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SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE GUIDELINES

Successful teacher candidates support learning by designing a Unit Work Sample that employs a range of strategies and builds on each students strengths, needs and prior experiences. Through this performance assessment, candidates provide credible evidence of their ability to facilitate learning by meeting the following standards: The candidate uses multiple assessment strategies and approaches aligned with learning goals to assess student learning before, during and after instruction. The candidate designs instruction for specific learning goals, student characteristics and needs, and learning contexts. The candidate uses regular and systematic evaluations of student learning to make instructional decisions. The candidate uses assessment data to profile student learning and communicate information about student progress and achievement. The candidate reflects on his or her instruction and student learning in order to improve teaching practice.

The candidate will create a Unit Work Sample to demonstrate its impact on student learning. The attached template, which consists of several components, should be used to fulfill this requirement. Attach samples of student work as an appendix.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450: PROFESSIONAL CLINICAL PRACTICE SCHOOL OF EDUCATION CLAFLIN UNIVERSITY UNIT WORK SAMPLE TEMPLATE
Candidate: Jacquitta H. Graham Cooperating Teacher: Mary L. Maier Academic Year: Spring 2014 Grade Level: First

District: Orangeburg School District 5

School: Marshall Elementary School

Subject: English Language Arts/ Social Studies Dates of unit: from February 17 to February 21

Section I: Unit Title and/or Description:ELA: Changes; Ruby in Her Own Time; Social Studies: Making &
Enforcing Basic Forms of Government

Section I: Unit Title and/or Description: Section II: Description of Students: Describe (1) the number of students, (2) demographics of the students, and (3)
any other special features or important information that you included in your Long Range Plan as you described your students.

Room 111: Mrs. Maiers first grade class consists of four subjects: English Language Arts, Science, Math and Social Studies. There are 25 students in this class. There are 11 female and 14 male students in this class. All 25 students are of African American descent. There are 5 students who receive Resource for 40 minutes each day. 16 students receive free lunch, 7 students pay a reduced fee, 0 students pay full price for lunch and 2 students have lunch prepared by a parent/guardian. This class consists of 10 students whose reading levels range from 2.3-3.8 ZPD.( Green Group) This class consists of 8 students whose reading levels range from 1.1-1.9 ZPD. (Yellow Group) This class consists of 7 students who reading levels range from 0.7-0.9 ZPD( Red Group)

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section III: Contextual Factors: Describe the contextual factors, including the (1) relevant student characteristics from
Section II, as well (2) as other factors related to the community, district, school, classroom or students, that are likely to impact instruction and/or student learning with regard to the selected instructional unit. Include a (3) description of the ways in which each of these factors will be taken into consideration during unit planning and instruction. There are 11 female and 14 male students in this class. All 25 students are of African American descent. There are 5 students who receive Resource for 40 minutes each day. 16 students receive free lunch, 7 students pay a reduced fee, 0 students pay full price for lunch and 2 students have lunch prepared by a parent/guardian. This class consists of 10 students whose reading levels range from 2.3-3.8 ZPD.(Green Group) This class consists of 8 students whose reading levels range from 1.1-1.9 ZPD. (Yellow Group) This class consists of 7 students who reading levels range from 0.7-0.9 ZPD. (Red Group) Description 1: During instruction, I will take into consideration the 7 students whose reading levels rangefrom 0.70.9. These students will receive the most small group instruction and also during this time, I will choose leveled text readers that are developmentally appropriate, however, during whole group these students are being instructed on grade level. Description 2: The social economic status of my students will be taken into consideration during planning, instruction and determining what supplies will be used. If there are extra materials that need to be purchased during instruction, certain parents/guardians will be asked to donate. Description 3: I will take into consideration the group of 5 students who receive Resource for 40 minutes each day by the part time First Grade Resource Teacher, Mrs., Pace. These students will definitely require in depth instruction during small group instruction and during whole group, especially Math, the use of manipulatives and plenty of modeling/demonstration during Instructional Input in every lesson.

Section IV: The Unit Plan Section IV A: Major Unit Objectives (1)List the unit objectives and (2) indicate the corresponding state standards.
(Remember objectives must contain 4 parts: performance, product, conditions and criterion.)

Unit Objectives
ELA Unit Objectives: TSWBAT orally produce single syllable words by blending sounds (phonemes), including consonant blends with 80% mastery. TSWBAT decode regularly spelled one- syllable words with 80% mastery. TSWBAT decode two- syllable words following basic patterns by breaking the words into syllables with 80% mastery. TSWBAT use conventional spelling for words with common spelling patterns and for frequently occurring irregular words with 80% mastery. TSWBAT write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure with 80% accuracy. TSWBAT read on- level text orally with accuracy, appropriate, rate and expression on successive readings with 80% mastery. TSWBAT follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion) with 80% mastery.

Correlated Standards/Expectations
RFS.1.2b

RFS.1.3b RFS.1.e

L.1.2d

W.1.2

RFS.1.4b

SL.1.1a

Revised Fall 2013 ACEI/NAEYC 2010 Standards

TSWBAT identify words and phrases in stories or poems that suggest feelings or appeal to the senses with 80% mastery. TSWBAT write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure with 80% mastery.(Other Assessment) TSWBAT with guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed with 80% mastery. TSWBAT use singular and plural nouns with matching verbs in basic sentences (e.g., He Hops, We hop) with 80% mastery.

RL.1.4

W.1.1

W.1.5

L.1.1c

Social Studies Unit Objective: TSWBAT summarize the concept of authority and give examples of people in authority, including school officials, public safety officers, and government officials with 80% mastery.

1-2.2

Section IV B: Unit Plan


Describe your instructional plan that is, the (1) sequence of steps that you need to follow if your students are to achieve the unit objectives. (2) Describe the key instructional activities, strategies, materials and resources including instructional technology), and indicate the unit objectives (numbered according to the order in which they are listed in Section IV A) that are addressed. SUBJECT: English Language Arts

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of this unit will be the first sequence of steps to achieve the unit objectives. These sets will consist of short videos, viewed on the Star Interactive Board and an essential question that will last throughout the entire unit. Here is also where I will introduce and review all oral vocabulary/ high frequency words that will be essential during this unit. Instructional Input/ Direct Instruction will be based on Concept Talk/Essential Question, Routine Oral Vocabulary & Phonological Awareness and a Phonics segment also viewed on the Star Interactive Board, which is assigned as a daily part of each lesson via Reading Street Series.

All Unit Objectives

All Unit Objectives

Guided Practice will be filled with various examples and segments containing a review of High Frequency Words noted in the story, Ruby In Her Own Time, review of Story Word Routine, Comprehension Check, Fact & Opinion, Mini Lessons that incorporate some type of writing that coincides with the weekly story and lesson standards/objectives, skills that match the story. Students will be assessed during Independent Practice, using valid and reliable worksheets/activities, and writing prompts consistent with the Reading Street Series used during ELA. All lessons will end with a closure each day, that will consists of Daily Fix It segments, and Wrap Up Your Day segments. These segments usually will end with some type of writing exercise that also coincides with the weekly story, Ruby In Her Own Time.

All Unit Objectives

All Unit Objectives

All Unit Objectives

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Integration of Physical Education: During the anticipatory sets, students will use movements that correlate with the singing of On Our Own Time Line, a song from Sing with Me Big Book, Reading Street Series. Integration of the Arts: During at least 2 of the 3 to 4 writing exercises used during this unit of instruction, students will be allowed an opportunity to draw /color a picture that matches their writings. Integration of Health: During at least two of the daily writing exercises, students will be given an opportunity to share their writings with their elbow partner and class, as a way of promoting healthy social interaction.

All Unit Objectives

All Unit Objectives

All Unit Objectives

SUBJECT: Social Studies

Instructional Plan for the Unit


Activities/Strategies/Materials/Resources Unit Objective Number(s)

The anticipatory set of this unit will be the first sequence of steps to achieve the unit objectives. These sets will consist of short videos, viewed on the Star Interactive Board and an essential question that will last throughout the entire unit. During these sets, is where I will also introduce relative vocabulary for each individual lesson and spark the students interests by questioning the students to see how much they already know concerning each new lesson.

Instructional Input/Direct Instruction will be based on short video segments from BrainPopJr , book readings from Bookflix and discussions of facts that students need to be aware of in order to process the information taught during each lesson. Guided Practice will be filled with short readings from the Teacher Edition and Student Edition Social Studies textbook, fact sheet and anchor charts, made as a class, about the content of each lesson to be displayed around the class. During Guided Practice the Star Interactive Board will also be used during instruction to provide the students the opportunity to become actively involved in and throughout each individual lesson. Independent Practice will be filled with the integration of Writing as much as possible. The students will use their SS journals to construct 5 sentence paragraphs about content covered in each individual lesson and also drawings will be attached. During Independent Practice group activities will be incorporated as much as possible in order to create a culture among students that everyones opinion is respected and different ideas are always welcome. At the closure of each lesson the teacher will use the zip around the room method, as a way to encourage students to share one thing they have learned throughout each lesson and also to share their writings with the class as a way to incorporate healthy social interactions. Some afternoons a Ticket Out of the Door can also be a way of checking for understanding.

Integration of the Arts During all writing exercises used during this unit of instruction, students will be allowed an opportunity to draw /color a picture that matches their writings. Integration of HealthDuring all writing exercises, students will be given an opportunity to share their writings with their elbow partner and class, as a way of promoting healthy social interaction.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Integration of Physical EducationDuring all lessons, students will be able to complete certain activities with the aid of the Star Interactive Board and also act our certain segments of lessons in order to create a culture where are all students are actively engaged physically and mentally.

Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-le Reflect on the instructional plans for the units: How does this instructional plan (1) establish a balance between grade-level academic standards and expectations and the needs, abilities and developmental levels of individual students? (2) Discuss the strategies used to teach students on varying levels. (3) Discuss how you designed your instructional plan using stude nts characteristics, needs and learning contexts.

Section V A: Unit Assessments - List the key unit assessments. Type of Assessment (Check one for each assessment) Teacher-Made Commercially (A copy of each teacher Available

Key Unit Assessments

made assessment must be attached to this plan.)

ELA Key Assessments: Ruby in Her Own Time Comprehension & Vocabulary Test Decoding Test ng/nk, compound words Comprehension Check- Success Tracker Fresh Reads, Unit 3 Week 3, Fact & Opinion ( Assessment Attached) W.1.2 High Frequency Words Check

* * * *

Phonics Check

Opinion Writing Assessment Social Studies Key Unit Assessment: (1-2.2) Roles & Responsibilities (Attached)

* *

Reflect on the unit assessments: (1) How did you determine that your unit assessments are valid and reliable for all students? (2) How did you use your prior understanding of students skills to plan your instruction? ELA: The last three unit assessments are teacher made assessments. These assessments are determined valid and reliable for all students at the end of the unit of instruction because these tests are given as a pre test and the same test is given as a post test as well. The standards that are pre and post tested are constructed on a schedule formulated by administration for data purposes. The first two assessments come from the Reading Street Series books and are declared reliable and valid by the book series. After administering the pre test, usually on a Monday, is where I begin to identify and plan to use the students prior understandings and skills to plan instruction. Most students are accustomed to using the Star Interactive Board; however, as the educator it is my responsibility to use other materials and instruments throughout the unit in order to broaden students intellectual abilities. Some of these instrum ents

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and materials include the use of the classroom computers/lab tops, listening station with class sets of books to listen and follow along, Power Point presentations and various class games/activities used to enhance student learning. Social Studies: The key unit assessment for Social Studies is determined valid and reliable for all students according to the OCSD 5 Social Studies Curriculum Guide. At the end of each standard cycle, the curriculum guide gives access to a sample assessment that can be used at the teachers discretion and also with changes that will vary. From the beginning to the end of each lessons instructional input/direct instruction, I use the assessment made by the consent of the First Grade Team with various changes as a guide to keep on task with what will be actually on the unit assessments. In other words, I teach the test. By teaching the test, I will be 100% sure that all students have the same equal opportunity to be able to pass each unit assessment with at least 80% mastery. During the Anticipatory set of each lesson, there are normally a set of questions, which I will ask to determine the student s skills concerning each objective/standard. I gather most of my information by recording varying answers and this will aid in the understanding of students skills and this allows to me plan as many hands on, group and interactive lessons as possible.

Section V B: Assessments (1) Describe and attachthe assessments for each unit objective. (2) Include descriptions
of any necessary accommodations. For each assessment, (3) include the evaluation criteria (i.e., describe and/or attach each appropriate scoring rubric, observation checklists, rating scales, item weights and the like). (4) Attachments must be clearly labeled to indicate their relationship to the elements in the table below.

Assessments
(English Language Arts)

Accommodations
Administered Mon/Tues of each week

Evaluation Criteria A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0 A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0

Unit Objective 5: Pre-Assessment(s)


(ELA: W.1.2)

Administered Friday

: Post-Assessment(s)

N/A

Opinion Writing Rubric Attached

Other Assessment(s):Unit Objective (ELA Opinion Writing) (W.1.1)

9:

(Social Studies)

Unit Objective 1: Pre-Assessment(s)


(Standard 1-2.2)

Administered on Monday each week

Administered Friday

: Post-Assessment(s)

A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0 A= 93-100 B=92-85 C=84-77 D=76-70 F=69-0
N/A

Other Assessment(s)

N/A

Section V C: After administering the pre-assessment(s), (1) analyze student performance relative to the unit objectives. (2)
Attach one or more clearly labeled tables, graphs, or charts that depict the results of the pre-assessment(s) in a format that

Revised Fall 2013 ACEI/NAEYC 2010 Standards

allows you to find patterns of student performance relative to each objective. assessment(s) and describe the implications of these results on instruction.

(3) Summarize the results of the pre-

ELA: After administering the pre assessment on the skills covered for reading, writing, listening and speaking for Ruby in

Her Own Time, I gathered from scores , that there are the normal five to six students who are academically low performing students across the board. These students do receive Resource and have shown some growth; however Resource is a process that shows most growth overtime, not always immediately. All students had some knowledge of skills and standards pre assessed, which means skills are being somewhat retained from what is being taught in Kindergarten. Student performance did increase with most students scoring 80% or above, which is considered mastery for data purposes collected for administration purposes. Social Studies:After administering the pre assessment on the skill covered in Social Studies, I gathered from the scores that again there are the normal five to six students who are academically low performing students across the board. These students do receive Resource and have shown some growth; however Resource is a process that shows most growth overtime, not always immediately. Most all students had some idea about the different people in the home, at school and in the community that assume some role of responsibility. This means that students know almost everywhere they go, even outside of school; there is a figure of authority that makes and will enforce rules and laws.All students had some knowledge of skills and standards pre assessed, which means skills are being somewhat retained from what is being taught in Kindergarten. Student performance did increase with most students scoring 80% or above, which is considered mastery for data purposes collected for administration purposes.

Section VI: Analysis of Student Learning


Once you have completed the unit, analyze all of your assessments and determine your students progress relative to the unit objectives. (1) Did the information increase your understanding of individual students performance? (2) Attach clearly labeled tables, graphs or charts that depict student performance (strengths and weaknesses) for the entire class, for one selected subgroup and for at least two individual students. For each visual representation, (3) provide a descriptive narrative that summarizes your analysis of student progress and achievement. Finally, (4) explain the ways in which you have assigned student grades (or other indicators of student performance), and what were the overall results? Based on the overall results, (5) did the students gain from this unit all that you expected? Why or why not? (6) Include a description of the ways in which these results have been recorded as well as how and to whom they have been reported. Entire Class Results (ELA): The information collected through the analyzing of assessments did increase my understanding of individual student performance. These scores allowed me to determine what skills/ standards should be focused on most during small group instruction. After evaluating the post assessment scores, I realized that all students gained more knowledge about skills/standards taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and student progress did increase and at least 80% of the students scored 80% mastery or above, which means some evidence of understanding took place during instruction and this information was retained. Based on the overall results, yes, the students did gain from this unit all that I expected. Repetition and the use of our daily digraph wall usage also helped to increase the skill/standards taught in this sequence of instruction. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team collected for administration purposes. Subgroup Results (ELA): The information collected through the analyzing of assessments did increase my understanding of individual student performance for the (Red Group), which consists of 5 students in this class, which also varies. These scores allowed me to determine what skills/standards should be focused on most during small group instruction. After evaluating the post assessment scores, I realized that this sub group (Red Group) gained some knowledge about skills/standards taught during this sequence of instruction. These students grades were also determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and these students progress did increase, which is evidence that learning did take place. Based on the overall results of this particular subgroup, considering the academic performance levels of these students, yes, these students did gain from this unit all that could be expected. Repetition and the use of our daily digraph wall usage also helped to increase the skill/standards taught in this sequence of instruction. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team collected for administration purposes. Individual Results (ELA): The information collected through the analyzing of assessment did increase my understanding of individual performance for Student 16. These scores allowed me to determine what skills/standards should be focused on most during small group instruction. Student 16 belongs to the (Yellow Group), which means this student normally performs on and sometimes above grade level. After evaluating the post assessment scores, I realized that this student gained more knowledge about skills/standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and this particular students progress did increase beyond 80%, which is evidence that learning did take place. Based on the overall results of this Student 16, yes, the student did gain from this unit all that I expected. Repetition and the use of our daily digraph wall usage also helped to increase the skill/standards taught in this sequence of instruction. Entire Class Results (Social Studies): The information collected through the analyzing of assessment did increase my understanding of individual student performance. These scores allowed me to determine that the skill taught in this unit was mastered. After evaluating the post assessment scores, I realized that all students gained more knowledge about the skill/standard taught during this sequence of instruction. Student grades were determined and assigned using my personal grader. The Pre Test that is administered is also the same Post Test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and student progress did increase and at least 80% of the students scored 80% mastery or above. The students that are low performing scores did not increase by a large percent, because of the fact that this group of students has difficulties reading. During the Pre Test I am allowed to read the test to everyone. When it is given as a Post assessment, I am unable to read any part of the assessment. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team. Subgroup Results (Social Studies): The information collected through the analyzing of assessments did increase my understanding of individual student performance for the (Red Group), which consists of 5 students in this class. These scores allowed me to determine that this skill needs to be retaught at some point in the year, during small group instruction. However, I did realize that this sub group (Red Group) gained some knowledge of the skill/standard taught during this sequence of instruction. These students grades were also determined and assigned using my personal grader. The Pretest that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and these students progress did increase , which is evidence that learning did take place. . Overall, results and these students progress did increase, which is evidence that learning did take place. Based on the overall results of this particular subgroup, considering the academic performance levels of these students, yes, these students did gain from this unit all that could be expected. Results from student performance have been recorded in the uniform grade book, Power Teacher and also in the Data Reports constructed by the First Grade Team collected for administration purposes Individual Results (Social Studies): The information collected the analyzing of assessment did increase my understanding of individual performance for Student 25. These scores allowed me to determine that this skill should be re taught. Student 25 belongs to the (Red Group), which means this student does not normally perform on grade level. This student is currently receiving Resource as additional aid because of a learning disability. Student grades were determined and assigned using my personal grader. The Pre test that is administered is also the same Post test administered in order to ensure accuracy, validity and reliability during instruction. Overall, results and this particular students progress did increase from the Pre test scores but not up enough to perform 80% mastery. Based on the overall results of this Student 25, yes, the student did gain from this unit, however not all that I expected.

Section VII. Reflection and Self-Assessment


(1) Reflect on and describe the relationship between your students progress and achievement and your teaching performance. If you were to teach this unit again to the same groups of students, (2) what, if anything, would you do differently, and why? What (3) specific aspects of the instruction need to be modified?

(ELA)Overall, I can say that the relationship between student progress and achievement and my teaching performance speak for itself. All except the normal 5 low performing students did increase, although I feel I spent a massive amount of time teaching the concept of Fact & Opinion across the curriculum, which also made me think that some of my Post Test scores should have been better. Although the low performing students did not quite score 80%, their scores did increase and with smaller group instruction I am confident that these students can reach 80% mastery level. If I were to teach this unit again to the same group of students, I would definit ely continue to scaffold instruction during small group and come up more creative activities to explore during small group. Three aspects of the instruction that I feel should be modified is more time to extend instruction, more creative activities that incorporate a sequence of writing complete sentences& five sentence paragraphs and extend the length of time allocated for small group instruction. (Social Studies) Overall, I can say that the relationship between student progress and achievement did increase. I feel that most students scored high enough on the Pre Test that I did not have to plain in depth lessons. This standard/skill is very simple and to the point. The students had to be able to recognize the roles of authority and where these roles of authorities belong in their day to day life. If I were to teach this unit again to the same group of students, I would definitely continue to scaffold instruction during small group and come up more creative activities to explore during small group. Three aspects of the instruction that I feel should be modified is more time to extend instruction, more creative activities that incorporate a sequence of writing complete sentences& five sentence paragraphs and extend the length of time allocated for small group instruction

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Revised Fall 2013 ACEI/NAEYC 2010 Standards

EDUC 450 COMPONENT TARGET (3)

UNIT WORK SAMPLE SCORING RUBRIC ACCEPTABLE (2) DESCRIPTION OF STUDENTS

SCHOOL OF EDUCATION UNACCEPTABLE/DEVELOPING (1) SCORE

Description of Students ACEI 3.1 NAEYC 1a Contextual Factors collaborating with others and sources of information ACEI 3.5/NAEYC 5c Contextual Factors ACEI 3.5/NAEYC 3b Contextual Factors ACEI 5.2/NAEYC 2c Overall Rating

Describes students in-depth according to ability, disabilities, ethnicity/race, socioeconomic status, student interests and other relevant school factors that could impact student learning; list 5 or more factors. Uses substantial information from descriptions of the students to select standards to meet students individual differences and plan instruction and assessment Data is collected from multiple sources, including verbal, nonverbal and media, etc. Displays an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community.

Describes students according to some differences, lists at least 4 factors that could impact student learning

Does not include at least three (3) types of descriptions; displays minimal understanding of addressing a variety of student needs.

Uses adequate information from the descriptions to select standards to meet students differences and plan instruction and assessments

Fails to use the information from the descriptions to plan instruction and assessments to meet the needs of students

Uses at least three (3) types of sources to collect data Selected sources show the importance of collaborative relationships with families, school colleagues, and agencies in the community

Uses only one data source (records) to set standards and plan assessments

Shows little or no importance of collaborative relationships with families, school colleagues, and agencies in the community

UNIT PLAN
Objectives ACEI 3.3/NAEYC 5b Objectives ACEI 3.2/NAEYC 5c Objectives ACEI 3.2/NAEYC 5c Overall Rating Alignment with Learning Objectives
Plans to assess each objective domain through the assessment plan. Plans to assess most of the objectives through the assessment plan. Does not plan to assess the objectives through the assessment plan All objectives are thorough, significant and challenging, and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge, experiences, diversity, and other student needs All objectives contain performance, products, conditions and criteria components Objectives are challenging and are clearly stated and correlated with the SC State standards Objectives are appropriate for the development, prerequisite knowledge and experiences, but are limited in diversity Objectives are measurable, containing 2-3 components Objectives are not clearly stated Objectives do not address the development, prerequisite knowledge, experiences, and diversity, or other student needs Objectives are not measurable.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

and Instruction ACEI 4.0/NAEYC 3b Alignment with Learning Objectives and Instruction ACEI 4.0/NAEYC 3b Overall Rating Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Instructional Plan NAEYC 5c Overall Rating Selection of Strategies for Varying Levels ACEI 3.3/NAEYC 4b;4c Design for Instruction ACEI 1.0/NAEYC 5c

All assessments are congruent with standards, content and cognitive complexity.

Assessments are congruent with the standards, content, but have limited cognitive complexity.

Assessments are not congruent with the standards, content, or cognitive complexity.

All content is paced and sequenced so that it is covered in the allotted time All standardsthoroughly display knowledge, skills and dispositions 3 or more activities relate to real world experiences

Content is paced that it is covered in the allotted times, but there are some sequencing issues Standards are inclusive of knowledge, skills and dispositions 2 activities relate to real world experiences

The content is not paced and sequenced so that is covered in the allotted time Standards are not inclusive of knowledge, skills, and dispositions Activities do not relate to real world experiences

Uses and justifies a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses a variety of strategies to teach students on varying levels, including activities that require students to think critically and solve problems.

Uses less than three (3) strategies; does not accommodate the varying levels of students or activities that require students to think critically and solve problems.

Designs instruction for specific learning standards using students characteristics and needs for learning contexts.

Designs most of the instruction using the standards, but fails to use students characteristics and needs for learning contexts

Attempts to design the instruction using the standards, but the attempt lacks congruency and fails to use students characteristics and needs for learning contexts.

ASSESSMENTS
Knowledge of Students Skills and Prior Learning ACEI 3.1 Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes/NAEYC 3b ACEI 4.0/NAEYC 3b
Displays specific understanding of students skills and prior learning that affect instruction. Displays general understanding of students skills and prior learning that affect instruction. Displays no understanding of students skills and prior learning that affect instruction.

All informal assessments are completely aligned to the objectives All formal assessments are completely aligned to the objectives

Informal assessments are aligned to adequate portions of the standards Formal assessments are aligned to adequate portions of the standards

Does not use informal assessments

Does not use formal assessments

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Multiple Assessment Modes ACEI 4.0/NAEYC 3b Overall Rating Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Validity of Assessments ACEI 4.0/NAEYC 3b Overall Rating Scoring Procedures Explained ACEI 4.0/NAEYC 3b Analysis of Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Interpretation of Data and Student Learning ACEI 4.0/NAEYC 3b Overall Rating Instructional Decisionmaking

Uses more than one (1) authentic assessment type

Applies an authentic assessment type

Does not use authentic assessments

Has rubrics for all performance tasks

Uses rubrics for most performance tasks

Does not use performance tasks

Plans substantially for student reflections

Plans adequately for student reflections

Does not plan for student reflections

All assessments are valid All items or prompts are clearly written and correct All directions and procedures are clearly written and correct

Most assessments are valid Items or prompts are clearly written, but exhibit minimal errors Directions and procedures are clearly written, but exhibit minimal errors

Assessments are not valid Items or prompts are not clearly written Directions and procedures are not clearly written

Thoroughly, but succinctly, explains the scoring procedures for all of the assessments Uses assessment data using graphs, charts, tables, etc., to profile student learning and communicate information about student progress and achievement. Thorough and accurate interpretation is provided Meaningful, appropriate, and data supported conclusions are drawn Provides relevant and detailed hypotheses for all achieved and unachieved learning goals.

Adequately explains some of the scoring procedures for the assessments Provides an appropriate summary of assessment data to explain student learning and communicate information about student progress and achievement. An adequate interpretation is provided; contains few errors in accuracy Meaningful and appropriate conclusions are drawn with limited inclusion of data Provides generalized hypotheses for why students met or did not meet the learning goals

Fails to explain the scoring procedures for any of the assessments. Makes an inadequate attempt to summarize or display student learning and communicate information about student progress and achievement.

Interpretation is not accurate

Conclusions are not meaningful or supported by data Does not provide hypotheses as to why the students did not meet the learning goals

Uses ongoing analysis of student learning to make instructional decisions.

Uses intermittent analysis of student learning to make instructional decisions.

Provides no evidence of using an analysis of student learning to make instructional

Revised Fall 2013 ACEI/NAEYC 2010 Standards

ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Effective Instruction and Assessment ACEI 4.0/NAEYC 3c Overall Rating Impact on Student Learning ACEI 4.0/NAEYC 3b

decisions. Identifies successful and unsuccessful activities and assessments Provides plausible reasons (based on theory or research) for both the success and lack thereof Identifies unsuccessful and successful activities , but not assessments or vice versa Provides plausible reasons to support why activities and assessments were either successful or not successful Does not identify successful or unsuccessful activities or assessments Does not provide reasons to support the success or nonsuccess of activities or assessments

Includes substantial evidence of the impact on student learning in terms of the number of students who achieved and made progress toward the learning outcomes

Includes adequate evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward the learning outcomes

Includes incomplete or no evidence of the impact on student learning in terms of numbers of students who achieved and made progress toward learning outcomes

Clarity and Accuracy of Is easy to follow and contains no errors in Presentation/NAEYC 6b conventions or grammar usage. Reflection/Self Evaluation ACEI 5.1/NAEYC 4d
Reflects comprehensively on his or her instruction and student learning in order to improve teaching practice.

Is easy to follow and contains minimal errors in conventions or grammar usage.

Is easy to follow and contains numerous errors in conventions or grammar usage.

Reflects adequately on his or her instruction and student learning in order to improve teaching practice.

Reflects, but does not adequately support ways to improve teaching practice.

TOTAL

POINTS

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

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

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