LAUSD BTSA Induction Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 ......

Welcome to…

LAUSD BTSA Induction

FACT Day 2 Training

Lorey’s Artifacts

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-1 Individual Induction Plan

Individual Induction Plan

Participating Teacher

Support Provider

District School

Which Induction Standard(s) will be addressed? (Identify the specific focus within the standard) Induction Standard 15: Core Academic Content and Subject Specific Pedagogy I want to learn more about and apply in my daily practice the academic content standards, frameworks, and textbooks and instructional materials. I want to work with my colleagues (SP and department teachers) to investigate, learn, and apply the adopted curriculum in English/Language Arts.

FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on findings from the Self-Assessment, determine

area(s) of focus. 2. Develop a focus question for this inquiry.

I need to improve my skills in teaching writing. Can students write a logically persuasive essay using the Step Up to Writing format?

3. Which CSTP element(s) will be addressed? 4. What are the anticipated, measurable outcomes for student learning? 3.2 Organizing curriculum to support student understanding

and subject matter.

Student will write a four-paragraph persuasive essay.

PLA

N

ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom 5. Date of research 6. Research

Describe resources used: • Talked to colleague • Research on-line • Other

7. Application How new knowledge was

implemented.

8. Results Impact on teaching/student

achievement.

10/4 Step Up to Writing class Began teaching Step Up process Kids’ writing is more focused 11/13 Observe Step Up lesson Made visuals/posters Visuals made concepts easier 2/1 Research on-line Got ideas for kids to write; rubric Used interesting topics 2/4 Meet with peers to develop rubric Wrote final rubric Kid got this before they wrote

PLA

N/TEA

CH

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-1 Individual Induction Plan

REFLECTION/APPLICATION 9. As a result of the Inquiry process, what was the impact on (list specific evidence):

• Instructional/classroom practices • Student achievement

My students self-evaluated using the rubric I created in collaboration with my colleagues. Looking at the results of the evaluation, it is evident that my students were successful in writing a four-paragraph essay using the Step Up format. All students passed with an overall score of three on a four-point rubric. Five students worked individually with me on their self-evaluation and were given extra time to rewrite their essays.

REFLEC

T

10. Describe how you will apply new learning to future practice? I would like to continue my focus on teaching writing and will move into the writing genres of summary and research. I will use the “color idea” to help students write summaries and research. Also, I have found that while reading expository literature, talking in “color” helps students understand their reading.

APPLY

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-2 Lesson Series Planning Tool Page 1 of 3

Essential Components for Instruction ARTIFACTS

Directions: With a support provider discuss and record the information below to ensure all essential components are included in your instructional series. Participating Teacher:

Lorey

Support Provider

Barbara Subject matter focus: Language Arts/Writing Grade/Period: 6th grade—Period 2

Beginning Date: 1/7/08 Ending Date: 2/15/08 Anticipated number of lessons in series? 6

(1) Content Standard(s) being addressed: (Use student friendly language) Writing 2.1 & 2.5 Create a multi-paragraph composition that uses the organization pattern of persuasion that has stated a purpose and has supporting details. How will I help students make real life applications? I hope that my students will understand that learning how to write persuasive essays will help them in their verbal interactions when they are attempting to persuade others to their point of view. I will help them see the relevance to real life by connecting this genre to the political presidential campaigns

(2) What are the learning goals? Students will write a four-paragraph essay that clearly includes a statement, reason, counterargument, rebuttal, and conclusion How will the learning goals be communicated to the students? Families? Students will be given the final rubric before they write. This will also be posted on my website.

(3) Describe the entry level assessment used to measure the understanding of the content standard. Students will write a four-paragraph persuasive essay to determine whether they understand how to use argument, counterargument, and rebuttal to persuade. What method/criteria will be used to interpret the results? (i.e. scoring guide, rubrics, etc.) Score paragraphs using a five-point rubric

Statement Reason Counterargument Rebuttal Conclusion

Lorey


(4) Describe the summative assessment to be used to measure the understanding of the content standard. Students will write a four-paragraph persuasive essay to determine whether they understand how to use argument, counterargument, and rebuttal to persuade What method/criteria will be used to interpret the results? (i.e. scoring guide, rubrics, etc.) Score paragraphs using a five-point rubric

Statement Reason Counterargument Rebuttal Conclusion

(5) What progress monitoring assessments will I use during this lesson series?

I will have individual or small group conferences with my students to review their writing to date and monitor their progress as they learn how to write in this genre.

At the conclusion of each of the six lessons, students will be required to apply the skill(s) taught in the lesson by writing a paragraph or more that demonstrates their mastery of the concept(s).

I will review each of the progress monitoring assessments to determine the next steps I need to take in my lesson series.

(6) Based on the entry level assessment results, what knowledge/vocabulary/skills are needed to ensure student success during this lesson series? I need to teach students the vocabulary of persuasion: Statement, reason, counterargument, rebuttal, and conclusion.

(7) How might you apply the insights and knowledge gained from the IIP Action Plan to the Unit of Study? (Cells 5-8) As I complete the Action Plan, I will begin to apply what I learn in my teaching.

8) What CELDT level data must be considered for students to be successful during this lesson series? I will use my EL student’s most recent CELDT writing scores

(9a) What accommodations or modifications are required during this lesson series for special needs students/504 ?

Special needs/504 students will need an additional conference to ensure understanding of terms.

Behavior must be monitored so that time on task is optimized.

Position special needs/504 students with students who are academically strong

(10) What strategy (ies) will I use to help students learn this essential information?

I will break the genre into six smaller parts/chunks.

I will use visual-cards I will use rubrics and give the students

time to self-assess.

Lorey


(11) What classroom environment/design do I need to consider for these lessons to ensure engagement of all students?

Students will be placed with partners who are positive.

Some kids will be placed near the teacher.

I will move around the room to monitor the students’ progress.

(12) What materials will be needed for this lesson series? 1. Paper 2. Packets for each student with prompts and

rubric included 3. White boards 4. Music to listen to while students are writing

(13) What technology will I use to enhance instruction? Rubrics will be placed on my website.

(14) What technology will the students use during the series? Students will type their final project on the computer. How will this enhance student learning? The word processing functions on the computer will help students correct spelling and punctuation errors.

(15) Other important considerations: The genre of persuasion will most likely be the final year-end prompt.

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: Entry Level Assessment C-3 Page 1 of 2

Entry-Level Assessment Resource Part 1

District student assessment data may be substituted for C-3– Part 1

Date: ______________

DIRECTIONS: Give the entry-level assessment to your students. Collect the student responses and follow the process of analysis outlined below. Attach a copy of the assessment and scoring guide for the entry-level assessment. 1. Review the entry-level assessment directions and questions (items) and the scoring guide. 2. Read each student response and sort responses into two levels of performance. student responses basic or proficient or advanced student responses below basic or far below basic 3. Sort student responses at or above grade level into two levels of performance. student responses basic student responses proficient or advanced 4. Sort student responses below grade level into two levels of performance. student responses below basic student responses far below basic

DIRECTIONS: Record students’ names in the respective performance level column.

Far Below Basic Below Basic Basic

Proficient or Advanced

*Kimberly C. Connor *Ian *Christina Esperanza Blake Karina Angelica

Maya Tristan Alexis Garett Nina Matthew H. Evan Alec

Brianna Ye-Rin Mallory Tyler Matthew N. Brandon C. Brandon S. Jonathan Noah Michael Sinclaire Jayde Sarah Brent Yazmeth Madison Hiren Natalie Neil

*Focus Student

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: Entry Level Assessment C-3 Page 2 of 2

Entry-Level Assessment Reflection

Part 2

Date: _________________

DIRECTIONS: Based on the entry-level assessment results, complete the following questions. Attach copies of the entry-level assessment responses for your three focus students.

1. What do the assessment results tell you about what students understand or can do before instruction begins?

Far Below Basic: These students struggled with basic sentence structure and mechanics of writing. They made spelling and punctuation errors as well as mistakes with verb tense usage. Their essays were difficult to read because thoughts are not written in a logical, sequential manner.

Below Basic:

These students wrote incomplete sentences in their essays. They made errors in spelling and punctuation. They did not break the essay into paragraphs but had one long paragraph in the whole essay. They did not include any of the elements found in persuasive writing.

Basic:

These students have the basic idea of how to write a paragraph. There were few spelling or punctuation errors. They stated their introduction (their basic point). Most gave some reasons that back up their introduction. Most of these students also presented a counterargument, although they did not fully develop that argument to the satisfaction of the reader.

Proficient or Advanced:

These students have the basic idea of how to write a paragraph. They state their introduction and give reasons that back up their introduction. They include a hook in their essays that engage the reader. The reasons they give seem more logical than just those with a basic understanding of the genre. None of these writers used all of the elements found in persuasive writing (statement, reason, counterargument, rebuttal, conclusion).

2. List what you will do differently for the student who has demonstrated proficiency or is advanced?

I will allow these students to set their own individual goals based on the last writing prompt. 3. What will you do next for the student who is far below or below basic? What additional

support will be needed? I will monitor these students constantly. I will partner them up with students who are academically stronger in writing. I will use visuals to teach the vocabulary words as well as charts and pictures, when appropriate. I will conference with these students at least twice each week to monitor their writing and help them extend their learning.

Lorey

Focus Student Selection

DIRECTIONS: Identify three students as a focus for each inquiry. Using the entry level assessment data, select students representing the range of abilities in your class for this lesson series. In the box below record first name and last initial of selected students, ensuring there is representation across all levels.

* Proficient is considered at grade level according to California standards.

Must include

Far Below or Below Basic

Basic Proficient or Advanced

Focus Student 1: English Learner Kimberly C.

Focus Student 2: Special

Populations Ian

Focus Student 3: Choice Christina

Focus Student 1: Kimberly English Learner What support do you anticipate this student will need (instructional, behavioral)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

This student is an English learner and will need scaffolding during this lesson series. She needs to understand basic sentence structure and the correct use of verbs. I will monitor her understanding of the terms used in the genre of persuasive writing.

Focus Student 2: Ian Special Populations What support do you anticipate this student will need (instructional, behavioral)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

This student is ADHD. I will need to monitor his time on task and would like to assess his ability to initiate on task behavior, instead of waiting for redirection from the teacher. I will need to check to ensure his understanding of basic terms.

Focus Student 3: Christina Choice What support do you anticipate this student will need (instructional, behavioral)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

This is a highly proficient student. She needs to improve her use of varied vocabulary and sentence length to achieve a score of four on the district writing assessment.

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09

Inquiry: C-4 Focus Student Selection Page 1 of 1

Lorey

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation Page 1 of 2

Lesson Plan Template for Observation

*Use the lesson plan template provided below or a district aligned lesson plan when

your support provider observes a lesson within the series. Date of lesson: February 2, 2008 Content Standard: Writing 2.5: Write a composition that presents a clear position on a subject, supports that position with evidence, and addresses a reader’s possible arguments. Induction Standard: 15: K-12 Core Academic Content and Subject Specific Pedagogy

Time Allocation:

*Sequence of Lesson:

Introduction: Show clips of the presidential campaigns that illustrate the genre of persuasion and identify the elements found in persuasive arguments (statement, argument, counterargument, rebuttal, conclusion) as they occur in the clips OR (if I can’t get the clips….)

Role play with students situations where students used the skill of persuasion.

Direct Instruction: Today we are going to learn how to persuade somebody to our way of thinking. This is different from arguing. Think: On a piece of paper, list as many different topics or problems you can think of that occur at school and involve students. Pair: Share these problems with your partner. Choose the one you like the best and put a star by it. Share out with the whole class. (Teacher pulls name cards for sharing.)

Modeled Instruction: Now we are going to take one of these challenges and role play, but this time I am going to use some techniques that will help you present your position in a more adult manner.

Introduce: Statement of Thought, Argument, Counterargument, Rebuttal Explain that there are proper transitions that we will use to tell the listener

that we are changing ideas. Practice going through the process with their chosen topics.

Rebuttal will be Card #3. Repeat several times to practice the rebuttal part. Change roles and problems. Move about every 6 minutes so that each student can go through all four parts by themselves.

Guided Practice/Checking for Understanding: Pass out envelopes with cue cards in them; one per partner. Lay out the cards in order. There will be a fifth card that we will use later. Have kids take one of their arguments and work it through with their partner. After the first person presents their argument, their partner will do Card

#3, Rebuttal.

Lorey

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry – C-5 Lesson Plan Template for Observation Page 2 of 2

Independent Practice: Students will burrito-fold a macho burrito (3 columns). Students will complete the organizer using appropriate transitions words:

Fold #1: Statement about who the audience will be Fold #2: Position Statement Fold #3: Argument Fold #4: Counterargument Fold #5: Rebuttal Fold #6: Conclusion

Closure and Moving On Homework or class time, if time permits: Write your sentences in paragraph form. Make sure you use appropriate transition words. (Teacher should demonstrate so that students are clear about the assignment.) Assess student progress: Students will write at least 5 sentences that follow the correct format.

Attach the graded work from the three Focus Students.

Copyright © California Commission on Teacher Credentialing and the Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-6 Observation Record Page 1 of 2

Observation Record Part 1

Participating Teacher Lorey Dan Date: 3/15/08

Support Provider L. Hopkins Content Standard:

Writing 2.5 Write a composition that presents a clear position on a subject, supports that position with evidence, and addresses a reader’s possible arguments

Support provider gathers evidence during the observation as related to the focus question, selected CSTP, Content Standard, and Induction Standard(s). Focus Question(s) and related CSTP: Focus question: Can students write a logically persuasive essay using the Step Up to Writing format? CSTP 3.2 Organizing curriculum to support student understanding and subject matter Induction Standard(s) Focus: 15 Core academic content and subject specific pedagogy

Time Observation Begins:12:50

Time Observation Ends:1:40

Observation Data: Whole group, pair/share Direct Instruction teacher modeling, guided practice, independent practice Content vocabulary: persuasion, argument, counterargument, rebuttal T- We are going to talk today about persuading, not arguing T- We have to learn how to write a persuasive argument St. – Read the directions (learning goals) on white board orally together T – We’ve talked about arguing…(relates to previous learning) St. – with partner, discuss subject areas that they would persuade parents or teachers T – has students share ideas (111) St – share with partner something they would try to persuade T – checks for understanding by listening to partners share St – share ideas (111) T – Who would your audience be? St- respond by raising hands (1111) T – I wrote down a few ideas (lists on overhead) St – read list orally together T – We could ask why, for what reason? Who is your audience? T – Discusses topics and audience (1111) St- write ideas on something they want to persuade someone to do T – displays chart card with Step 1: I believe I think T- You are going to persuade me. Who thinks they can do that? St- raise hands. One student goes to front of room and states argument


T – Did that persuade me? T displays chart card with Step 2 One reason One important reason First St - add second step to their paper St – goes to front of room I believe we should have less homework… T – Raise your hand and tell me what kind of response might I say back to her? I’m going to call it a counterargument St – respond by raising hands (111) T – Displays 3rd step, Think ahead, be ready to make a counterargument,on chart card I will Certainly Of course Admittedly Obviously I will concede T – You’re ready for the argument, models two examples T – To get to this step you have to…. St – work with partners T – Let’s choose argument (has students vote) T – Models. I think 6th graders should be able to go to dances…gives reasons…argument T – Displays 4th step on chart card Rebuttal However On the other hand… T – Models… I think we should buy a puppy…goes through Steps 1,2,3,4 T – With your partner, choose an argument St – discuss with partner T – Choose what your persuasion is going to be T – plays music T – uses cards to call on pair of students (111) T – Role leaders (have envelopes on desks) get our cards 1-4 How did you choose role leaders? Take cards out so your partners can see them T – Checks for understanding How did you pair your students? St – Demonstrates four steps (1) T – Re-teaches cards 3 and 4. Reminds students they must be about the same argument T – Take your macho burrito paper… St – make circles green, yellow, yellow, yellow T – check for understanding by walking around room T – We’re going to think of an argument… How many of you like the argument you already have? St – raise hands T – How many of you want something different? St – raise hands T – Displays large chart Argument, Counterargument, Rebuttal T – Model first column…I think 6th grades should have more homework… St – write theirs on buritto T – calls on students using cards T – models 2nd column… One reason is that students have nothing better to do St – write theirs on burrito using transition words from cue card 2 T – visualize the person you would be asking this T – models 3rd column counterargument with transition St – write own counterargument using transition words from cue card 3 T – For the rebuttal you must go back to the counterargument T – models rebuttal on chart


St – write rebuttal using transition words from cue card 4 T – We know a paragraph has to be green, yellow… T – Has students get out folded paper T – On the top, tell me your audience T – Display folded paper on overhead T – Write G, Y, Y, Y T – Goes over rules for G, Y, Y, Y St – Make sentence strips for G, Y, Y, Y T – Checks for understanding (works with one student who has two arguments) T – When you have finished with cards… T – Are you ready to write a clear position that supports an argument? Check the box(es) indicating each CSTP that was observed during this lesson.

X Engaging and Supporting All Students in Learning (1) (1)Connected prior knowledge (arguments), interests (choice of arguments); variety of instructional strategies; students choose own topics, work with partners;

X Planning Instruction and Designing Learning Experiences for All Students (4) Teacher has students choose own topic for persuasive writing; Goals are written on white board; Instruction is sequenced into four steps for writing a persuasive argument;

X Creating and Maintaining Effective Environments for Student Learning (2) Students sit in rows which allow them to partner with another student; students raise hands to respond; teacher uses cards to call on students; teacher uses timer to keep students on task;

X Assessing Student Learning (5) Teacher wrote goals on white board; students completed a T chart for persuasive writing

X Understanding and Organizing Subject Matter for Student Learning (3) Teacher models steps for persuasive writing; uses Step Up to Writing colors; uses overhead, white board, chart cards, large chart, envelopes with cue cards, CD player, CD

Developing as a Professional Educator (6)

Check the box(es) indicating each Induction Standard(s) that was observed during this lesson. X Teaching Curriculum to All Students in

California Schools (15)Lesson addressed Content Standards

Creating a Supportive and Healthy Environment for Student Learning (18)

X Using Technology to Support Student X Teaching English Learners (19) use of visuals, T


Learning (16) overhead, CD player, CD charts X Equity, Diversity, and Access to the Core

Curriculum (17) Teacher uses cards to randomly call on students

X Teaching Special Populations (20) use of visuals, T charts, checks for understanding

Inquiry Observation

Part 2 Focus student 1- English Learner: Student sat in front of room Student raised hand seven times Student worked with partner Student completed T charts

Focus student 2-Special Needs: Student was close in proximity to teacher Teacher checked for understanding two times. Student worked with partner Student completed T charts with help from partner

Focus student 3- Choice: Student raised hand nine times. Teacher called on student one time. Student worked with partner. Student completed T charts

A seating chart may provide information for additional note taking

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 C-7 Analysis of Student Work Page 1 of 1

Analysis of Student Work Date: ______________________________

DIRECTIONS: After the support provider observation, review student work completed from the lesson observed. Attach copies of the three focus students’ graded/scored work. Remove last names for confidentiality.

1. Describe what your students were able to achieve in relation to the academic content standards taught and your learning goals.

Class: My class, as a whole, seem to understand the concepts behind persuasive writing. They are beginning to use the elements of persuasive writing in their essays with confidence and in a way that actually makes sense and is easy for the reader to follow. We still need to work on presenting a cohesive argument and developing a strong rebuttal that clearly addresses the main points.

Focus student 1: Kimberly, English Learner This student made a list of points in her essay instead of writing them in sentences. She did not begin her essay with a position statement so the reader never clearly understands what the essay is about until they’ve read two or three sentences. She did not present any counterarguments to rebut the author’s position. Kimberly made multiple spelling and punctuation errors.

Focus student 2: Christina, Special Populations This student began her essay with an interesting statement that successfully engaged the reader. She stated her position clearly in the second sentence so that the reader understood the premise. She gave several reasons that support her position statement. She concluded her persuasive essay with another engaging statement so that the reader felt her enthusiasm for the subject. Christina did not give a rebuttal in her essay. She also made some minor spelling and punctuation errors.

Focus student 3: Ian, Choice This student stated his position in the first sentence so that the reader knew right away the premise of his argument. He gave several reasons that supported his position. Ian does give a rebuttal statement that begins with the transition words, “Even though….” He concludes his essay with a strong statement. Ian made several spelling and punctuation errors. He began his essay with a run-on sentence.

Lorey

Copyright © Commission on Teacher Credentialing and the California Department of Education Page 1 of 2 Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09Inquiry: C-8 Summative Assessment

Summative Assessment Part 1

District student assessment data may be substituted for C-8 – Part 1

Date: ______________

DIRECTIONS: Complete the instructional unit and give the summative assessment to your students. Collect the student responses and analyze the results. Attach a copy of the assessment and scoring guide for the summative assessment. 1. Review the summative assessment directions and questions (items) and the scoring guide. 2. Read each student response and sort responses into two levels of performance. student responses basic or proficient or advanced student responses below basic or far below basic 3. Sort student responses at or above grade level into two levels of performance. student responses basic student responses proficient or advanced 4. Sort student responses below grade level into two levels of performance. student responses below basic student responses far below basic DIRECTIONS: Record students’ names in the respective performance level column.

Far Below Basic Below Basic Basic

Proficient or Advanced

Esperanza *Kimberly C. Mallory *Christina

Maya Connor Karina Angelica

Tristan Alexis Garett

Matthew H. Evan Alec

Ye-Rin Brandon C. Tyler

Matthew N. Michael *Ian

Brandon S. Jayde Jonathan

Noah Brent

Sinclaire Yazmeth

Brianna Sarah

Nina Blake

Lorey

Page 2 of 2

Summative Assessment Reflection

Part 2 How do I know that they learned?

What will I do if they didn’t? What will I do if they already know?

Date: ____________

DIRECTIONS: 1. Review stated learning goals on Essential Components for Instruction (C-2, Box 2) and describe the learning outcomes. 2. Reflect on the Essential Component for instruction, C-2, Boxes 6, 9, and 10. For students scoring

below basic and/or far below basic describe how the following may or may not have had an impact on their learning?

a. Modifications/Accommodations: (Box 9) I met with these students to have individual conferences with them about their writing. I partnered them up with a strong academic student so that their questions could be answered immediately and so that they would have a strong model to follow.

b. Prior Knowledge: (Box 6) The students who scored below basic or far below basic had a difficult time understanding the concept of persuasive writing because they didn’t have any prior experience with this genre. I had to meet with them multiple times to introduce and explain the concept.

c. Instructional Strategies: (Box 10) I used strategies that were shared with me as I completed my Action Plan. I used the color cards and found great success with them. Using the burrito fold paper helped kids organize their thoughts. Partnering them up helped all students achieve success.

d. Other: 3. Based on the summative assessment results, complete the following questions and attach

copies of the summative assessment responses for your three focus students. a) What do you observe in this student’s work? b) What does the student work sample tell you about the effect of the instructional strategies

you used? c) What is the next step for this student and why?

Focus student 1: English learner This student understood the genre of persuasive writing but needs to refine the components more clearly. She needs to work on improving her spelling and punctuation skills. I think that the instructional strategies I used were effective.

Focus student 2: Special needs This student clearly understands the genre of persuasive writing, as is evidence by her work. She went above and beyond the expectations. She used extended vocabulary words and varied sentence structure in her essay. I think that the instructional strategies I used were effective.

Focus student 3: Choice This student understood the genre of persuasive writing but needs to refine the components more clearly. He needs to work on improving his spelling and punctuation skills. I think that the instructional strategies I used were effective. 4. What appropriate interventions will you provide for students who did not meet the learning goal?

I will continue to work with these students until they master persuasive writing.

5. What will you do for the students who exceeded the learning goal?

I will continue to challenge them as they learn new writing genres

LAUSD BTSA Induction Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 ......

Documents

Transcript of LAUSD BTSA Induction Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 ......