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Step Six: Collecting Evidence

Page 54 - 59 of the Blue Program Resource Guide

 

STEP SIX:  Collecting Evidence

 

T3 - INV 3:  Entry-Level Assessment

Directions:

  1. Give an entry-level assessment to your students to collect baseline information prior to instruction.  Collect all student responses.  Analyze the responses and develop a criteria to determine students' skills or understanding.
  2. Based on your criteria, sort the student responses into two categories:
  • Below Expectations
  • At or Above Expectations

     3.  Sort the student responses further into two categories:

  • Below Expectations:  Not Met/Partially Met
  • At or Above Expectations:  Met/Exceeds 

    4.  Write the criteria for each category in the appropriate cell.  (if using a rubric, indicate the Rubric grade/score in the cell.)

    5.  Record the students' first names in the respective performance column.

    6.  Upload a copy of the scored entry-level assessment from each focus student and the associated scoring guide.  Identify the

         work by indicating a label on the upper right hand corner.  "Entry-EL", "Entry-SP", or "Entry-CH".

 

NOT MET PARTIALLY MET MET EXCEEDS
Criteria                     Criteria Criteria                    Criteria                   
       
       
       
       
       
       
       
       
       
       
       
       

 

T3 - INV 4:  Focus Student Selection

For this lesson series, use the entry-level assessment to select three focus students representing the range of learners in the instructional environment.

          Focus Student 1:  English (second-language) learner

         Focus Student 2:  Student with special needs

          Focus Student 3:  Teacher's Choice

 

Write the name of the identified focus student in the appropriate column based on the entry-level assessment.

  NOT MET PARTIALLY MET MET EXCEEDS
English Learner                                                 
Alternate        
Student with Special Needs        
Alternate        
Teacher's Choice        
Alternate        

 

Describe the instructional or behavioral considerations for each focus student.  Include data on work habits, social skills, social/emotional behavior, practical abilities, academic abilities, personal interests.  Include relevant information that will affect the students' learning experiences.

  Considerations Strategies Indicator(s) of Success
English Learner      
Alternate      
Student with Special needs      
Alternate      
Teacher's Choice      
Alternate      

 

T3 - INV 5:  Lesson Plan for Observation

 

Name of Candidate                      Support Provider

     

                         

District/School   Grade/Subject

 

 

Date of Observation   Start Time

 

 

    End Time

 

 

Lesson Objective/s:  

 

 

CCSS Addressed:  

 

 

CSTPs Addressed: 1.1 Using knowledge of students to engage them in learning

 

 

  2.7 Using instructional to optimize learning

 

 

 

In what ways will evidence of understanding be demonstrated throughout the Lesson?
 
How will the students be engaged in reflection and self-assessment of their learning or the learning of their peers?
 
Sequence of Activities/Timing List of Instructional Strategies
   
Describe the plan to differentiate this lesson for each of the focus students.
English Learner
Student with Special Needs
Teacher's Choice
What student work will be collected from this lesson?
 

 

Step Six:  Collecting Evidence

T3 - INV 6:  Observation Record

Name of Candidate                          Support Provider                               
District/School   Grade/Subject  
Date of Observation   Start Time  
    End Time  
Lesson Objective/s:                                                                                           
CCSS Addressed:  
CST:s Addressed       1.1 Using knowledge of students to engage them in learning.
  2.7 Using instructional time to optimize learning.
Focus Question  

 

Observation Data related to the Focus CSTP in the ILP and Lesson Plan

CSTP 1.4  Using a variety of instructional strategies, resources, and technologies to meet students' diverse learning needs.

                  (Required)

 

CSTP 2.6  Employing classroom routines, procedures, norms and supports for positive behavior to ensure a climate in which all

                  students can learn.  (Required)

 
CSTP:  (Drop down menu) *Candidate's Focus CSTP
 
CSTP:  (Drop down menu) *Candidate's Focus CSTP
 

 

Data related to Differentiated instruction:                                                                        Page 58 of the Blue Program Resource

 

Looking back at the plans, describe in detail how each focus student responded to the plan to differentiate this lesson considering their needs/strengths.  Include data on their level of engagement, behavior and the impact of the differentiation strategy on their skills/knowledge.

 

English Learner's Name:
Evidence of Engagement        Behavior                Response to Differentiation

 

 

 

 

   
Student with Special Needs
Evidence of Engagement           Behavior             Response to Differentiation

 

 

 

 

   
Teacher's Choice Name:
Evidence of Engagement             Behavior           Response to Differentiation

 

 

 

 

 

   

 

T3 - INV 7:  Analysis of Student Work / Post Observation Conversation

 

After the lesson observation, collect the student work from the observed lesson.  Engage in a discussion with your Support Provider.  Describe how the students' work provides evidence of the students' understanding of the lesson objectives.

Overall student performance
 
English Learner
 
Student with Special Needs
 
Teacher's Choice