Adaptations for An English Learner

Evidence of student learning I will collect

Decision
Because all of my students are
English Language Learners, there I
will not have specific adaptations
for this student (especially because
she is high performing within her
cohort). However, the evidence
collected for all of the ELLs will be:
1. The sheet which states the
students' roles and what
they accomplished.
2. The final project will be
assessed, and this student's
role will be scrutinized
within the product. In her
case, this will be mostly
sound/video editing skills.
3. A post-project survey which
asks students to give
feedback to one-another
within the group dynamic.
4. Storyboard with
descriptions.
5. Self-assessment (rubric
filled out with each
student's comments and
grade for the project).
6. I will keep a spreadsheet of
each team's daily activity
for the group work grade.

Rationale
1. This sheet provides a written consent
that the student self-selected a
particular role within the group. The
roles each have definitions and list of
tasks, so there is no misunderstanding
what the requirements are for each role
within group work. This will tell me
which part of the project she focused
on.
2. The final project is the basis for the
assessment, and I will be able to
compartmentalize and see each
student's growth both on and off screen.
The credits at the end also tell me who
did which job. If I cannot hear the
narration over the music, or if some of
the shots and/or clips are poorly
framed, I will know that this student did
not complete her portion of the project.
3. This survey from her teammates will
give me multiple perspectives on her
performance throughout the process. It
will also help her reflect on her own
work, as well as that of her peers.
4. The storyboard shows the group
cohesion and communication. A
storyboard that matches the final
product shows me that the team worked
together on a unified vision, and
executed to the specifications.
5. This self-assessment gives me an idea
of what the student herself thought
about her own work, and shows me the
strengths and weaknesses of each team.
6. Because teamwork is a big part of the
assessment rubric, I will make sure to
document when students are absent
and/or not participating in the group. I
keep detailed notes for each group, each
period, and each day to be fair in their
group work score. This will help me
assess the group work along the way to
eliminate as much bias as possible.

How the student assessment evidence will be measured or scored?

Decision
Student assessment evidence
will be measured by two of
three possible
weighted categories. Mastery
points are weighted most
heavily (50%), English
development is weighted second
(30%) although this category
is not applied to this project,
and Homework/Classwork
points are weighted the least
(20%):
1. The sheet which states the
students' roles and what
they accomplished is worth
5 Classwork points, and
each group must have one
paper with everyone's
signature on it.
2. The final project will be
assessed, and this student's
role will be scrutinized within
the product. The final
product is worth 35 Mastery
points, rated in each
category.
3. A post-project survey which
asks students to give
feedback to one-another
within the group dynamic.
This survey is not worth any
points.
4. Storyboard with descriptions
is worth 5 Classwork points,
and there is only one
storyboard for the entire
group.
5. Self-assessment (rubric
filled out with each student's
comments and grade for the
project) is worth 5
Classwork points and filled
out by each member of the
group.

Rationale
1. This is not a mastery grade, but rather
a bureaucratic procedure to make sure
they are all on the same page before
starting.
2. The cohesive project is worth the most
points (both numerically and by weight)
because it represents mastery of the
skills, as well as an ability to work with
others to develop a final product
greater than the sum of its parts.
3. Even though this survey is not worth
any points, it is taken before students
grade their team project to encourage a
reflective response (scaffolding for their
self-assessment using the rubric).
4. The storyboard is worth 5 Classwork
points because the "Mastery" is not in
developing a sequential plot, but in
utilizing the software tools and working
together as a group to finish a final
product. The storyboard, however, is an
important scaffold to a unified vision,
therefore this evidence of group work is
included in the final grade.
5. The self assessment will not sway or
determine the final Mastery grade for
the project, but is meant to encourage
self-reflection and evaluation. This
worksheet will be filled out by each
group member as a way to reflect on
their own work, as well as the group
performance. Students will turn in their
worksheets in a final package that
includes the storyboard, selfassessment, and group roles to help
with organization and accountability.

The implementation of the assessment, including:

Decision

Rationale

I introduce the rubric on the first day of

the unit, and have students follow along
with their fingers. I read the first two
lines of the rubric (Narration from a 1 to
4 and Storyboard from 1 to 4) out loud,
using Cloze reading. Then I have
students turn to their partner to read
through the rest of the rubric in pairs. I
tell them the instructions verbally, and
put them on a large screen as well. One
student will read one line out loud (from
1 to 4) and then the next one will read
the next entire line out loud (from 1 to
4). As with all reading activities, they will
be asked to circle words they don't
understand and underline important
concepts. All important concepts are
bolded in order to let them know the
focus of each box.

Because all of these students are ELLs,

I try to make the goals of each project
comprehensible in multiple formats. I
make sure that students have the
following prompts:
1. Teacher reading to class (using
the Cloze reading method);
2. Students reading in pairs and
making annotations with a
practiced procedures;
3. Directions for annotations on
the board for visual
support/reminder;
4. Written rubric (handout) with
expectations that each student
keeps it until self evaluation at
the end of the project (for
accountability and organization
skills);
5. Verbal repetition, repetition,
repetition and circulating to
work with individuals.

Student grouping is based on

heterogeneous language groups (Spanish
with Chinese or Arabic, etc.) and as
much gender diversity as possible given
the proportion of girls to boys.

Heterogeneous groupings are

mandated by the school and require
that students use the common
language of English to communicate
directions, intent and ideas to one
another. It also encourages crosscultural tolerance and problem-solving,
so that students are able to develop
both social-emotional skills as well as
literacy and content knowledge.

Technology utilized by the teacher

includes: displayed directions on large
screen at all times, and online
instructional materials for software
(iMovie) and hardware (cameras, data
cards, sound cards, and microphones).
Technology used by the students
includes: cameras, data cards,
computers (basic knowledge of
navigation and file/data organization),
software (iMovie), and microphones.

This is a computers/technology class,

with an emphasis on movie making and
photography. Use of technology is part
and parcel of the instructional goals in
terms of the development
of target knowledge and skills.

Ways I will use the assessment results.

Decision

Rationale

I will also use the data from this project

to inform the next video project, which

The rationale for having a group grade

strongly impact each student's final

will have a much stronger focus on

individual skills within all of the roles. In
this way, this particular project is acting
as a scaffold for an authentic assessment
which will take place a couple of months
after this one is complete.
These assessment results will flow into
the student's overall grade. Because their
are 35 Mastery points, this project is
worth a significant portion of the
semester grade. The Classwork grades
for the worksheets are more or less
negligible in terms of overall grade.

semester grade hinges on the fact that

each student will be asked to complete a
more individualized video project later in
the semester. This project helps students
gain sufficient skills and feel empowered
in the video-making process so that they
can then engage in more complex roles
and higher thinking in the next version.
Having the group to support shows me
individuals' preferences and strengths,
and helps me know how best to support
each student when they must create a
video for their final portfolio project
(which will also be worth 35 Mastery
points, but which will rely more on
individual performance than the group
dynamic).

Ways I will share the assessment results with students, families, and other
colleagues and support personnel, when appropriate.
Decision

Rationale

I will give each individual within the

group a rubric with their final score on it.

The completed rubric will help students

see where they scored in individual
domains (which is more useful than an
overall final grade).

I shared this particular project with all of

the 11th grade team, as well as the
school principals.
I also send progress reports home every
2 weeks. Parents must sign the reports
and students return them for 10
Classwork/Homework points.

I shared this project with my colleagues

and the principals because I thought it
showed an incredible growth in creativity
and maturity across teams. I also think it
helps to share student successes with all
teachers, when many of our students
present behavioral problems and may be
failing other classes or truant in general.
Sending progress reports home ensures
that students are reviewing their grades
with their parents, and there are no
questions at the end of the semester. If
students have questions about their
grades, they can come and speak with
me at lunch, and I can show them the
rubric and talk to them about why they
got the grades they did. This allows
parents to ask about the project and see
it on Google Drive if the student is willing
to share it.

Adaptations for A Student with an Identified

Special Need
Decision

Rationale

The evidence collected for this student will

match that of all of the students (ELLs) in
his class, with an emphasis on his role as
a speaker/director:
1. The sheet which states the
students' roles and what they
accomplished.
2. The final project will be assessed,
and this student's role will be
scrutinized within the product. In
his case, this will be mostly acting
and directing.
3. A post-project survey which asks
students to give feedback to oneanother within the group dynamic.
4. Storyboard with descriptions.
5. Self-assessment (rubric filled out
with each student's comments and
grade for the project). This will be
completed verbally, with the
teacher filling out the written
portion.
6. I will keep a spreadsheet of each
team's activity for the group work
score.

1. This sheet provides a written

consent that the student self-selected a
particular role within the group. The
roles each have definitions and list of
tasks, so there is no misunderstanding
what the requirements are for each role
within group work. This will tell me
which part of the project she focused
on.
2.
The final project is the basis for
the assessment, and I will be able to
compartmentalize and see each
student's growth both on and off
screen. The credits at the end also tell
me who did which job. If I cannot hear
the narration over the music, or if some
of the shots and/or clips are poorly
framed, I will know that this student
did not complete her portion of the
project.
3.
This survey from her teammates
will give me multiple perspectives on
her performance throughout the
process. It will also help her reflect on
her own work, as well as that of her
peers.
4.
The storyboard shows the group
cohesion and communication. A
storyboard that matches the final
product shows me that the team
worked together on a unified vision,
and executed to the specifications.
5.
This self-assessment gives me an
idea of what the student herself
thought about her own work, and
shows me the strengths and
weaknesses of each team.
6.
Because teamwork is a big part
of the assessment rubric, I will make
sure to document when students are
absent and/or not participating in the
group. I keep detailed notes for each
group, each period, and each day to be
fair in their group work score. For this
student, his speaking during group

work will be emphasized. This will help

me assess the group work along the
way to eliminate as much bias as
possible.

How the student assessment evidence will be measured or scored.

Decision

Rationale

This student will be graded in the same

manner as his classmates (provided all
adaptations are provided). Student
assessment evidence will be measured
in the same way as all other students
in this class (although collected
differently) because of the nature of a
group grade. Students will be
graded according to two of three
possible weighted categories. Mastery
points are weighted most heavily
(50%), English development is
weighted second (30%) although this
category is not applied to this project,
and Homework/Classwork points are
weighted the least (20%):

This student will receive a score based on

the same evidence because he has had
additional scaffolds to address his disability
that will allow him to succeed in the
completion of this project with his
classmates.

7. The sheet which states the

students' roles and what they
accomplished is worth 5
Classwork points, and each
group must have one paper with
everyone's signature on it.
8. The final project will be
assessed, and this student's role
will be scrutinized within the
product. The final product is
worth 35 Mastery points, rated
in each category.
9. A post-project survey which
asks students to give feedback
to one-another within the group
dynamic. This survey is not
worth any points.
10. Storyboard with descriptions is
worth 5 Classwork points, and
there is only one storyboard for
the entire group.
11. Self-assessment (rubric filled
out with each student's

2. This is not a mastery grade, but

rather a bureaucratic procedure to
make sure they are all on the same
page before starting.
3. The cohesive project is worth the
most points (both numerically and by
weight) because it represents mastery
of the skills, as well as an ability to
work with others to develop a final
product greater than the sum of its
parts.
4. Even though this survey is not
worth any points, it is taken before
students grade their team project to
encourage a reflective response
(scaffolding for their self-assessment
using the rubric).
5. The storyboard is worth 5
Classwork points because the
"Mastery" is not in developing a
sequential plot, but in utilizing the
software tools and working together as
a group to finish a final product. The
storyboard, however, is an important
scaffold to a unified vision, therefore
this evidence of group work is included
in the final grade.
6. I will read this out loud to Student
2 so that he can verbally identify the
scores for each domain. The self
assessment will not sway or determine
the final Mastery grade for the project,
but is meant to encourage self-

comments and grade for the

project) is worth 5 Classwork
points and filled out by each
member of the group.

reflection and evaluation. This

worksheet will be filled out by each
group member as a way to reflect on
their own work, as well as the group
performance. Students will turn in
their worksheets in a final package
that includes the storyboard, selfassessment, and group roles to help
with organization and accountability.

The implementation of the assessment including:

Decision

Rationale

I introduce the rubric on the first day of

the unit, and have students follow along
with their fingers. I read the first two
lines of the rubric (Narration from a 1 to
4 and Storyboard from 1 to 4) out loud,
using Cloze reading. Then I have
students turn to their partner to read
through the rest of the rubric in pairs.
With this student, I go and sit with him
and read the entire rubric out loud while
he follows and annotates. I tell him the
instructions verbally, which I also put on
a large screen for the rest of the class to
read. I will not have him annotate the
text like the others, but instead discuss
with me anything he doesn't understand
for clarification. All important concepts
are bolded, which will help him locate
important ideas later if he needs to
reference the rubric (less reading for
him).

Given this student's need for verbal

confirmation and discussion, I will work
personally with him to go through and
read the material to him so that he
understands the demands of the project.
If he has questions, he can always ask
me, or reference the rubric. Because all
of these students are ELLs, I try to make
the goals of each project comprehensible
in multiple formats.

Student grouping is based on

heterogeneous language groups (Spanish
with Chinese or Arabic, etc.) and as
much gender diversity as possible given
the proportion of girls to boys.
Technology utilized by the teacher
includes: displayed directions on large
screen at all times, and online
instructional materials for software
(iMovie) and hardware (cameras, data
cards, sound cards, and microphones).
Technology used by the students

I will make sure to pair him with a group

that has strong writers and students with
technical skills, so that he can be valued
for his ideas and strong verbal
ability. Heterogeneous groupings are
mandated by the school and require that
students use the common language of
English to communicate directions, intent
and ideas to one another. It also
encourages cross-cultural tolerance and
problem-solving, so that students are
able to develop both social-emotional
skills as well as literacy and content
knowledge.
This is a computers/technology class,
with an emphasis on movie making and
photography. Use of technology is part
and parcel of the instructional goals in
terms of the development
of target knowledge and skills. However,
this student's aversion to technology will
not adversely impact his grade for this
particular project.

includes: cameras, data cards,

computers (basic knowledge of
navigation and file/data organization),
software (iMovie), and microphones. This
student may not elect to use any of the
technology, which will not adversely
affect his grade as long as he is
contributing ideas, directing and acting in
the video.

Ways I will use the assessment results.

Decision

Rationale

I will use these results to see where I can

improve my instruction and support this
student when he has to make his own
video. I will also use the data from this
project to inform the next video project,
which will have a much stronger focus on
individual skills within all of the roles. In
this way, this particular project is acting
as a scaffold for an authentic assessment
which will take place a couple of months
after this one is complete.

I am worried about his ability to navigate

software and complete the project from
end-to-end because he needed a lot of
support in our first digital media project
in October. This project will help me see
how far he has come, and identify
specific, target needs for his big portfolio
project next month.

These assessment results will flow into

the student's overall grade. Because their
are 35 Mastery points, this project is
worth a significant portion of the
semester grade. The Classwork grades
for the worksheets are more or less
negligible in terms of overall grade.

This project helps students gain sufficient

skills and feel empowered in the videomaking process so that they can then
engage in more complex roles and higher
thinking in the next version. Having the
group to support shows me individuals
preferences and strengths, and helps me
know how best to support each student
when they must create a video for their
final portfolio project (which will also be
worth 35 Mastery points, but which will
rely more on individual performance than
the group dynamic).

Ways I will share the assessment results with students, families, and other
colleagues and support personnel, when appropriate.
Decision

Rationale

I will give each individual within the

group a rubric with their final score on it.

The completed rubric will help students

see where they scored in individual
domains (which is more useful than an
overall final grade). I can also talk to him
about each domain, so that we can
discuss verbally if he has questions.

I shared this particular project with all of

the 11th grade team, as well as the
school principals.

I also send progress reports home every

2 weeks. Parents must sign the reports
and students return them for 10
Classwork/Homework points.

I shared this project with my colleagues

and the principals because I thought it
showed an incredible growth in creativity
and maturity across teams. I also think it
helps to share student successes with all
teachers, when many of our students
present behavioral problems and may be
failing other classes or truant in general.
I always check in with student about his
grades verbally, and make sure to read
each line item out loud to him. This
student is both 18 and an
unaccompanied immigrant, so he will be
able to sign the report himself and check
with me if he has any questions.