College of Education
Task 01D: Case Study of a Student Needing Assistance
Student Teaching/Internship
Standards Infused and Assessed
Base Standards : Assessment and Role/Relationships of the Teacher
Standards/Indicators Assessed:
ACEI: 4.03, 4.04, 4.05
5.3.01, 5.3.02, 5.3.03, 5.3.04
5.4.02, 5.4.03
Conceptual Framework Theme(s): 2.0
INTASC Indicators: 8.05, 8.06, 8.07, 8.08, 8.09, 8.11
10.02, 10.03, 10.06, 10.07, 10.08, 10.10,
10.11, 10.12, 10.14
LCET: III.D.1
This task has the potential for diversity infusion, depending on the student selected. Candidates are encouraged to select an Language Challenged (LC) student
Task Description
The candidate works with a student, the student’s parent/guardian, and peer colleagues throughout the semester to improve the student’s performance and to keep records of all contact targeted at making those improvements. The final product will be a folder containing the analysis of the cumulative record, list of strategies/recommendations, the log of phone or other verbal contacts (including conferences), any written records related to communication with other parties targeted toward improved performance, anecdotal observations of the student’s performance, assessment results, and an analysis of the candidate’s results -- showing growth on the part of the student.
Directions
This is a long-term task that requires significant attention to one of your students who needs your additional assistance. Choose a student whom you think you can really help to improve through your own instruction and in collaboration with others. If you find that you are not succeeding in helping this student improve, select another student and start over. The ultimate goal here is to make a difference with one student – one who really needs you.
To complete this task, you should do the following:
.
Scoring Rubric
Name: ______________________________________________ Submission #: ____
Decision for Proficiency on this Task (check one):
Rating Scale Key: T= target; A = acceptable; U = unacceptable
| Element | # | Criterion for “target” rating | Rating |
| Student | 1 | Student needs special assistance and the type of assistance is identified. | __ T __ A __ U |
| Cumulative record | 2 | Standardized test results are analyzed and summarized, including patterns of test performance. | __ T __ A __ U |
| 3 | Other data are reported, with appropriate overall conclusions drawn about the student’s individual needs. | __ T __A __ U | |
| 4 | All needs (cognitive, affective, psychomotor, linguistic ) are assessed comprehensively and appropriately. | __ T __ A __ U | |
| Strategies and Recommendations | 5 | List of strategies and recommendations is appropriate, given analysis of cumulative data and candidate observations. | __ T __ A __ U |
| 6 | Strategies include work with families, cooperating teacher, and possibly the community, including strategies to overcome language barriers, if any. | __ T __ A __ U | |
| 7 | Student has opportunities to assess his/her own work and design the plan for reaching the next performance level. | __ T __ A __ U | |
| Contacts with parents and colleagues and student | 8 | All contacts are described in detail and targeted toward improvement. | __ T __ A __ U |
| 9 | Records clearly indicate that the candidate has solicited and used information about the student’s experiences, learning behavior, needs, and progress from parents, other colleagues, and the student to make decisions about strategies to help the student. | __ T __ A __ U | |
| 10 | Progress is reported to student and parent(s)/guardian on a regular basis and is useful. | __ T __ A __ U | |
| Performance data | 11 | Observational and anecdotal records are maintained appropriately to monitor student’s performance. | __ T __ A __ U |
| 12 | Test and other formal assessment data are recorded. | __ T __ A __ U | |
| Summary | 13 | Analysis is complete and readable. | __ T __ A __ U |
| 14 | Based on the achievement evidence provided, it is clear that the student showed improvement in learning. | __ T __ A __ U |
Decision for Demonstration of Role of the Teacher on this Task (check one):
Rating Scale Key: T= target; A = acceptable; U = unacceptable
| Element | Criterion for “target” rating | Rating | |
| Log and written correspondence | 15 | There is evidence in the communications that the teacher has served as an effective advocate for the student. | __ T __ A __ U |
| 16 | All communication has been phrased in such a way as to ensure that the recipients feel respected and understand that they can have a productive relationship with the teacher. Linguistic/cultural accommodations have been made, if appropriate. | __ T __ A __ U | |
| 17 | Feedback provided in the communication is accurate and helpful. | __ T __ A __ U | |
| 18 | Ways in which families can support and reinforce classroom goals, objectives, and standards have been proposed. | __ T __ A __ U | |
| Analysis | 19 | The analysis supports the conclusion that the teacher has worked effectively as a student advocate. | __ T __ A __ U |
| 20 | The teacher understands how factors in the student’s environment, including cultural and linguistic factors if appropriate, outside the school have influenced the student’s performance. | __ T __ A __ U |
Improvements Needed:
Comments:
| Course: | BHVS 220: Educational Psychology |
| Task Name: | 01D: Case Study of a Student Needing Assistance |
| Decision Level: | Before Admission to Teacher Education |
| Department: | Behavioral Studies and Educational Leadership |
| Degree: | Bachelor’s |
| Program(s): | Teachers for All Children |
| Task Description: | The candidate works with a student, the student’s parent/guardian, and peer colleagues throughout the semester to improve the student’s performance and to keep records of all contact targeted at making those improvements. The final product will be a folder containing the analysis of the cumulative record, list of strategies/recommendations, the log of phone or other verbal contacts (including conferences), any written records related to communication with other parties targeted toward improved performance, anecdotal observations of the student’s performance, assessment results, and an analysis of the candidate’s results -- showing growth on the part of the student. |
| Diversity Infusion | Yes |
| Competency Type(s): | Skills, Impact on Student Learning |
| Assessment |
| ACEI 4.0 Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that will promote continuous intellectual, social, emotional, and physical development of each elementary student. |
| 4.03 Candidates recognize that many different assessment tools and strategies, accurately and systematically used, are necessary for monitoring and promoting learning for each student. |
| 4.04 Teacher candidates appropriately use a variety of formal and informal assessment techniques (e.g. observation, portfolios of elementary student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance their knowledge of individual students, evaluate students' progress and performances, modify teaching and learning strategies, and collaborate with specialists on accommodating the needs of students with exceptionalities. |
| 4.05 Candidates use formative and summative assessments to determine student understanding of each subject area and take care to align assessments with instructional Proficiency. |
| Conceptual Framework Theme |
| Best Practices 1.0 The teacher and other school personnel understand how children learn and can demonstrate best Practices (a variety of instructional and learning strategies) for teaching and classroom management. |
| INTASC 08.0 The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. |
| 08.05 The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities. (Dispositions) |
| 08.06 The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies.(Performances) |
| 08.07 The teacher solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves.(Performances) |
| 08.08 The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning.(Performances) |
| 08.09 The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work.(Performances) |
| 08.11 The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.(Performances) |
| Role and Relationships of the Teacher |
| ACEI 5.3.0 Candidates know the importance of establishing and maintaining a positive collaborative relationship with families to promote the intellectual, social, emotional, and physical growth of children. |
| 5.3.01 Candidates understand different family beliefs, traditions, values, and practices across cultures and within society and use their knowledge effectively. |
| 5.3.02 They involve families as partners in supporting the school both inside and outside the classroom. |
| 5.3.03 Candidates respect parents' choices and goals for their children and communicate effectively with parents about curriculum and children’s progress. |
| 5.3.04 They involve families in assessing and planning for individual children, including children with disabilities, developmental delays, or special abilities. |
| ACEI 5.4.0 Candidates foster relationships with school colleagues and agencies in the larger community to support students' learning and well-being. |
| 5.4.02 They also understand how factors in the elementary students' environments outside of school may influence the students' cognitive, emotional, social, and physical well-being and, consequently, their lives and learning. |
| 5.4.03 Candidates participate in collegial activities designed to make the entire school a productive learning environment and develop effective collaborations with specialists. |
| INTASC 10.0 The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being. |
| 10.02 The teacher understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning.(Knowledge) |
| 10.03 The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).(Knowledge) |
| 10.06 The teacher is willing to consult with other adults regarding the education and well-being of his/her students.(Dispositions) |
| 10.07 The teacher respects the privacy of students and confidentiality of information.(Dispositions) |
| 10.08 The teacher is willing to work with other professionals to improve the overall learning environment for students.(Dispositions) |
| 10.10 The teacher makes links with the learners' other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies.(Performances) |
| 10.11 The teacher can identify and use community resources to foster student learning.(Performances) |
| 10.12 The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well being.(Performances) |
| 10.14 The teacher acts as an advocate for students.(Performances) |
| LCET Component III.D. The teacher demonstrates ability to assess and facilitate student academic growth |
|
Attributes: III.D.1
Consistently monitors ongoing performance of students. The beginning teacher will 1) use a variety of assessment methods, including technology, that are appropriate for evaluating student achievement and instructional goals and objectives; 2) communicate assessment criteria and standards to students; 3) adjust instruction based on ongoing assessments of student understanding; and 4) analyze assessment results to help plan instruction for groups of students or individuals. |
| Assessment |
| Demonstrated: | Partially Demonstrated: | |
| Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on not more than 5 criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. | Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on 6 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. | |
| Role and Relationships of the Teacher | ||
| Demonstrated: | Partially Demonstrated: | |
| Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on not more than 3 criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. | Using the approved rating scale for this task, the instructor determines that performance is at the target level on all criteria, or performance is acceptable on 4 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task. |