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 needsand 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 materialsbased on the characteristics of the individual studentwith exceptional learning needs tomodify 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 conductformal 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 emphasizeexplicit 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:

  1. Number of students enrolled in class
  2. Demographic information for each student enrolled in class.
  3. Age
  4. Gender
  5. Ethnicity
  6. SES
  7. Grade
  8. 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)

  1. 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

  1. Describe the setting for which this TWS is planned (e.g., inclusion, resource etc.)
  2. 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.
  3. How many students are classified as nondisabled?
  4. How many students are males, and how many students are females?
  5. What is the age range of the students that you are assessing and teaching?
  6. Describe the ethnic, cultural, and/or linguistic differences of the students in the classroom.
  7. Describe the learning differences of the students in the class.
  8. How do the effects of the exceptional conditions have on each individual’s learning? (Standard Three, Individual Differences)

(4)Accommodations/Adaptations

  1. 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

  1. 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.
  2. 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

  1. 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

  1. 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
Nonmastery = NM / Instructional Decision (Based on interpretation of data, 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).

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

assessment.

(3)Daily Unit Lesson Plans

  1. Daily lesson plans are to be based on formative assessment results.
  2. 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:

  1. behavior of the student(s) during assessment sessions
  2. assessment results (summative and formative)
  3. strengths and weaknesses derived from assessment results
  4. 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
Component / Unacceptable / Approaching Expectations / Meets Expectations / Exceeds Expectations
Part I: Learning Environment
Definition of Student Population
(Standard Nine, Professional and Ethical Practice) / No demographic information is provided about each student enrolled in the class. Provides no explanation about 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. (Std. 9) / Some demographic information is missing about gender, SES, ethnicity, and functioning level for each student enrolled in the class. Provides little explanation about 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.(Std. 9) / Provides general demographic information including gender, SES, ethnicity, and functioning level about each student enrolled in the class.Explains 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 but needs more detail(Std. 9) / Provides specific demographic information including gender, SES, ethnicity, and functioning level about each student enrolled in the class. Explains 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 (Std. 9)
Classroom Diversity/Individual Student Differences
(Standard Three, Individual Differences) / Does not describe the TWS setting. There is little to no information about individuals with exceptional learning needs or individuals without exceptional learning needs. Little to no information exists about ethnic, cultural, and/or linguistic differences. There is little to no mention about individual learning differences. There is no mention about the effects of exceptional conditions have on each individual’s learning.( Std. 3) / Describes only a few elements regarding the TWS setting. Some information about exceptional learning needs is present, but it is incomplete. There may be no evidence of individuals who are considered nondisabled. Some information about cultural, ethnic, and/or linguistic differences exists, but it is incomplete. There is little mention about the effects of exceptional conditions have on each individual’s learning. (Std. 3) / Provides a general