strategies to a written method and explain the reasoning used.

The student will demonstrate knowledge using concrete models or drawing and strategies based on place value, properties of operations, and the relationship between addition and subtraction.


I believe the most important goals for all students to achieve are the goals to relate mathematical strategies to written method and explain the reasoning, and being able to use concrete models and strategies. These goals are most important because I believe that they set the foundation for what will be learned in the next grade-level. All students should be able to master and achieve these goals, and students’ achievement will reflect if the teacher effectively delivered the content.


Subject: Science


The student will identify the features of the day and night sky.

The student will demonstrate an understanding of the scientific inquiry process.

The student will illustrate the changes in the moon’s appearance.

The student will classify plants according to their characteristics.

The student will explain how distinct environments throughout the world support the life of different types of plants.


Of the goals listed above, I believe the most important goal for all students to achieve is to demonstrate having an understanding of the scientific inquiry process. This is important because scientific inquiry plays a major role in what students will learn in the future as they progress academically as scholars. I believe that it is vital for students to get this foundation now so knowledge can be built upon what they have and will learn in the future.

Subject: Social Studies


The student will summarize the contributions to democracy that have been made by historic and political figures in the United States.

The student will demonstrate having knowledge of the basic function of the government by explaining the making and enforcing of laws.

The student will illustrate ways that the government affects the lives of individuals and families, including taxation that provides services such as public education and health, roads, and security.

The student will identify various natural resources (water, animals, plants minerals) around the world.

Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I believe the most important goals for all students to achieve are the goals to summarize the contributions to democracy made by historic/political figures, and demonstrate having knowledge of the basic function of the government. It is important for students to achieve these goals because it is vital that students know their history to avoid repeating the past, and students should be aware of the government’s function in order to know their rights and what is expected of them as citizens of the United States. With this knowledge, students will be molded into knowledgeable individuals that can make a difference in the world for the betterment of mankind.


Section III: Instructional Units

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.

Subject: English Language Arts

Unit Topic or Description Unit Length

(i.e., approximate number of lessons

RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

6 weeks

RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text.

10 weeks

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

10 weeks

RI.1.8 Identify the reasons an author gives to support points in a text. 2 weeks

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strength writing as needed.

10 weeks

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented oral or through other media.

10 weeks

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The instructional sequence and the amount of time spent on each unit of instruction was determined using the Orangeburg Consolidated School District Five Common Core Curriculum Guide for First Grade ELA. The OCSD5 Curriculum Guide gives standards and indicators that states which standard/indicator should be taught and how long the material should be taught. Ultimately, the performance of the students will determine if extra time needs to spent on any given standard/indicator.

Describe ways in which you will integrate the arts, PE and Health in your unit.

I will integrate the arts by allowing students to recreating stories by performing skits, create collages and creative flip books and draw pictures that illustrate the key details of a text. I will integrate PE by allowing students allowing students to exercise their fine motor skills when writing, gross motor skills while clapping out the number of syllables within words, and stretching in between long periods of sitting. I will integrate health by allowing students to read about healthy foods and identify the author’s purpose for writing the book, spell the words of healthy foods, and use these words in a sentence using conventions of Standard English grammar.



Subject: Mathematics

Unit Topic or Description -- Key ElementUnit Length


1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

2 weeks

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

2 weeks

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Although this standard involves only adding a two-digit number with a multiple of ten, students will understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

4 weeks

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

2 weeks

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

3 weeks

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

2 weeks

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

2 weeks

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

2 weeks

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

2 weeks


The instructional sequence and the amount of time spent on each unit of instruction was determined using the Orangeburg Consolidated School District Five Common Core Curriculum Guide for First Grade Math. The OCSD5 Curriculum Guide gives standards and indicators that states which standard/indicator should be taught and how long the material should be taught. Ultimately, the performance of the students will determine if extra time needs to spent on any given standard/indicator.



I will integrate the arts by allowing students to draw pictures of analog clocks using a specific time, draw pictures to create a picture chart to organize and present data, and draw a picture of an object that they can measure and determine the length. I will integrate PE by allowing students to move their arms that represent a specific time on an analog clock, walk around the classroom to find objects of different length to measure and collect that data, and walk around from a group to represent a subtraction problem.


Subject: Science



1-1.1 Scientific Inquiry.

1-3.1 Features of day and night sky. 2 weeks

1-3.2 Recall Sun is source of heat and light for Earth. 2 weeks

1-3.3 Recognize the sun and moon rise and set 2 weeks

1-3.4 Illustrate changes in the moon’s appearance. 2 weeks

1-2.1 Basic needs of plants 1 week

1-2.4 Summarize the life cycle of plants (including germination, growth, and the production of flowers and seeds. Life cycle of plants- Brassica

3 weeks

1-2.2 Major structures of plants 1 week

1-2.3 Classify plants according to their characteristics (including what specific type of environment they live in, whether they have edible parts, and what particular kinds of physical traits they have.

2 weeks


The instructional sequence and the amount of time spent on each unit of instruction was determined using the Orangeburg Consolidated School District Five Common Core Curriculum Guide for First Grade Science. The OCSD5 Curriculum Guide gives standards and indicators that states which standard/indicator should be taught and how long the material should be taught. Ultimately, the performance of the students will determine if extra time needs to spent on any given standard/indicator.


I will integrate the arts by allowing students to draw pictures of the day and night sky, the moon phases and the characteristics of a plant. I will integrate physical education by allowing students to go on nature walks to discover the plants and examine the different parts of a plant, stretch before the walks and engaging their gross motor skills while walking. I will incorporate health by allowing students to create plant diagrams using celery and fruits, the moon phases using Oreos, and marshmallows to symbolize by moon in the night sky.



Subject: Social Studies



1-3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt.

3 weeks

1-2.1 Explain the making and enforcing of laws as a basic function of government.

2 weeks

1-2.2 Summarize the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials.

2 weeks

1-2.3 Illustrate ways that government affects the lives of individuals and families, including taxation that provides services such as public education and health, roads, and security.

2 weeks

1-2.4 Summarize the possible consequences of an absence of government. 3 weeks

1-1.1 Identify a familiar area of the neighborhood or local community on a simple map, using the legend and basic map symbols.

2 weeks


The instructional sequence and the amount of time spent on each unit of instruction was determined using the Orangeburg Consolidated School District Five Common Core Curriculum Guide for First Grade Social Studies. The OCSD5 Curriculum Guide gives standards and indicators that states which standard/indicator should be taught and how long the material should be taught. Ultimately, the performance of the students will determine if extra time needs to spent on any given standard/indicator.


I will integrate the arts by allowing students to create a colorful project on the political/historical leaders that were discussed and make brief oral presentations about these individuals, and students will perform a brief skit on being an officer of the law or a law abiding citizen. I will integrate PE by allowing students to move around during informational skits, stretch their arms to symbolize the height of President Abraham Lincoln (who was over 6 feet tall) and use fine motor skills throughout the lesson by writing notes and creating Venn diagrams. I will incorporate health by researching the health campaign of First Lady Eleanor Roosevelt, discuss the types of healthy foods that were created using peanuts with the help of George Washington Carver, and eat some of those healthy products (if students are not allergic).


Section III B: Materials and Resources

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Student MaterialsLaptop(EnVision Math Software, Reading Street Software)

Textbooks (ELA, Social Studies, Science, Math)

StarBoard Composition Journals (ELA, Social Studies, Science, Math)Lumens Lamp Accelerated Reader Program (Username and Password)Grade Book PencilsDry Erase White Board CrayonsRed Pens GlueDry Erase Markers MarkersPaper ScissorsStaple Machine and Staples ComputerScissors PaperHighlighters Textbooks (Math, Science, SS, ELA)Internet Access Workbook (Math, ELA, Science) Teacher Edition Textbooks (Math, Science, SS, ELA)

Section IV: Assessment of Student Performance

Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Bloom’s Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or

summative)

Evaluative Criteria Student Progress/Achievement Reporting Method(s)

Matching Standard

Tests(Summative)

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60

Power TeacherGrade BookData Wall DisplayWeekly Student Report Folder

1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Authentic Projects and Oral Presentations(Summative)

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60


1.3.3 Summarize the contributions to democracy that have been made by historic and political figures in the United States, including Benjamin Franklin, Thomas Jefferson, Dorothea Dix, Frederick Douglass, Mary McLeod Bethune, and Franklin D. Roosevelt.

Journal Writings/Entries(Formative)

A= 93-100B= 92-85C= 84-77D= 76-70F= 69-60


1-1.1Scientific Inquiry.1-3.1 Features of day and night sky.1-3.2 Recall Sun is source of heat and light for Earth.


Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the student’s overall progress and achievement in the class/subject?

I determined that my major assessments were appropriate by making sure that the assessments were valid, reliable, aligned with the correct corresponding standards and structured in a manner that accommodated the students’ needs and development. This was done by using the Orangeburg Consolidated School District Curriculum Guides, my prior knowledge of each student’s reading level, comprehension level and background, and making sure students were only tested on what was taught. Assessment feedback and an explanation of the grading scale will be discussed and reviewed to help students and their parents understand the evaluation criteria. To help students and parents understand students’ overall progress and achievement, graded papers will be sent home in each student’s folder weekly. These papers will have to be signed and returned, and parents who have questions about their child’s progress will be encouraged to contact me.

Section IV B: Assessment of Student Performance – Record Keeping

Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A. System for maintaining records of student progress and achievement:

I plan to record and organize student progress and achievement using two tools: Power Teacher and grade book. Power Teacher will be used as the main tool to record grades, and the grade book will be used as a secondary tool in the event that the Power Teacher software was to crash. Grades will be collected and recorded everyday for at least one subject area using formal and/or informal assessments/assignments. These grades will be categorized by each subject area with specific information of the type of assessment, name of assessment and the original date the assessment was given. Students’ names will be aligned with their grades, and students will be allowed to make-up assessments.

B. Procedures for aggregating and displaying data:

Data will be aggregated using Power Teacher and/or other comprehensive systems if applicable, such as the Accelerated Reader program where grades/data are collected for each student and the class as a whole. Data will be displayed on the classroom’s data wall which is located near the back of the classroom. Class data will be posted at least once a week so students can reflect, self-evaluate and see how well the class did as a whole on a specific assignment/assessment. This data wall will encourage individual progress for students who fell slightly below the class’ average score.

C. How will you use the data to make instructional decisions?

Data from the data wall will be used to determine which concepts students have mastered and which concepts need to be re-taught. This information will allow the teacher the opportunity to self-reflect on teaching strategies, delivery performance, and become more knowledgeable about the material revisit the content material in order to increase student performance. Also, this data will allow me to make instructional decisions that will ultimately benefit both the students’ performance and myself as a flexible forever learning professional.


Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES


During instruction, students are expected to be quiet, attentive and sit with their hands in their laps to minimize distractions and maximize instructional time. During guided instruction, students expected to be engaged, participate in class discussions when allowed the time to do so and respectfully listen while others are talking.

Classroom Behavioral Expectations/Rules

1. Listen and follow directions the first time.2. Raise your hand and wait for permission to speak.

3. Keep hands, feet, objects and negative comments to yourself.4. Have your supplies and be on time.

5. Complete and submit all assignments on time with excellence.

Classroom Behavioral Consequences

1. Verbal Warning2. Individual Conference with student

3. Rule Reflection Corner4. Call Parent

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

RULES AND CONSEQUENCES

Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

The most important considerations in managing the classroom to maximize instructional time are assuring that students know what is expected of them and being sure that the classroom environment is one that minimizes student distraction. I believe that these two factors are important because if a student is aware of the things that they should be doing and when to do them, less distractions and other unforeseen situations will be minimized. When students are aware of these things, instructional time will be more effective and conductive to learning.


Breakfast: Students should go to the cafeteria immediately once dropped off on campus.

Attendance/Tardiness: Attendance is taken at 8:00am using the Power Teacher Computer Program. Students who are not present at 8:00 am will be marked absent until/if the student arrives late. Students who are tardy must be signed in at the front office by parent/guardian, and the student must bring a dated tardy slip to class with the time the student was signed it. This slip must be given to the teacher, and then the Power Teacher will be adjusted accordingly.

Unpacking: Students are to unpack immediately upon arrival to the classroom and place bookbag on the bag rack.

Homework: Homework is given depending on the class’ performance and understanding of the content. Homework is collected in the morning.

Pencil Sharpening: Students should not get up to sharpen pencils. Students should raise their hands and the teacher will sharpen the pencil for them.

Restroom: Students are allowed to use the in-class restroom when needed, but are advised not to use the restroom during instruction.

Discarding Trash: Students are only allowed to get up to discard trash during transitions (i.e., going to related arts, lunch, etc.).

Free Time: Students who complete assignments early should read their library book or finish incomplete work.

Movement Halls: Students should quietly line up with their hands by their sides and walk in their assigned orders every day.

Accelerated Reading Tests: Students are only allowed to go to the computer to take AR test after they have read their AR book 3 or more times and once given permission.

Ceremonies/Assemblies: Students should always sit and stay will class when attending assembly, award ceremonies and other general body events.

Section VI: Parent Communications

Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their child’s learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities.

Procedures for providing initial information

Procedures for involving parents with the learning at home Section VII: Reflecting and Revision Procedures


Parents will be provided information about my goals and expectations for student learning plans for instruction and assessment, and rules for student behavior at the beginning of the semester through an introductory letter that will be sent home. To accommodate the diversity in the classroom, the letter will be typed in English and Spanish. This letter will be requested to be signed and returned immediately to ensure that the family and community is aware and understands what is expected. This brief introductory letter will formally introduce myself to the parents briefly stating my goals and expectations for instruction, student behavior and serve as an invitation for parental involvement, collaboration and participation inside and outside of the classroom. This letter will also include information of ways parents can contact the teacher by telephone, electronic mail and scheduled visits/appointments.

Every Friday, informal student reports (behavioral and/or academic) will be sent home to keep parents aware of their child’s progress and behavior. These reports must be signed and returned as evidence that the parent received, read and understood what was sent home. Parent-Teacher conferences will be scheduled accordingly with flexibility and consideration of the teacher and parents’ schedules. Parents will be invited to visit or schedule an appointment to speak with the teacher concerning their child’s progress and achievement. School activity flyers will be sent home to keep parents informed, and parents will be strongly encouraged to participate in both home and school-based activities.

To involve parents with the learning at home, every Friday informal student reports (behavioral and/or academic) will be sent home to keep parents aware of their child’s progress. These reports must be signed and returned as evidence that the parent received, read and understood what was sent home. Everyday students will take home their agenda and homework folders with assignments to complete, and parents will be encouraged to assist their child with assignments. Parents who are unsure as to how to assist their child will have the option of emailing the teacher between the hours of 4pm and 8pm with questions. The teacher’s email information was sent home at the beginning of the semester. At the end of the week, practice worksheets with example of the material covered will be sent home to help parents and students master the content.

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A. Strengths: As I reflect on my long range plan, I think that my strengths are my ability to use this long range plan along with the OCSD Curriculum Guides as a guide and for support. I believe that the way I planned to integrate the arts, PE, and health into each subject area will allow me to be able to use this plan to accommodate the different types of learners (ex. visual learners, kinesthetic learners, etc.) in my class.

B. Weaknesses: As I reflect, I think that my weaknesses in this plan will be my ability to stay on task and on the same pace as the Curriculum guide. This may be a difficult task because I have to work at the pace of my students, and some students may need more time on a unit/standard than the Curriculum guide suggested. As a teacher, I will work put forth all of my effort to teach as much as I can effectively.

C. Time line for evaluating long range plan components: I plan to evaluate my long range plan components as I progress through each unit within each subject area. This will allow me opportunity to reflect on how well my students receiving and understanding the content, and reflect on how effectively I am teaching. From this, I will modify how much time is spent on each unit/standard and plan accordingly.

D. List modifications and adaptations that you think might be needed to improve the procedures: Maximize instructional time by decreasing distractions and rearranging seating of students who distract

each other. Adjust/modify time spent on each unit/standard. Decrease related arts time by 10 minutes if possible/needed

E. Plan for reflecting on your teaching practices: To reflect on my teaching practices, I plan to meet with my cooperating teacher weekly to discuss my weekly evaluations which are based on my strengths, weaknesses and any room for improvement. I also plan to reflect on each lesson every night using my reflective lesson plan to help evaluate my personal teaching performance, strategies, and practices as well as the performance of my students. I will use my grade book and student work to reflect on whether or not re-teaching is necessary.


Long Range Plan Scoring Rubric

ACEI/NAEYC

Component Target (3) Acceptable (2) Unacceptable (1) Score

1.0/1a Description of Students

Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences.

Describes students according to their differences, but is unclear about ways to accommodate differences when planning.

Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning.

5.2/2c;3b Contextual Factors

Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Data is collected from at least three types of sources and the candidate shows some understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Used primarily secondary source data (records) to obtain data. No school or community data included.

3.1/3aLearning and Developmental Goals

Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students’ development, learning, and motivation to learn.

Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

3.2/1cLearning and Developmental Goals

Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.

Goals reflect an understanding of the diversity of students in their development and learning styles and reflect at least two of the following: race, ethnicity, culture or exceptional needs.

Goals lack sensitivity to the diversity of students.

2.1/5aUnits of Instruction- English Language Arts

The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered.

The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered.

2.2/5aUnits of Instruction- Science

The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered.

2.3/5aUnits of Instruction- Mathematics

The content area related to concepts of number and operations, algebra, geometry, measurement, and data analysis and probability is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of mathematics skills. The content is not paced so objectives are covered.


2.4/5aUnits of Instruction – Social Studies

The content area related to concepts of history, geography, and the social sciences is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of social studies skills. The content is not paced so objectives are covered.

2.5/5a

Instructional Units – Visual and Performing Arts

Clear integration of visual and performing arts (dance, music, theater and the visual arts) is indicated multiple times throughout the units.

Visual and performing key elements are integrated at least twice within each unit outline.

Visual and performing arts key elements are not included in each unit.

2.6/5a Instructional Units - Health

Clear integration of health is indicated multiple times throughout the units.

Health key elements are integrated at least twice within each unit outline.

Health key elements are not included in each unit.

2.7/5aInstructional Units – Physical Education

PE is clearly integrated several times in each of the units.PE key elements are integrated at least twice within each unit outline.

Physical Education key elements are not included in each unit.

1.0/4cInstructional Materials & Resources

Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge, and motivation to learn. Evidence of the use of community resources is provided.

Materials list is adequate to support units. List represents variety. Materials list tends to be general in nature and does not focus comprehensively on student characteristics, enrichment, enhancement, and students’ needs. No evidence of the use of community resources.

Materials list is inadequate and tends to represent traditionally supplied materials. Materials are general and do not directly support or enrich curriculum units. Student needs and characteristics do not appear to drive the choices of materials and resources. No community resources are used.

3.5/4bInstructional Materials & Resources

Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction.

Technology listed includes the teacher’s and students’ uses of tools to reflect an understanding of its use as a communication tool.

Technology listed includes only the teacher’s use of technology for instructional presentations.

4.0/3b Assessment

Formative and summative assessments, use direct and indirect methods, match learning goals, instructional activities, and represent a variety of assessment strategies. The strategies are appropriate for the content to be covered and the students’ ability and developmental levels. Criteria for the weighting process and evaluating results are clear, concise and promote intellectual, social, emotional, and the physical development of students. Higher level thinking and student reflection are promoted.

Formative and summative assessments match learning goals and the content to be covered, but the majority are traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application.

Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.

4.0/3b Student Records

Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear.

Procedures for maintaining recorded data are clear, with some strategies for developing, aggregating and displaying data for decision making. Some information is given for using data to make decisions and to promote the relationship between data collection and reflective decision-making.

Procedures for maintaining recorded data are somewhat clear, but little to no plan is developed for aggregating and displaying data for decision making. Plan for using data to make decisions is unclear. No relationship between data collection and reflective decision-making.


3.4/1c Discipline Policy

States explicit expectations of students and consequences for misbehavior. Rules and consequences are limited to 5 or less, are age appropriate, focus on behaviors rather than students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning.

Rules and consequences are age appropriate, represent support for a positive learning environment, and are limited to 5 or less. Instructional procedures cover most of the areas that promote minimal loss of instructional time.

Rules and consequences are negative in nature and are not aligned with age appropriate practices. More than 5 rules are given. Rules allow for a loss of instructional time.

3.4/1cProcedures for Non-Instructional Activities

Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls.

Provides adequate directions for non-instructional activities.

No procedures for non-instructional were given.

5.2/2bParental Communications

Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning.

Adequate evidence exists that the candidate plans to establish an open line of communication on an initial and periodic basis, regarding pertinent information involving students, families, and the learning community to enhance learning; sensitivity to diversity is clear.

Uses minimal, to no attempts to involve the family in learning goals at the home or at school. Fails to provide specific examples of periodic communication methods. Sensitivity to diversity is unclear.

5.2/2bParental Communications

Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children.

Adequate collaboration regarding communication with the learning community is evident.

No procedures for continuous communication involving the learning community.

5.1/4d Reflections

Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process.

Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.

The candidate does not provide reflections or suggest recommendations for improving the process of teaching and learning.

OVERALL SCORE

Unacceptable/Developing (1) Acceptable/Meets (2) Target/Exceeds (3)Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.


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