formative assessment for california teachers (fact ...acts.lausd.net/accreditation/3 curriculum and...

Formative Assessment for California Teachers (FACT) Inquiry 2: Universal Access

Equity for All Students, Teaching English Language Learners, Teaching Special Populations

Signature Page

PT Initial

SP Initial

Doc. #

Document Title

6.1 Inquiry 1: Pedagogy Signature Page (this page)

6.2 Individualized Induction Plan (IIP)

6.3 Entry Level Assessment Parts 1 & 2 (include a copy of the assessment and a minimum of 3 student work samples--focus students and work that represents the different levels of proficiency in your class)

6.4 Continuum of Teaching Practice (CTP) Conversation Guide 6.5 Focus Student Selection Unit Design Components (information--no submission) 6.6(a) Class Profile 6.6(b) Home/School Communication 6.6(c) Application of Research 6.6(d) Unit/Lesson Series Overview 6.6(e) Unit Design

6.6(f) Lesson Plan (remember you will collect a class set of student work samples to refer to [see 6.6d])

6.6(g) Lesson Plan Template 6.6(h) Reflection on the Lesson Plan 6.7(a) Observation Information 6.7(b) Pre-Observation 6.7(c) Classroom Observation Notes

6.7(d) Analysis of Student Work (include a copy of the assessment and a minimum of 3 student work samples--focus students and work that represents the different levels of proficiency in your class)

6.7(e) Post-Observation Reflection

6.8

Summative Assessment—Parts 1 & 2 (include a copy of the assessment and a minimum of 3 student work samples--focus students and work that represents the different levels of proficiency in your class)

6.9 Revisit the Continuum of Teaching Practice Signing this document certifies that the initialed work above has been done in accordance with the requirements of the Commission on Teacher Credentialing and California Board of Education and reflects effort to meet the proficiency criteria for being recommended for a California Clear Teaching Credential.

_ Participating Teacher Signature Support Provider Signature Date

2011 Teacher and Administrator Development Branch - TSU 3

6.2 Individual Induction Plan (IIP) Inquiry #1

Please see the directions at the end of the document to assist you with the guidelines for completion. Participating Teacher

Support Provider

District School

Induction Standard: Pedagogy FOCUS OF THE INQUIRY: Determining what I need to know and be able to do

PLAN

1. Based on findings from the Continuum of Teaching Practice (CTP), determine area(s) of focus.

2. Develop a focus question for this inquiry.

3. Which CSTP element(s) will be addressed?

4. What are the anticipated, measurable outcomes for student learning?

ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom 5. Research: Describe resources used (i.e., collaboration, research, professional development) 6. Date of research

a. Collaboration:

b. Research:

c. Professional Development:

Before completing Cells 7-9, you will teach your lessons, be observed, and analyze student data!

TEAC

H

7. Application How new knowledge was implemented.

REFLECTION/APPLICATION

REFLEC

T

8. As a result of the Inquiry process, what was the impact on (list specific evidence): • Instructional/classroom practices • Student achievement

9. Describe how you will apply new learning to future practice?

APPLY


Guidelines for the Completion of the Inquiry Individual Induction Plan: Overview

Behind this tab, you will utilize the following tools:

Objectives For This Work:

You will gather information, develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice. The results are used to guide professional development with on-going opportunities for you and your Support Provider to explore the impact of instruction on student achievement.

Individual Induction Plan (IIP)

• Enter Information o On the Individual Induction Plan enter your name, Support Provider name, district and school

• Determine the focus of the Inquiry Review evidence collected prior to the Inquiry with your Support Provider (i.e., Context for Teaching tools, CTP, K- W -O, Conversation Guides, etc.). There should be a clear progression that allows the reader to see how your cell 1 area of focus connects to your inquiry focus question and the California Standards for the Teaching Profession. The student outcomes in cell 4 should be related to your focus question in cell 2.

o Cell 1: Determine the focus of the inquiry by describing current classroom concerns/areas for growth (refer to the CTP) o Cell 2: Develop a focus question for the inquiry

You may use the indicator questions on pages 24-29 in the CSTP booklet to identify an open-ended focus question that will lead to an in-depth study of teaching practice related to the focus area

o Cell 3: Connect to the CSTP o Cell 4: Define measurable outcomes (i.e., increased student participation, comparative increase in scores,

etc.) • Developing the Action Plan

During this segment you and your Support Provider will begin developing your action plan. This plan will document new learning and how it was applied in the classroom.

o Cell 5: Examining Research related to focus question. You will be indicating how the information gained from your research is used in your instructional planning in Cell 7. (documentation must include each of the categories below):

• Collaboration o Talk with colleague(s)—identify which colleagues o Observe professional colleague(s)—identify colleagues observed

• Research (a minimum of three sources, including one research based article, at least two must be from valid, credible resources)

o Read research related to your focus question—cite research articles, websites, books o Analyze data- such as student work—identify data analyzed

• Attend Professional Development—may be face to face or online

o Attend workshops/courses—specify which workshops/courses attended o Explore Internet Resources connected to your focus question—list sites explored

o Cell 6: Date--Record dates for each action taken to support the focus question.

*Preparation and Instruction After you finish Cell 6 on your IIP, you will complete the following work before returning to respond to Cells 7-9. This process should take 4-6 weeks. • Entry-Level Assessment, Analysis of Student Work • Focus Student Selection • Lesson Planning and Implementation • Observation –Pre-Conference, Observation, Post-Conference, Reflections • Summative Assessment , Analysis of Student Work • Reflective Conversation Record • Continuum of Teaching Practice

o Cell 7: How was the information gained from your research used in your instructional planning and implementation?

Reflection/Application

o Cell 8: Describe the impact of your Inquiry (focus question) on your classroom practice. How did it change:

Your teaching? Student achievement?

o Cell 9: Describe how the information and experiences gained during this Inquiry will be applied in your future teaching practice. Include how you are using the experience to impact your professional expertise and practice in alignment with the California Standards for the Teaching Profession.


6.3 Entry-Level Assessment Part 1 Date:

If applicable, district student assessment data may be substituted Part 1

DIRECTIONS: Design or utilize an existing assessment to determine the entry-level knowledge of your students in relation to the lesson series you are about to teach. This may include District Performance Assessment data if pertinent to the unit you’ll be teaching. Give the entry-level assessment to your students. Collect the student responses and follow the process of analysis outlined below.

Attach a copy of the assessment and scoring guide for the entry-level assessment.

Save the student work. You will need to attach student work samples from this assessment when you select your focus students for this lesson series.

1. Review the entry-level assessment directions and questions (items) and the scoring guide

. Sort #1:

2. Read each student response and sort responses into two levels of performance. student responses basic and proficient or advanced student responses below basic or far below basic

Sort #2:\

3. Sort student responses at or above grade level into two levels of performance. Student responses basic student responses proficient or advanced

Sort #3:

4. Sort student responses below grade level into two levels of performance. Student responses below basic student responses far below basic

DIRECTIONS: Record students’ FIRST names only in the respective performance level column.

Far Below Basic

Below Basic

Basic

Proficient or Advanced

6.3 Entry-Level Assessment (Reflection) Part 2 Date:

DIRECTIONS: Based on the entry-level assessment results, complete the following questions. Save the student work. You will need to attach student work samples from this assessment when you select your focus students for this lesson series.

1. What do the assessment results tell you about what your students understand or what they can do

before instruction begins?

Far Below Basic: Below Basic: Basic: Proficient or Advanced:

2. Describe any modifications or adaptations you used with this assessment to provide access for students

with special learning needs and/or English learners/Standard English Learners.

2. Based on the results of the pre-assessment, what modifications or adaptations will be needed to be made to your instructional design?

3.8

6.4 Continuum of Teaching Practice

Please re-visit the Continuum of Teaching Practice (CTP) and assess use the

evidence you have gathered to assess your practice in the essential elements.

Mark your current level of proficiency for each essential standard:

Inquiry 1 (Pedagogy) Inquiry 2 (Universal Access: Equity for All Students) EN 1.4 EN 1.2 EE 2.3 EN 1.5 EE 2.6 EE 2.3 SM 3.5 SM 3.6 PL 4.1 PL 4.1 PL 4.4 PL 4.4 AS 5.4 AS 5.4 DP 6.1 DP 6.3

• Initial and date each entry. • Indicate the evidence you considered (i.e. observation, lesson plan, etc.) to

determine your placement on each element of the standards.

CO Classroom Observation DA Reflection on Data Analysis LP Lesson Plan CFT/ATP Context for Teaching/Assessment of Teaching Practice ASW Analysis of Student Work IP/R Instruction Plan/Reflection SL Evidence of student learning CE Classroom Environment PCE Parent Communication and Engagement IE Insufficient Evidence

3.9

6.4 Reflective Conversation Record Inquiry 1: Pedagogy

Using information from the Continuum of Teaching Practice (CTP) discuss key insights about your teaching with your support provider and record them below.

Discuss and record areas of strength in your teaching practice. Date each response.

What focus area(s)/concerns have surfaced in relation your students and their achievement of social, behavioral and academic learning goals?

What focus area(s)/concerns have surfaced in relation to your teaching and the CSTP and the Induction Standards for further exploration? Date each response.

What are your next steps?

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents/ 2008-2009 Self-Assessment – Reflective Conversation Record E-3 rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU

6.5 Focus Student Selection

DIRECTIONS: Identify three students as a focus for your inquiry.

Using the entry level assessment data, select students representing the range of abilities in your class for this lesson series. In the box below record the first name and last initial of selected students, ensuring there is representation across all levels (far below or below basic, basic, proficient or advanced).These three students should also include an English learner and Students with Special Needs.) You will submit the student work from the Entry Level Assessment for each of the students you have selected as your focus students.

* Proficient is considered at grade level according to California standards or equivalent for your subject area.

Must include Far Below or Below Basic

Basic Proficient or Advanced

Focus Student 1: English Learner

Focus Student 2: Special Populations

Focus Student 3: Choice

Discuss the modifications/accommodations you have made to the lesson to ensure access to the curriculum for each of the focus students. If you have designed the entire lesson series so that no modifications are necessary discuss how the instructional strategies you have selected target the specific needs of each focus student. Focus Student 1: English Learner

What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

Focus Student 2: Special Populations What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

Focus Student 3: Choice What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

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UNIT DESIGN Components--Steps in the Unit and Lesson Design (this is an overview of the following documents--there is nothing extra to submit for this page)

1. Review and Revise (or create a new one if teaching a different class) your class profile to assess the needs of your students. (6.6a)

2. Consider the ways in which parent communication and engagement will enhance student success and log your contacts. Continue this throughout the semester (6.6b)

3. Describe how the research you engaged in during this inquiry impacted your classroom environment (both physical and/or socio-emotional) and unit/lesson design. Include an explanation of at least one area of new learning and how you expect application of the revised strategies to improve your results in the area targeted by your focus question.(6.6c)

4. Provide an outline of your entire lesson series for the unit you are teaching. (6.6d) 5. Complete the unit design information for your lesson series. (6.6e) 6. Complete the lesson design for the specific lesson your Support Provider (SP) will be observing.

(6.6f) 7. Complete the lesson plan template for the lesson your Support Provider will be observing. (6.6g) 8. Review the completed unit and lesson plan design with your Support Provider and think through the

entire process to identify if you have designed a process that will provider every student with the support they need to succeed. Note: You will submit copies of student work from at least your three focus students and additional student work samples as needed to represent the range of proficiency in your class three times during this inquiry. You will be submitting a minimum of 9 student work samples: • Entry Level Assessment • Observed Lesson • Summative Assessment

6.6 Inquiry Unit/Lesson Series Plan

6.6(a) Class Profile

1. If you are working with the same class that you were teaching as you engaged in your

Context for Teaching/Assessment of Teaching Practice revisit and update your class profile.

2. If you are working with a different group of students download and complete another copy of the class profile (2.5a) for your current students.

3. Analyze the data you have collected to inform your instructional lesson planning so that the learning environment, instructional routines and lesson design you have developed specifically target the needs of the students you are teaching.

4. Submit a copy of the revised or new Class Profile. (2.5a)

6.6 Inquiry Unit/Lesson Series Plan

6.6(b) Home School Communication

1. If you are working with the same class that you were teaching as you engaged in your

Context for Teaching/Assessment of Teaching Practice continue with the same Home/School Communication log that you have already started to document your communication with the families of your students.

2. If you are working with a different group of students download and begin another copy of the Home/School Communication log for your current students.

3. Use the log to document how you are creating partnerships with the families of your students to increase the social, behavioral and academic growth of each student. Remember to include entries indicating personalized contact rather than only general contact.

4. Submit a copy of the Home/School Communication Log.

6.6(c) Application of Research

Application of Research—Describe how you are using the information gained through your research (IIP cell 5) to inform your instructional design of this lesson series (be specific):

Teacher and Administrator Development Branch - TSU 27

2011 Teacher and Administrator Development Branch - TSU

This is designed to be an overview of the lessons you will teach during this unit. You may add additional lines if the unit you are teaching for this inquiry covers more days of instruction.

6.6[d] Unit Plan Outline/Lesson Series Overview—add rows as needed Date Standard(s) Objective(s) Check if lesson

plan attached


6.6[e] UNIT DESIGN Respond to these prompts for the entire unit based on the assessed needs of your students.

Standards--Communication How will I communicate the standards and objectives to my students and their families? Language • What language(s) will this unit be taught in? (English, Dual-Immersion) • Why is this important? Criteria for Success • What criteria will I use and know when students succeed? • How will I record and communicate evidence of student learning?


Differentiation of Instruction/Equity/CRRE • What needs have I identified through a review of m y class data (IEP, at risk, related prior achievement)? • How am I making the content relevant for my students? • How will I help them make real-life connections? • How will I establish a well-managed, safe, inclusive and healthy environment that maximizes

academic achievement for students from all ethnic, socio-economic, cultural, academic, and linguistic or family backgrounds including gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.

Learning Environment, Grouping and Materials • How will I promote respect and help my students to value differences? • How will I utilize technology to enhance student learning?

Resources and Collaboration • What resources and support do I need to assist m y students (El, SEL, Special Populations, and

diverse student population) in achieving success (resource personnel, Student Success Team, assistive technology, community collaboration, etc.)?

Checking for Understanding • How do the entry level assessment results inform m y instructional decision making for this lesson

series? • What summative assessment will I use at the end of the lesson series to determine if my students

have met the objectives? How will I interpret the results (i.e. scoring guide, rubrics, etc.—attach a copy of the instruments used)?

• How will I make the criteria for success comprehensible for English learners and students with special needs?

• What opportunities will m y students have to demonstrate their learning in more than one way? • What opportunities will m y students have to self and/or peer assess? • How will m y students use assessment results to set or modify goals or revise their work? • How will I communicate results to students and their families?

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU 3.6f

6.6[f] LESSON DESIGN

Respond to these prompts for the specific lesson your Support Provider will observe.

Standards: • What content or process standard(s) or portion of a standard does my lesson address? • What is the factual, procedural, and/or conceptual knowledge I am attempting to teach? (What do I want

students to know or be able to do in relation to the standard? Language • What is my language objective for this lesson? • What is the academic vocabulary I will teach and/or review in this lesson? • What SDAIE/access strategies am I using to make the content accessible to my English language

learners/Standard English Language learners? Criteria for Success: • What constitutes success for this lesson (what differentiates mastery/proficiency from non-mastery/below

proficiency)? • How will I communicate the criteria to my students? Prior Knowledge: • What prior knowledge or prerequisite skills are needed for students to be successful in accomplishing the

objectives? • How does this lesson connect with past and present lessons?

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU 3.6f

Differentiation of Instruction • How am I linking the lesson objectives to students’ interests and cultural heritage? • How am I differentiating instruction and activities to address language, physical, social, emotional or learning

needs of all students (i.e. EL, SEL, SWD, GATE, students referred to SST)? • What strategies am I using to address the needs of students who scored at Far Below/Below Basic on the entry

level assessment? • How am I enriching and deepening learning experiences for students who have already mastered the content? • What student misunderstandings do I anticipate? How will I address them? Learning Environment, Grouping and Materials • How will I group my students? What data will I use to inform my decisions? • How will I set up the learning environment and resources to enable students to:

o engage in full participation linked to the learning goals o construct their own knowledge, develop skills, and demonstrate learning

• What structures and routines will I use to: o facilitate student engagement in group work, discussions and classroom interactions o guide independent work o build student ownership of their own learning

• What materials will I use in this lesson? In what ways do they enhance culturally relevant and responsive learning opportunities?

• What technology will the students use during this lesson? Checking for Understanding • What informal and/or diagnostic strategies will I use during and at the end of the lesson to check for

understanding? How will I measure the results? • How will I make the criteria for success comprehensible for English learners and students with special needs? • What opportunities will my students have to demonstrate their learning in more than one way? • What opportunities will my students have to self or peer assess?

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU 3.5

6.5[g] Lesson Planning Template Complete the lesson plan template for the lesson your Support Provider will observe

Participating Teacher: Date of lesson:

Time Allocation:

*Sequence of Lesson:

Anticipatory Set (activate prior knowledge, build background, establish relevance):

Objectives (share standards and objectives):

Direct Instruction/Input:

Modeled Instruction:

Exploration:

Guided Practice:

Independent Practice:

Checking for Understanding

Student Reflection

Attach the graded work from your three Focus Students and any additional work samples that may be needed to be representative of the range of proficiency in your class.

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU 3.5

6.5[h] Reflection on the Lesson Plan Have a conversation with your Support Provider about the components of your Lesson Plan.

• Are there any areas that seem to be a particular challenge to design for as you consider what needs to be in place for every student to achieve?

• Are there any areas that you would like to have your Support Provider assist with to strengthen your preparation?

2011 Teacher and Administrator Development Branch-TSU

6.7 OBSERVATION

6.6[a] Observation Inf ormation

Participating Teacher: Employee #: Support Provider Date: Subject Area: Content Standard:

Support provider gathers evidence during the observation as related to the focus question, selected CSTP, Content Standard, and Induction Standard(s).

Focus Question(s) and related CSTP:

Check the box(es) indicating each CSTP that was observed during this lesson.

___ Engaging and Supporting All Students in Learning

___ Planning Instruction and Designing Learning Experiences for All Students (4)

___ Creating and Maintaining Effective Environments for Student Learning (2)

___ Assessing Student Learning (5)

Check the box(es) indicating each Induction Standard(s) that was observed during this lesson.

___Pedagogy

___ Universal Access: Equity for All Students

___Universal Access: Teaching English Learners

___ Universal Access: Teaching Special Populations

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 3.7 b 2011 Teacher and Administrator Development Branch-TSU

Participating Teacher: Employee #:

6.7[b] Pre-Observation—Classroom Environment/Lesson Plan Notes Prior to classroom observation, participating teachers will provide the Support Provider with a copy of the lesson plan and a copy of a seating chart. The seating chart should designate focus students.

Upon arrival the Support Provider will make general notes below about the overall classroom environment and lesson plan. These notes should be made before the observation and supplemented during the observation.

Inquiry focus question

Planning Conference Possible topics: What are my goals? Where is my class in relation to my goals? How has the information I have gathered about my students’ needs informed my lesson design? How will I check for understanding? How will I know if my students understand? What characteristics of my class would I would like the Support Provider to consider during this observation? What would I like my Support Provider to focus on during the observation?

CLASSROOM ENVIRONMENT NOTES FROM PRE-OBSERVATION:

LESSON PLAN NOTES FROM OBSERVATION:

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 6.7 c 2011 Teacher and Administrator Development Branch-TSU

6.6(c) Classroom Observation Notes

Teacher’s Name Date

AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart selected evidence by marking the CSTP/element and/or Standard that applies.

Time Teacher says and does… CSTP/Induction Standards Chart

Students say and do…

Specific elements to consider while observing include:

ELL/SEL Special Populations Equity Pedagogy

• Emphasizing key vocabulary • Using scaffolding techniques • Checking for understanding • Providing sufficient wait time • 50% + academic talk by students • Grouping by language ability • ELD materials used • Differentiating according to

language levels

• Consistent rules/procedures • Minimal classroom interruptions • Planning for transitions • Circulating/positioning • Uses calm, quiet voice • Scaffolds instruction • Taps prior knowledge • Cueing students non-verbally • Reinforces positive behaviors • Adaptations/modifications to

curriculum & materials

• Student-led discussions • Collaborative work groups • Calling on diverse students • Available samples of

exemplar work • Checking for understanding with

peers • Respectful redirecting • Presenting positive consequences • Uses culturally responsive

pedagogical practices

• Utilizes appropriate academic content standards

• Uses student assessment data • Multi-tiered interventions • Teacher use of technology

through lesson delivery • Technology used interactively • Student use of technology to

enhance learning • Technology used to remediate,

practice, or extend lessons

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 6.7 c 2011 Teacher and Administrator Development Branch-TSU

6.7(d) Analysis of Student Work

DIRECTIONS: After the support provider observation, review student work completed from the lesson observed. Attach copies of the three focus students’ graded/scored work. Remove last names for confidentiality. Describe what your students were able to achieve in relation to the academic content standards taught and your learning goals.

CLASS

FOCUS STUDENT 1 (ENGLISH LANGUAGE LEARNER) FOCUS STUDENT 2 (SPECIAL POPULATIONS) FOCUS STUDENT 6 (CHOICE)

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-8 Summative Assessment 2011 Teacher and Administrator Development Branch-TSU

6.7 (e) Conversation Guide: Post Observation Reflection How did you feel about the lesson? • How do you know that students were cognitively engaged? • How did you check for understanding? How did you give feedback to your students? • As you taught the lesson what changes did you make, and why? • What evidence do you have that the learning objective(s) were met? By what % of your students? • Were the adaptations, modifications and strategies that you selected to meet the needs of

your English learners and students with special needs effective? Did these students meet the objectives?

• Were the strategies you selected effective in meeting the needs of your focus students? • What can students articulate about what they learned, how they learned it, and why it is important? • If you had the opportunity to teach this lesson again would you do anything differently? Why? • What other aspects of the lesson seem important to consider in terms of preparation,

instruction and student learning? • What are your next steps? What is your timeline for accomplishing them? • What insights can you share about the lesson in relationship to your focus question/action research? Directions: With your Support Provider, use evidence from the observation to capture key insights about your teaching and student learning. Reflect on your next steps to enhance success for your students and for yourself as a professional educator.

Post-Observation Key Insights

Insights Related to My Teaching:

Insights Related to Student Learning:

Next Steps/Timeline

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-8 Summative Assessment rev LAUSD 2011 2011 Teacher and Administrator Development-TSU 6.8 - 1

6.8 Summative Assessment—Part 1 If applicable, district student assessment data may be substituted Part 1

Date:

DIRECTIONS: Complete the instructional unit and give the summative assessment to your students.

Collect the student responses and analyze the results. Attach a copy of the assessment and scoring guide for the summative assessment.

Attach a copy of the student work from your focus students.

1. Review the summative assessment directions and questions (items) and the scoring guide. 2. Read each student response and sort responses into two levels of performance.

a. student responses basic or proficient or advanced b. student responses below basic or far below basic

3. Sort student responses at or above grade level into two levels of performance. a. student responses basic b. student responses proficient or advanced

4. Sort student responses below grade level into two levels of performance. a. student responses below basic b. student responses far below basic

DIRECTIONS: Record students’ FIRST names in the respective performance level column.

Far Below Basic

Below Basic

Basic


Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-8 Summative Assessment

3.8- 2

DIRECTIONS: Complete the instructional unit and give the summative assessment to your students. Collect the student responses and analyze the results.

DIRECTIONS: Record students’ FIRST names in the respective performance level column.

Far Below Basic

Below Basic

Basic


Formative Assessment for California Teachers (FACT) – rev LAUSD 2011 6.8-3 2011 Teacher and Administrator Development Branch-TSU

6.8 Summative Assessment Reflection Part 2

How do I know that they learned? What will I do if they didn’t? What will I do if they already know?

DIRECTIONS: 1. Review stated learning goals on Essential Components for Instruction and describe the learning

outcomes.

2. Reflect on the Essential Components for Instruction. For students scoring below basic and/or far below basic describe how the following may or may not have had an impact on their learning? a. Accommodations/Modifications: b. Prior Knowledge: c. Instructional Strategies: d. Other:

3. Based on the summative assessment results, complete the following questions and attach copies

of the summative assessment responses for your three focus students. a) What do you observe in this student’s work? b) What does the student work sample tell you about the effect of the instructional strategies you

used? c) What is the next step for this student and why?

Focus student 1: English learner Focus student 2: Special needs Focus student 3: Choice

4. What appropriate interventions will you provide for students who did not meet the learning goal?

5. What will you do for the students who exceeded the learning goal?

6.8

6.9 Continuum of Teaching Practice

Please re-visit the Continuum of Teaching Practice (CTP) and assess use the

evidence you have gathered to assess your practice in the essential elements.

Mark your current level of proficiency for each essential standard:

Inquiry 1 (Pedagogy) Inquiry 2 (Universal Access: Equity for All Students) EN 1.4 EN 1.2 EE 2.3 EN 1.5 EE 2.6 EE 2.3 SM 3.5 SM 3.6 PL 4.1 PL 4.1 PL 4.4 PL 4.4 AS 5.4 AS 5.4 DP 6.1 DP 6.3

• Initial and date each entry. • Indicate the evidence you considered (i.e. observation, lesson plan, etc.) to

determine your placement on each element of the standards.

CO Classroom Observation DA Reflection on Data Analysis LP Lesson Plan CFT/ATP Context for Teaching/Assessment of Teaching Practice ASW Analysis of Student Work IP/R Instruction Plan/Reflection SL Evidence of student learning CE Classroom Environment PCE Parent Communication and Engagement IE Insufficient Evidence

6.9

6.9 Reflective Conversation Record Inquiry 2: Universal Access

Using information from the Continuum of Teaching Practice (CTP) discuss key insights about your teaching with your support provider and record them below.

Discuss and record areas of strength in your teaching practice. Date each response.

What focus area(s)/concerns have surfaced in relation your students and their achievement of social, behavioral and academic learning goals?

What focus area(s)/concerns have surfaced in relation to your teaching and the CSTP and the Induction Standards for further exploration? Date each response.

What are your next steps?

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents/ 2008-2009 Self-Assessment – Reflective Conversation Record E-3 rev LAUSD 2011 2011 Teacher and Administrator Development Branch-TSU