Assessment 5A: Assessment Tool or Description of Assessment



Assessment #5: Candidate Impact on Student Learning

Teacher Work Sample SPED 441

Description of the Assessment and Use in the Program

The purpose of this assignment is to demonstrate candidates’ ability to plan an appropriate sequence of instruction based on obtained summative and formative pre-assessment data, provide instruction, conduct formative pre and post assessments to document student learning, and reflect on student achievement and possible changes in teaching that might impact student learning. The Teacher Work Sample (TWS) contains three parts: (a) Learning Environment, (b) Planning, and (c) Results. Successful completion of this assignment demonstrates proficiency in CEC Standards Three, Four, Seven, Eight, and Nine.

Description of How the Assessment Specifically Aligns with CEC Standards

The first component of the TWS is Learning Environment. Candidates provide demographic information about the student population in the classroom where they provide instruction. This part includes candidates applying legal matters and ethical considerations (Standard Nine, Professional and Ethical Practice) by accessing classified information about individuals with exceptional learning needs and maintaining confidential communication about individuals with exceptional learning needs. Next, candidates must determine the effects that exceptional conditions have on each individual’s learning (Standard Three, Individual Learning Differences). Additionally, candidates must use performance data and materials based on the characteristics of the individual student with exceptional learning needs to modify the learning environment (Standard Four, Instructional Strategies). Finally, they must state how resources are used to understand how primary language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options (Standard Three, Individual Learning Differences).

Component two of the TWS is Planning. This component requires candidates to apply their knowledge of legal policies and ethical principles of measurement and assessment related to program planning, and instruction for individuals with exceptional learning needs, including those from culturally and linguistically diverse background (Standard Eight, Assessment). Candidates must design individualized assessment plans using multiple types of assessment tools (Standard Eight, Assessment) that meet the diverse needs of students with exceptional learning needs in the classroom. This means that candidates are required to conduct formal and informal assessments of learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs (Standard Eight, Assessment). Next, based on summative and formative assessment results, candidates must write daily lesson plans. They must emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization (Standard Seven, Instructional Planning). Additionally, candidates must incorporate appropriate technologies that support instructional planning and individualized instruction (Standard Seven, Instructional Planning). Next, candidates must describe how learning differences and their possible interactions impact individualizing instructional planning (Standard Three). Finally candidates must plan lessons using evidenced-based instructional strategies to individualize instruction and promotes learning results in general and/or special curricula (Standard Four).

The final component of the Teacher Work Sample is Results. Candidates must describe how instructional plans were modified based ongoing analysis of the individual’s learning progress (Standard Seven, Instructional Planning). Based on assessment results, candidates explain how primary language, culture, and familial backgrounds interacted with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values interests and career options (Standard Three, Individual Differences). Further, candidates discuss the individual’s learning differences and their possible interactions on planning and instruction (Standard Three, Individual Differences). Finally candidates reflect on the assessment and instructional process. They discuss how students’ learning differences impact individualized instruction to make learning meaningful and challenging for individuals with exceptional learning needs (Standard Three).

Analysis of Teacher Work Sample Results

A rubric evaluates each component of the TWS using four categories: Unacceptable (1), Approaching Expectations (2), Meets Expectations (3), and Exceeds Expectations (4). Data were collected for summer 2006 and summer 2007. Results for summer 2006 indicate that most (86% to 100%) initial special education candidates (N=15) scored in the Exceeds or Meets Expectations categories in all three components of the TWS rubric. Specifically, Component One: Learning Environment – 100% to 79% of candidates, Meet or Exceed Expectations; Component Two: Planning – 93% to 87% of candidates, Meet or Exceed Expectations; and Component Three: Results – 100% to 86% of candidates, Meet or Exceed Expectations. For summer 2007, candidates (N=8) scored in the Meets Expectations or Exceeds Expectations categories for all three components of the TWS rubric. Specific results are: Component One: Learning Environment – 100% to 88% of candidates Meet or Exceed Expectations; Component Two: Planning, 100% to 88% of candidates Meet or Exceed Expectations; and Component Three: Results - 88% to 75% Meet or Exceed Expectations.

Interpretation of How Data Provides Evidence for Meeting CEC standards

For the most part, the data suggest that initial special education teacher candidates demonstrate mastery in their ability to: (a) design, administer, score and interpret formal and informal tools for summative and formative assessment; (b) plan for instruction that meets the individualized needs of individuals with exceptional learning needs from cultural, linguistic and familial backgrounds: (c) provide individualized evidenced-based instruction for individuals with exceptional learning needs, (d) measure the effects of instruction and planning of individuals with exceptional learning needs, and (e) apply legal matters and ethical considerations to assessing and teaching individuals with exceptional learning needs. The Teacher Work Sample a is comprehensive performance-based assessment that addresses CEC Standards Three, Four, Seven, Eight, and Nine in an activity that links assessment with instruction and measures the candidates’ preparedness to meet the needs of individual students with exceptional learning needs in K-12 settings.

See Assessment Documentation Attachment 5A, 5B, and 5C.

Assessment 5A: Assessment Tool or Description of Assessment

Teacher Work Sample Assessment Tool Directions

General Instructions for Completing Assignment:

The Teacher Work Sample (TWS) is designed to measure learning of students with exceptional learning needs using a variety of formal and informal summative and formative assessment data. Candidates are expected to complete the TWS while providing an instructional unit in reading. Read the directions below for the three components of the TWS.

1) The TWS has three components: (1)Part I, Learning Environment, a description of the learning environment for which the unit is planned, (2) Part II, Planning, includes lesson plans for one week of instruction, and (3) Part III, Results, provides an analysis and reflection of the summative and formative pre and post assessment results.

2) Candidates are expected to apply their knowledge of legal matters and ethical considerations when accessing classified information about individuals with exceptional learning needs and maintaining confidential communication about individuals with exceptional learning needs (Standard Nine, Professional and Ethical Practice)

3) The TWS should not exceed ten pages. Items included in the TWS should be directly related to the unit, and the purpose for implementation should be clearly outlined for the reader.

4) Submit Parts I and II to your instructor according to the timeline outlined in the course syllabus for SPED 441. Approval of Parts I and II must be obtained by the instructor of record before the implementation of the TWS may begin.

5) Once the entire TWS is completed, submit all three parts to the instructor of record. Check carefully for spelling and grammatical errors within the TWS.

6) Submit a copy of the completed TWS to your study partner for peer review.

7) The completed TWS should be submitted one week prior to the last day of class as outlined in the tentative course calendar.

Part I: The Learning Environment

1) Define the student population used within the TWS. Include the following information:

a. Number of students enrolled in class

b. Demographic information for each student enrolled in class.

i. Age

ii. Gender

iii. Ethnicity

iv. SES

v. Grade

vi. Classification (if the student has a disability)

2) Explain in detail how legal matters and ethical considerations when accessing classified information about individuals with exceptional learning needs and maintaining confidential communication about individuals with exceptional learning needs are addressed (Standard Nine, Professional and Ethical Practice)

a. Be sure to specify how legal matters and ethical considerations are addressed before, during and after assessment and instruction is provided (Standard Nine, Professional and Ethical Practice)

3) Classroom Diversity/Individual Differences

a. Describe the setting for which this TWS is planned (e.g., inclusion, resource etc.)

b. How many students are classified as having a disability? In other words, describe specifically the types of students and their exceptionalities. Do not provide specific names.

c. How many students are classified as nondisabled?

d. How many students are males, and how many students are females?

e. What is the age range of the students that you are assessing and teaching?

f. Describe the ethnic, cultural, and/or linguistic differences of the students in the classroom.

g. Describe the learning differences of the students in the class.

h. How do the effects of the exceptional conditions have on each individual’s learning? (Standard Three, Individual Differences)

4) Accommodations/Adaptations

a. Based on performance data, materials, and characteristics of the individual student with exceptional learning needs, discuss how you will modify the learning environment (Standard Four, Instructional Strategies).

5) Use of Instructional Resources and Materials

a. List all instructional resources and materials that you may use during of the unit plan (one week). You must include instructional and assistive technology resources and materials.

b. State how resources are used to understand how primary language, culture, and familial background interact with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests, and career options. (Standard Three, Individual Differences)

Part II: Teacher Work Sample Planning

1) Development and Relevance of Assessment Planning

a. Candidates are to demonstrate their knowledge of legal policies and ethical principles of measurement and assessment related to program planning and instruction of individuals with exceptional learning needs including those from culturally and linguistically diverse backgrounds (Standard Eight, Assessment) by providing the following information:

i. Grade/Age levels and Subject area

ii. Title of reading unit

iii. Behavioral objectives for summative and formative pre and post assessments containing specific criteria

iv. Definition of the mastery levels

v. Description of multiple types of assessment tools that meet the diverse needs of individuals with exceptional learning needs. (Standard Eight)

2) Comprehensive Assessment Plan

a. Develop a comprehensive individualized assessment plan that meets the needs of individuals with exceptional learning needs. Assessments may occur formally or informally. A rubric, if used for evaluation, must be the same for both pre and post-assessment.

i. Teacher candidates will develop a lesson pretest and posttest for each lesson only for the TWS. All data will be reported using the following headings in chart format:

|Lesson Objective |Pretest Score |Posttest Score |Mastery = M |Instructional Decision (Based on interpretation of data, |

| | | |Nonmastery = NM |what will you do for the next lesson?) |

b. Describe how you will conduct summative and formative formal and informal assessments of learning, achievement, and environments to design learning experiences that support the growth and development of individuals with exceptional learning needs. (Standard Eight, Assessment).

i. Be sure to include how you will assess learner outcomes using differentiated

assessment.

3) Daily Unit Lesson Plans

a. Daily lesson plans are to be based on formative assessment results.

b. Be sure that daily lesson plans:

i. specify learner outcomes in clear concise and measurable objectives.

ii. Emphasize explicit modeling and efficient guided practice to assure acquisition and fluency through maintenance and generalization (Standard Seven, Instructional Planning).

iii. Include specific accommodations/modifications that are based on each student’s IEP/ITP.

iv. Specify the types of evidenced-based instructional strategies to individualize instruction and promote learning results in general and/or special curricula (Standard Four, Instructional Strategies).

v. Include appropriate technologies that support instructional planning and individualized instruction (Standard Seven, Instructional Planning).

vi. Describe how learning differences and their possible interactions impact individualizing instructional planning (Standard Three, Individual Differences).

Part III: Teacher Work Sample Results

1) Use of Assessment Results to Modify Lesson Plans

a. Describe how instructional plans were modified based ongoing analysis the individual’s learning progress (Standard Seven, Instructional Planning)

2) Analysis of Pretest and Post Assessment Results

a. Special education teacher candidates will report the following information:

i. behavior of the student(s) during assessment sessions

ii. assessment results (summative and formative)

iii. strengths and weaknesses derived from assessment results

iv. recommendations for instruction based on assessment results

b. Provide quantitative pretest and posttest data for each instructional objective and for each student.

c. Include in this discussion a brief description of performance for students who meet the criteria stated in the objective by indicating “mastered.” Be sure to describe what the student knows, can do, and understands as a result of this reading unit.

d. Describe the performance of students who did not meet the criteria stated in the objective by indicating “not mastered” or “nonmastery.”

e. Explain how primary language, culture, and familial backgrounds interacted with the individual’s exceptional condition to impact the individual’s academic and social abilities, attitudes, values, interests and career options (Standard Three, Individual Differences)

e. Based on assessment results explain how students’ learning differences and their possible interactions impacted individualized instructional planning (Standard Three, Individual Differences).

f. Describe circumstances, if any that should be considered when noting the poor achievement of students who demonstrated little or no gains.

3) Reflection of the Assessment Process and Results

a. Based on the obtained results and experiences gained from this reading TWS unit, what will be changed in planning, teaching, and/or assessment the next time the reading unit is taught?

b. How are these implications congruent with CEC standards, Southeastern’s College of Education and Human Development Conceptual Framework, collaborative skills, ethnic, cultural and linguistic abilities, and students with exceptional learning needs?

c. Describe how you linked assessment and instruction in planning, implementing, and evaluating the TWS?

d. Based on assessment results, how did the students’ learning differences impact individualized instruction to make learning meaningful and challenging for individuals with exceptional learning needs?(Standard Three, Individual Differences)

Assessment 5B: Teacher Work Sample Scoring Guide Rubric

|Rubric |Unacceptable |Approaching Expectations |Meets Expectations |Exceeds Expectations |

|Component | | | | |

|Part I: Learning Environment |No demographic information is |Some demographic information is |Provides general demographic |Provides specific demographic |

| |provided about each student |missing about gender, SES, |information including gender, |information including gender, SES, |

|Definition of Student |enrolled in the class. Provides |ethnicity, and functioning level |SES, ethnicity, and functioning |ethnicity, and functioning level |

|Population |no explanation about how legal |for each student enrolled in the |level about each student enrolled|about each student enrolled in the |

| |matters and ethical |class. Provides little explanation |in the class. Explains how legal |class. Explains in detail how legal|

|(Standard Nine, Professional |considerations when accessing |about how legal matters and ethical|matters and ethical |matters and ethical considerations |

|and Ethical Practice) |classified information about |considerations when accessing |considerations when accessing |when accessing classified |

| |individuals with exceptional |classified information about |classified information about |information about individuals with |

| |learning needs and maintaining |individuals with exceptional |individuals with exceptional |exceptional learning needs and |

| |confidential communication about |learning needs and maintaining |learning needs and maintaining |maintaining confidential |

| |individuals with exceptional |confidential communication about |confidential communication about |communication about individuals |

| |learning needs are addressed. |individuals with exceptional |individuals with exceptional |with exceptional learning needs are|

| |(Std. 9) |learning needs are addressed. (Std.|learning needs are addressed but |addressed (Std. 9) |

| | |9) |needs more detail (Std. 9) | |

|Classroom Diversity/Individual |Does not describe the TWS |Describes only a few elements |Provides a general |Thoroughly describes the setting |

|Student Differences |setting. There is little to no |regarding the TWS setting. Some |description of the TWS setting. |for the TWS. It states how many |

| |information about individuals |information about exceptional |Information about number of |students are classified as having |

|(Standard Three, Individual |with exceptional learning needs |learning needs is present, but it |students classified as having an |an exceptionality, and how many |

|Differences) |or individuals without |is incomplete. There may be no |exceptionality and how many |studentsdo not have an |

| |exceptional learning needs. |evidence of individuals who are |students do not have an |exceptionality. Gender, age range |

| |Little to no information exists |considered nondisabled. Some |exceptionality. Gender, age |and ethnic, cultural, and/or |

| |about ethnic, cultural, and/or |information about cultural, ethnic,|range, and ethnic, cultural, |linguistic differences of students |

| |linguistic differences. There is |and/or linguistic differences |and/or linguistic differences of |in the classroom are thoroughly |

| |little to no mention about |exists, but it is incomplete. There|students are mentioned. |described. Individual learning |

| |individual learning differences. |is little mention about the effects|Individual learning differences |differences are carefully |

| |There is no mention about the |of exceptional conditions have on |are mentioned. The effects of |explained. The effects of |

| |effects of exceptional conditions|each individual’s learning. (Std. |exceptional conditions have on |exceptional conditions have on each|

| |have on each individual’s |3) |each individual’s learning are |individual’s learning are |

| |learning.( Std. 3) | |generally explained.(Std. 3) |thoroughly explained (Std. 3). |

| |No performance data is provided |Lists but does not provide a |Provides a general description of|Provides a detailed description of |

|Accommodations and/or |about materials and |description of materials and |materials and characteristics of |materials and characteristics of |

|adaptations |characteristics of the individual|characteristics of the individual |the individual student with ELN |the individual student with ELN and|

| |student with ELN and how the |student with ELN and how the |and how the learning environment |how the learning environment will |

|(Standard Four, Instructional |learning environment will be |learning environment will be |will be modified. The description|be modified. The description is |

|Strategies) |modified (Std. 4) Adjustments |modified. The list is not based on |is based on performance data (Std|based on performance data (Std 4). |

| |based on educational |performance data (Std. 4). |4) Adjustments based on |Adjustments based on educational |

| |disabilities, modalities, skill |Adjustments based on educational |educational disabilities, |disabilities, modalities, skill |

| |levels, and ethnic, cultural |disabilities, modalities, skill |modalities, skill levels, and |levels, and ethnic, cultural and/or|

| |and/or linguistic differences are|levels, and ethnic, cultural and/or|ethnic, cultural and/or |linguistic differences are |

| |nonexistent. |linguistic differences are |linguistic differences are |thoroughly explained. |

| | |mentioned. |generally explained | |

| |No description of instructional |Descriptions of instructional |Provides a general description of|Provides a comprehensive |

|Instructional Resources & |resources is provided. |resources are limited and unclear. |instructional resources used for |description of instructional |

|Materials |Instructional and assistive |Instructional and assistive |teaching lessons. |resources and materials used for |

| |technology are not provided in |technology are listed mentioned one|Instructional and assistive |teaching lessons. Use of |

|(Standard Three, Individual |daily lesson plans. There is a |or two times as an instructional |technology are listed in most but|Instructional and assistive |

|Differences) |no description about how |resource and/or materials in daily |not all daily plans. There is a |technology is listed for all daily |

| |resources are used to understand |plans. There is little mention |general description about how |plans. There is a thorough |

| |primary language, culture, and |about the effects of exceptional |resources are used to understand |description about how resources are|

| |familial backgrounds and how they|conditions have on each |primary language, culture, and |used to understand primary |

| |interact with the individual’s |individual’s learning. There is a |familial backgrounds and how they|language, culture, and familial |

| |exceptional condition to impact |vague description about how |interact with the individual’s |backgrounds and how they interact |

| |the individual’s academic and |resources are used to understand |exceptional condition to impact |with the individual’s exceptional |

| |social abilities, attitudes, |primary language, culture, and |the individual’s academic and |condition to impact the |

| |values, interests, and career |familial background and how they |social abilities, attitudes, |individual’s academic and social |

| |options. (Std. 3) |interact with the individual’s |values, interests, and career |abilities, attitudes, values, |

| | |exceptional condition to impact the|options. (Std. 3) |interests, and career options. |

| | |individual’s academic and social | |(Std. 3) |

| | |abilities, attitudes, values, | | |

| | |interests, and career options. | | |

| | |(Std. 3) | | |

|Part II: Teacher Work Sample |Does not provide any of the |Provides some of the required |Provides required components. |Provides a detailed description of |

|Planning |required components and lacks |components but it lacks detail. |Candidate did demonstrates |required components. Candidate |

| |detail. Candidate did not |Candidate did not fully demonstrate|knowledge of legal policies and |thoroughly demonstrates knowledge |

|Development and Relevance of |demonstrate knowledge of legal |knowledge of legal policies and |ethical principles of measurement|of legal policies and ethical |

|the Unit/Lesson Plan |policies and ethical principles |ethical principles of measurement |and assessment related to program|principles of measurement and |

| |of measurement and assessment |and assessment related to program |planning and instruction of |assessment related to program |

|(Standard Eight, Assessment) |related to program planning and |planning and instruction of |individuals with exceptional |planning and instruction of |

| |instruction of individuals with |individuals with exceptional |learning needs including those |individuals with exceptional |

| |exceptional learning needs |learning needs including those from|from culturally and |learning needs including those from|

| |including those from culturally |culturally and linguistically |linguistically diverse |culturally and linguistically |

| |and linguistically diverse |diverse backgrounds (Std. 8) There |backgrounds (Std. 8) There is |diverse backgrounds (Std. 8) There |

| |backgrounds (Std. 8) There is |is some evidence of student |evidence of student behavioral |is evidence of student behavioral |

| |little to no evidence of student |behavioral objectives for summative|objectives for summative and |objectives for summative and |

| |behavioral objectives for |and formative pre and post |formative pre and post |formative pre and post assessments |

| |summative and formative pre and |assessments containing specific |assessments containing specific |containing specific criteria. |

| |post assessments containing |criteria, but details are missing. |criteria. There are definitions |Objectives are thorough and |

| |specific criteria, There are no |There are no definitions of mastery|of mastery levels. A description |concise. There are detailed |

| |definitions of mastery levels. |levels. A little description of |of multiple types of assessment |definitions of mastery levels. A |

| |There is no description of |multiple types of assessment tools |tools that meet the diverse needs|thorough description of multiple |

| |multiple types of assessment |that meet the diverse needs of |of individuals with exceptional |types of assessment tools that meet|

| |tools that meet the diverse needs|individuals with exceptional |learning needs is given. (Std. |the diverse needs of individuals |

| |of individuals with exceptional |learning needs is given, but lacks |8). |with exceptional learning needs is |

| |learning needs (Std. 8). |detail (Std. 8). | |given. (Std. 8). |

|Assessment Plan |Candidate did not develop lesson |Candidate developed some lesson |Candidate developed good lesson |Candidate developed detailed and |

| |pretests and posttests. There is |pretests and posttests. There is a |pretests and posttests. There is |correct lesson pretests and |

|(Standard Eight) |no description of how summative |vague description of how summative |a general description of how |posttests. There is a thorough |

| |and formative formal and informal|and formative formal and informal |summative and formative formal |description of how summative and |

| |assessments of learning, |assessments of learning, |and informal assessments of |formative formal and informal |

| |achievement, and environments to |achievement, and environments to |learning, achievement, and |assessments of learning, |

| |design learning experiences that |design learning experiences that |environments to design learning |achievement, and environments to |

| |support the growth and |support the growth and development |experiences that support the |design learning experiences that |

| |development of individuals with |of individuals with exceptional |growth and development of |support the growth and development |

| |exceptional learning needs (Std. |learning needs (Std. 8) Did |individuals with exceptional |of individuals with exceptional |

| |8) Did not include how learner |include how learner outcomes were |learning needs (Std. 8). Includes|learning needs (Std. 8). Provides |

| |outcomes were assessed using |assessed using differentiated |how learner outcomes were |in detail how learner outcomes were|

| |differentiated assessment. There |assessment, but it was vague. There|assessed using differentiated |assessed using differentiated |

| |is no chart containing lesson |is a chart containing lesson |assessment, but it need a few |assessment. There is a chart |

| |objectives, pretest scores, |objectives, pretest scores, |more details. There is a chart |containing lesson objectives, |

| |posttest score, |posttest score, mastery/nonmastery,|containing lesson objectives, |pretest scores, posttest score, |

| |mastery/nonmastery, and |and instructional decision., but |pretest scores, posttest score, |mastery/nonmastery, and |

| |instructional decision.. |all parts are not complete or parts|mastery/nonmastery, and |instructional decision., and all |

| | |are incorrect. |instructional decision., and all |parts are complete, correct and |

| | | |parts are complete and correct. |very detailed. |

|Daily Unit Lesson Plans |Daily lesson plans are not based |Some of the daily lesson plans are |All of the daily lesson plans are|All daily lesson plans are based on|

| |on formative assessment results. |based on formative assessment |based on formative assessment |formative assessment results and |

|(Standard Seven, Instructional | |results. |results. |they are very specific. |

|Planning; Standard Four, |1. Objectives are not specific |1. Objectives are measurable but |1. Objectives are measurable but |1. Objectives are measurable but |

|Instructional Strategies; |and/or measurable. |not specific. |needs a little more detail. |needs a little more detail. |

|Standard Three, Individual |2. Plans do not emphasize |2. Plans do not emphasize but may |2. Plans emphasize modeling or |2. Plans emphasize modeling and |

|Differences) |explicit modeling and efficient |mention explicit modeling or |efficient guided practice to |efficient guided practice to assure|

| |guided practice to assure |efficient guided practice to assure|assure acquisition and fluency |acquisition and fluency through |

| |acquisition and fluency through |acquisition and fluency through |through maintenance and |maintenance and generalization |

| |maintenance and generalization |maintenance and generalization |generalization (Std. 7). |(Std. 7). |

| |(Std. 7). |(Std. 7). |3.All |3.All accommodations/modifications |

| |3.Accommodations/modifications |3. Some |accommodations/modifications are |are supplied and are written in |

| |are not based on each student’s |accommodations/modifications are |based on each student’s IEP/ITP. |detail. They are based on each |

| |IEP/ITP. |not based on each student’s |4. Provided types of |student’s IEP/ITP. |

| |4. Did not specify the types of |IEP/ITP. |evidenced-based instructional |4. Specified types of |

| |evidenced-based instructional |4. Provided some types of |strategies to individualize |evidenced-based instructional |

| |strategies to individualize |evidenced-based instructional |instruction and promote learning |strategies to individualize |

| |instruction and promote learning |strategies to individualize |results in general and/or special|instruction and promote learning |

| |results in general and/or special|instruction and promote learning |curricula (Std. 4) but was not |results in general and/or special |

| |curricula (Std. 4). |results in general and/or special |specific. |curricula (Std. 4). |

| |5. Did not provide appropriate |curricula (Std. 4) but was not |5. Provided appropriate |5. Provided appropriate and was |

| |technologies that support |specific. |technologies that support |very detailed in describing |

| |instructional planning and |5. Provided some appropriate |instructional planning and |technologies that support |

| |individualize instruction (Std. |technologies but did not specify |individualize instruction (Std. |instructional planning and |

| |7) |how technologies support |7) but needs more detail. |individualize instruction (Std. 7) |

| |6.Did not describe how learning |instructional planning and |6.Describes how learning |. |

| |differences and their possible |individualize instruction (Std. 7) |differences and their possible |6.Describes in detail how learning |

| |interactions impact |6.There is some mention of how |interactions impact |differences and their possible |

| |individualizing instructional |learning differences and their |individualizing instructional |interactions impact individualizing|

| |planning (Std. 3). |possible interactions impact |planning (Std. 3) but needs more |instructional planning (Std. 3). |

| | |individualizing instructional |detail in the description. | |

| | |planning (Std. 3) but provides no | | |

| | |description. | | |

| | | | | |

|Part III: Teacher Work Sample |Did not describe how |The description about how |The description about how |The description about how |

|Results |instructional plans were modified|instructional plans were modified |instructional plans were modified|instructional plans were modified |

|Use of Assessment |based ongoing analysis the |based ongoing analysis the |based ongoing analysis the |based ongoing analysis the |

|Results to Modify Lesson Plans |individual’s learning progress |individual’s learning progress was|individual’s learning progress |individual’s learning progress was|

| |(Standard Seven, Instructional |vague and incomplete(Standard |was complete and correct, but it |provided in detail and was very |

|(Standard Seven, Instructional |Planning) |Seven, Instructional Planning) |needs more detail (Standard |specific and correct (Standard |

|Planning) | | |Seven, Instructional Planning) |Seven, Instructional Planning). |

|Analysis of Pre and Post |Reports little or no data and |Reports unclear quantitative data |Reports quantitative data and |Reports quantitative data and |

|Assessment Results |gives an unclear description of |and gives an unclear description of|provides a general description of|provides a comprehensive |

| |the pre-assessment and post- |the pre-assessment and post- |pre-assessment and |description of pre-assessment and |

|(Standard Three, Individual |assessment performance outcomes |assessment performance outcomes for|post-assessment performance |post-assessment performance |

|Differences) |for each student or the general |each student or the general |outcomes for each student or the |outcomes for each student. Explains|

| |classroom population. There is no|classroom population. The |general classroom population. |in detail how primary language, |

| |explanation about how primary |explanation about how primary |Explains how primary language, |culture, and familial backgrounds, |

| |language, culture, and familial |language, culture, and familial |culture, and familial |interacted with the individual’s |

| |backgrounds, interacted with the |backgrounds, interacted with the |backgrounds, interacted with the |exceptional condition to impact the|

| |individual’s exceptional |individual’s exceptional condition |individual’s exceptional |individual’s academic and social |

| |condition to impact the |to impact the individual’s academic|condition to impact the |abilities, attitudes, values, |

| |individual’s academic and social |and social abilities, attitudes, |individual’s academic and social |interests and career options (Std. |

| |abilities, attitudes, values, |values, interests and career |abilities, attitudes, values, |3). Based on assessment results, |

| |interests and career options |options is very vague and needs |interests and career options, but|demonstrates effectively and |

| |(Std. 3). Based on assessment |more detail. (Std. 3). Based on |needs more detail (Std. 3). Based|efficiently understanding of |

| |results, there is no |assessment results, understanding |on assessment results, |learning differences and their |

| |understanding of learning |of learning differences and their |demonstrates sufficiently |possible interactions for |

| |differences and their possible |possible interactions for |understanding of learning |individualizing instructional |

| |interactions for individualizing |individualizing instructional |differences and their possible |planning (Std. 3) |

| |instructional planning. There is |planning is limited and improvement|interactions for individualizing | |

| |no evidence of understanding |is needed (Std. 3) |instructional planning (Std. 3) | |

| |(Std. 3). | | | |

| |The entire reflection is vague |Provides a vague reflection about |Provides a general reflection |Provides a thorough reflection |

| |and/or parts about the |the pre-assessment, formative |about the pre-assessment, |about the pre-assessment, formative|

|Reflection of the Assessment |pre-assessment, formative |assessment, post- assessment and |formative assessment, post- |assessment, post- assessment and |

|Process and Results |assessment, post- assessment and |associated lessons including |assessment and associated lessons|associated lessons including |

| |associated lessons are missing; |limited aspects about the lesson |including some aspects about the |aspects about the lesson plans, |

|(Standard Three, Individual |aspects about the lesson plans, |plans, instructional delivery, and |lesson plans, instructional |instructional delivery, and |

|Differences) |instructional delivery, and |assessment instrument strengths and|delivery, and assessment |assessment instrument strengths and|

| |assessment instrument strengths |limitations; little details are |instrument strengths and |limitations; details about how the |

| |and limitations are nonexistent; |provided about how the lessons and |limitations; some details about |lessons and assessments may be |

| |no |assessments may be changed and used|how the lessons and assessments |changed and used the next time are |

| |details provided about how the |the next time. Mentions in the |may be changed and used the next |included. Thoroughly reflects about|

| |lessons and assessments may be |reflection about how the students’|time are included. Reflects in |how the students’ learning |

| |changed and used next time. |learning differences impact |general, about how the students’ |differences impact individualized |

| |Mentions in the reflection about|individualized instruction to make |learning differences impact |instruction to make learning |

| |how the students’ learning |learning meaningful and challenging|individualized instruction to |meaningful and challenging for |

| |differences impact individualized|for individuals with exceptional |make learning meaningful and |individuals with exceptional |

| |instruction to make learning |learning needs (Std. 3) |challenging for individuals with |learning needs. (Std. 3) |

| |meaningful and challenging for | |exceptional learning needs. (Std.| |

| |individuals with exceptional | |3) | |

| |learning needs (Std. 3). | | | |

Assessment 5C: TWS Data Summer 2006

|Rubric Component |Results |Mean |

| | |N = 15 |

|Part I | | |

|Definition of Student Population |U |M= |

|(Standard Nine, Professional and Ethical |AE | |

|Practice) |ME |3.40 |

| |EE | |

| | | |

| | | |

| |1 | |

| |7 | |

| |7 | |

| | | |

|Classroom Diversity/Individual | | |

|(Standard Three, Individual Differences) |U |M= |

| |AE | |

| |ME |2.60 |

| |EE | |

| | | |

| |1 | |

| |3 | |

| |11 | |

| | | |

| | | |

|Accommodations and/or adaptations | |M= |

|(Standard Four, Instructional Strategies)|U | |

| |AE |3.80 |

| |ME | |

| |EE | |

| | | |

| | | |

| | | |

| |3 | |

| |12 | |

| | | |

|Instructional Resources |U |M= |

|(Standard Three, Individual Differences) |AE | |

| |ME |3.40 |

| |EE | |

| | | |

| | | |

| |2 | |

| |5 | |

| |8 | |

| | | |

| | | |

|Part II |U |M= |

| |AE | |

|Development and Relevance of the |ME |3.46 |

|Unit/Lesson Plan |EE | |

|(Standard Eight, Assessment) | | |

| | | |

| |2 | |

| |4 | |

| |9 | |

| | | |

|Assessment Plan |U |M= |

|(Standard Eight, Assessment) |AE | |

| |ME |3.73 |

| |EE | |

| | | |

| | | |

| | | |

| |4 | |

| |11 | |

| | | |

|Daily Unit Lesson Plans |U |M= |

|(Standard Seven, Instructional Planning; |AE | |

|Standard Four, Instructional Strategies; |ME |3.60 |

|Standard Three, Individual Differences) |EE | |

| | | |

| |1 | |

| | | |

| |3 | |

| |11 | |

| | | |

|Part III |U |M= |

| |AE | |

|Use of Assessment Results to Modify |ME |3.60 |

|Lesson Plans |EE | |

|(Standard Seven, Instructional Planning) | | |

| | | |

| |2 | |

| |2 | |

| |11 | |

| | | |

|Analysis of Pre and Post Assessment |U |M= |

|Results |AE | |

| |ME |3.66 |

|(Standard Three, Individual Differences) |EE | |

| | | |

| |1 | |

| |2 | |

| |8 | |

| |4 | |

| | | |

|Reflection of the Assessment Process and |U |M= |

|Results |AE | |

|(Standard Three, Individual Differences) |ME |3.73 |

| |EE | |

| | | |

| | | |

| | | |

| |4 | |

| |11 | |

| | | |

SPED 441 Maximum rating = 4 on a scale of 1 – 4 U = unsatisfactory = 1; AE = approaching expectations = 2; ME = meeting expectations = 3 ; EE = Exceeds expectations =4

Assessment 5C: Candidate Data Derived from TWS

2007

|Rubric Component |Results |Mean |

| | |N = 8 |

|Part I | | |

| |U |M= |

|Definition of Student Population |AE | |

|(Standard Nine, Professional and Ethical |ME |3.88 |

|Practice) |EE | |

| | | |

| |0 | |

| |0 | |

| |1 | |

| |7 | |

| | | |

|Classroom Diversity/Individual | | |

|(Standard Three, Individual Differences) |U |M= |

| |AE | |

| |ME |2.88 |

| |EE | |

| | | |

| |1 | |

| |0 | |

| |3 | |

| |4 | |

| | | |

|Accommodations and/or adaptations | |M= |

|(Standard Four, Instructional Strategies)|U | |

| |AE |3.38 |

| |ME | |

| |EE | |

| | | |

| |1 | |

| |0 | |

| |2 | |

| |5 | |

| | | |

|Instructional Resources |U |M= |

|(Standard Three, Individual Differences) |AE | |

| |ME |3.63 |

| |EE | |

| | | |

| |0 | |

| |1 | |

| |1 | |

| |6 | |

| | | |

| | | |

|Part II |U |M= |

| |AE | |

|Development and Relevance of the |ME |3.25 |

|Unit/Lesson Plan |EE | |

|(Standard Eight, Assessment) | | |

| | | |

| |1 | |

| |4 | |

| |3 | |

| | | |

|Assessment Plan |U |M= |

|(Standard Eight, Assessment) |AE | |

| |ME |3.38 |

| |EE | |

| | | |

| | | |

| |2 | |

| |3 | |

| |4 | |

| | | |

|Daily Unit Lesson Plans |U |M= |

|(Standard Seven, Instructional Planning; |AE | |

|Standard Four, Instructional Strategies; |ME |3.75 |

|Standard Three, Individual Differences) |EE | |

| | | |

| |0 | |

| |0 | |

| |2 | |

| |6 | |

| | | |

|Part III |U |M= |

| |AE | |

|Use of Assessment Results to Modify |ME |3.13 |

|Lesson Plans |EE | |

|(Standard Seven, Instructional Planning) | | |

| |0 | |

| |1 | |

| |5 | |

| |2 | |

| | | |

|Analysis of Pre and Post Assessment |U |M= |

|Results |AE | |

| |ME |3.13 |

|(Standard Three, Individual Differences) |EE | |

| | | |

| |1 | |

| |1 | |

| |2 | |

| |4 | |

| | | |

|Reflection of the Assessment Process and |U |M= |

|Results |AE | |

|(Standard Three, Individual Differences) |ME |3.38 |

| |EE | |

| | | |

| |0 | |

| |1 | |

| |3 | |

| |4 | |

| | | |

SPED 441 Maximum rating = 4 on a scale of 1 – 4 U = unsatisfactory = 1; AE = approaching expectations = 2; ME = meeting expectations = 3 ; EE = Exceeds expectations =4

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