Task Description View Page
Criteria for Standard(s)

Task Description View Page

Southern University Baton Rouge

College of Education

Task 01E: Demonstration of Positive Student Outcomes

CRIN 321: Early Childhood Language Arts Methods

CRIN 331: Elementary Language Arts Methods

CRIN 341: Middle School Language Arts Methods

CRIN 495: Teaching Reading in the Secondary School

SPED 409: Classroom Organization Management for

Children with Learning Problems

Standards Infused and Assessed

Base Standards : Assessment and Continuous Improvement

Standards/Indicators Assessed:

ACEI: 4.04, 4.05

5.2.01

Conceptual Framework (CF): 1.0

INTASC Indicators: 8.06, 8.07, 8.09, 8.10, 8.11

9.01, 9.06

LCET: III.D.1; III.D.4, IV.B

Task Description

The candidate demonstrates a positive impact on student learning in a major specified unit using multiple measures to determine mastery of objectives by individual students and the class as a whole. The product is a report that includes a quantitative and qualitative analysis of student learning. End of unit achievement is compared to pre-assessment results. The candidate reflects on the success of the unit and suggests improvements for the future.

Directions

To complete this task, you should do the following:

Identify the unit you will use. Make sure it is one that is appropriate to incorporate pre-assessment information to use as a comparison.

Identify the assessments (pre and post) that you will analyze, making sure that you cover all of the major outcomes you taught. Administer the pre-assessments, paying particular attention to any special needs students in your class.

Teach the unit and have students complete all post-assessments. Grade the assessments and analyze the results for each student and the group as a whole. Identify which outcomes were mastered and which were not, and determine if there are any patterns of performance among specific groups, especially students with special needs.

Create a folder that contains the unit plan (with learning outcomes), assessments (both traditional and alternative).

Write an analysis of student outcomes (preferably at the objective level) for both individuals and the whole class and a summary of changes to be made as a result of the analysis, and put it in the folder. The analysis should:
- Summarize what students knew prior to instruction.
- Identify which students have mastered which learning outcomes, based on your definitions of mastery of each outcome (e.g., a test score of x% combined with an alternative assessment score of x%.)
- Summarize the number/percent of students mastering each outcome.
- Identify any disparities in performance for sub-groups (e.g., minorities, LD, etc.) If there are disparities, determine if they are equivalent across language acquisition levels for LD and Language Challenged students. If one group is having more difficulty than another, determine why and what you would do differently next time.
- Identify strengths and weaknesses that have surfaced in student learning.
- Identify strategies for correcting providing any needed remediation this year for individuals and the class as a whole.

Task O1E: Demonstration of Positive Student Outcomes

Scoring Rubric

Name: ________________________________ Submission #: ____

Rating Scale Key: T= target; A = acceptable; U = unacceptable

Decision for Proficiency on this Task (check one):

Demonstrated: 0-3 ratings are acceptable; none are unacceptable.
Partially Demonstrated: 4 or more ratings are acceptable; none are unacceptable.
Not Demonstrated: 1 or more ratings are unacceptable.

Element	#	Criterion for “target” rating	Rating
Unit plan	1	A unit plan with outcomes and pre and post-assessments as well as copies of the assessment instruments are included in the folder.	__ T __ A __ U
Analysis of results	2	Pre-assessments are analyzed and identify what students (individuals and group, including special populations and LC ) knew prior to instruction.	__ T __ A __ U
	3	Post-assessments (including both traditional and alternative) provide valid data on progress of students toward learning the outcomes.	__ T __ A __ U
	4	Data are presented at the student and group levels.	__ T __ A __ U
	5	Mastery criteria are established and are reasonable.	__ T __ A __ U
	6	Progress (mastery) of individuals toward meeting the outcomes is reported.	__ T __ A __ U
	7	Progress (mastery) of the group toward meeting the outcomes is reported.	__ T __ A __ U
	8	Disparate performance of sub-groups, *including LC at different proficiency levels,* is identified and explained with future changes noted (if any).	__ T __ A __ U
	9	Strengths and weaknesses in mastery are described appropriately.	__ T __ A __ U

Decision for Demonstration of Continuous Improvement on this Task (check one):

Demonstrated: Rating is “Target.”
Partially Demonstrated: Rating is “Acceptable.”
Not Demonstrated: Rating is “Unacceptable.”

Element	#	Criterion for “target” rating	Rating
Improvement	10	Strategies for providing remedial instruction for individuals and the class are described, as appropriate, and are reasonable.	__ T __ A __ U

Improvements Needed:

Comments:

Task Description View Page

Courses:	CRIN 321: Early Childhood Language Arts Methods CRIN 331: Elementary Language Arts Methods CRIN 341: Middle School Language Arts Methods CRIN 495: Teaching Reading in the Secondary School SPED 409: Classroom Organization Management for Children With Learning Problems
Task Name:	01E: Demonstration of Positive Student Outcomes
Decision Level:	Before Admission to Student Teaching
Departments:	Curriculum and Instructions; Special Education
Degree:	Bachelor’s
Program(s):	All Teacher Education Programs
Task Description:	The candidate demonstrates a positive impact on student learning in a major specified unit using multiple measures to determine mastery of objectives by individual students and the class as a whole. The product is a report that includes a quantitative and qualitative analysis of student learning. End of unit achievement is compared to pre-assessment results. The candidate reflects on the success of the unit and suggests improvements for the future.
Competency Type(s):	Skills, Dispositions, 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.

4.04 Elementary 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 practice.

CF Theme (Critical Thinking)

CF 1.0 The teacher and other school personnel create learning opportunities that encourage student’s development of critical thinking , problem solving, and performance skills and skillfully assesses these attributes.

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.

08.06 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)

08.09 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)

08.10 The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly.(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)

01.05 Maintains accurate records to monitor student progress.

LCET Component III.D. The teacher demonstrates ability to assess and facilitate student academic growth.

Attribute 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.

Attribute III.D.4 Produces evidence of student academic growth under his/her instruction. The beginning teacher will 1) collect and maintain accurate records; 2) analyze and interpret assessment data; and 3) summarize assessment results to share with students, families, and school administrators.

Continuous Reflection and Improvement

ACEI 5.2.0 Candidates are aware of and reflect on their practice in light of research on teaching and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, parents, and other professionals in the learning community and actively seek out opportunities to grow professionally.

5.2.01 Candidates understand methods of inquiry that provide them with a variety of self-assessment and problem solving strategies for reflecting on their practice, its influences on K-6 students’ growth and learning, and the complex interactions between them.

LCET Component IV.B. The new teacher plans for professional self-development.

The beginning teacher will 1) participate in various types of professional development opportunities (e.g., conferences, workshops, work with mentors and other support systems); 2) enhance content and pedagogical knowledge through a variety of activities (e.g., reading journals, joining professional associations, attending conferences, engaging in coursework); 3) use evidence of self-assessment (e.g., portfolio) to identify strengths, challenges, and potential problems; improve teaching performance; and achieve instructional goals; 4) use appropriate resources and support systems inside and outside the school to address professional development need; 5) use student performance data to determine professional development needs; and 6) make certain that ongoing professional development activities are supported by research.

INTASC 09.0 The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

09.01 The teacher understands methods of inquiry that provide him/her with a variety of self- assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them.(Knowledge)

09.06 The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students.(Dispositions)

Criteria for Standard(s)

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 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.

Continuous Reflection and Improvement
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 1 criterion. 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 2 or more criteria. If any criteria are rated as unacceptable, this Proficiency is not demonstrated in this task.