Background information: Ms. Washington is about to begin her first year as a Kindergarten teacher in Shelby County Schools. She has an incoming class of 16 students from diverse backgrounds. Some of her incoming students can write their names, read the alphabet and count to 10. Others cannot identify any letters or numbers. Ms. Washington does not know the academic level of her students. She hopes to determine this with her beginning-of-year assessment. Effective teachers set ambitious goals for their students and develop units, lessons, and objectives focused on pushing students to meet these goals. They use benchmarks and assessments to measure whether their students are on track to reach these goals, and plan their next steps based on that data. The specific elements of a long-term plan are defined below: Legend Term Definition Year-end goal An ambitious goal that serves as a measurable vision of success Unit A year's worth of learning is typically divided into "units" that build upon each other in order to ensure that students learn all necessary material Standard Broad-based learning goals that all students are expected to attain Objective Goal of a learning activity or lesson. (e.g. what you want students to know or be able to do by the end of a lesson) Assessment A tool used to evaluate and measure a student’s progress and/or achievement (e.g. a test) Benchmark An assessment that measures student learning for a subset of standards or objectives (e.g. a quiz) Mastery Generally defined as at least an 80% average Remediation Process of intervening to re-teach or offer additional learning when students fall short of mastery of standards/objectives Prompt: With the background information above, review Ms. Washington's unit plan below and assess the following elements as either acceptable or unacceptable, explaining your rationale for each. *Answer each question in approximately 50 words or less. Ms. Washington’s Kindergarten Math Unit 1 Plan Unit 1: Counting with #s 0-9 Year End Goal: at least 80% of students will pass end-of-year standardized Kindergarten math exam with at least 80% mastery on exam Unit goal: at least 70% of class will pass Unit 1 exam with at least 80% mastery on exam Unit Dates Unit Standard Lesson Objective Remediation Plans Beginning of year assessment Assess all unit 1 standards below Assess all unit 1 objectives below August 6-17 Count 0-9 Students know the numbers 0-9 Students know the numbers 10-100 Students can count out loud the numbers 0-9 Benchmark Quiz 1 (assess all content Aug 6-17) Assess counting 0-9 Assess all Aug 6-17 objectives Student/s who achieve less than 70% mastery will receive remediation August 20-31 Count with pennies Students understand a penny is worth one cent TBD based on benchmark results Students can count pennies with one-to-one correspondence TBD based on benchmark results Benchmark Quiz 2 (assess all content Aug 20-31) Assesses Knowing the Counting Words “How Many” Assesses Knowing the Counting Words “How Many” Student/s who achieve less than 70% mastery will receive remediation Final Unit Assessment No unit assessment necessary due to previous benchmark exams N/A N/A 1. Year-end goal Exercise1YearEndGoalDD * Please provide your rationale for your choice above. 2. Unit goal Exercise1UnitGoalDD * Please provide your rationale for your choice above. 3. Alignment of all objectives with standards Exercise1AlignmentDD * Please provide your rationale for your choice above. 4. Unit Assessment Exercise1AssessmentDD * Please provide your rationale for your choice above. Exercise #2 Ms. Washington has just given her class their Unit 1 math assessment. The results of that assessment, and their previous benchmark assessments, are shown here. Prompt: Analyze the Student Assessment Data below and respond to the following questions. Assume that Ms. Washington is responsible for 100% of all student learning or regression that comes after the Beginning of Year Assessment. *Answer each question in 50 words or less. You may want to reference Ms. Washington’s unit plan while answering these questions. Ms. Washington's Kindergarten Math Unit 1 Assessment Data Students Beginning of year assessment Benchmark Quiz 1 (Aug 6-17) Benchmark Quiz 2 (Aug 20-31) Final Unit Assessment Last Name First Name Standards assessed on 1st day of school to gauge students' pre-existing knowledge (Ms. Washington not responsible for these scores) Standard Assessed Standard Assessed Standards Assessed Final Unit Assessment overall score Count 0-9 Count with pennies Count 0-9 Count with pennies Adams Tim 65 72 90 71 88 80 Anderson Jackie 88 88 88 88 88 88 Armstrong Lawrence 2 35 1 30 2 16 Barker Amy 64 92 92 60 80 70 Bradley Terry 44 85 80 96 81 89 Brooks Kevin 20 60 80 81 85 83 Campbell Felecia 49 62 75 96 80 88 Cooper Rochelle 33 54 65 60 4 32 Fisher Michael 61 75 70 41 80 61 Harris Thelma 31 61 71 95 82 89 Kennedy Barbara 21 50 81 55 80 68 King Malik 88 90 67 81 80 81 Knight Aaron 35 71 80 85 82 84 Marshall Miles 72 70 80 68 83 76 Palmer Daryll 21 76 50 96 52 74 Williamson Jessica 45 50 70 45 60 53 Class Averages 46 68 71 72 69 71 1. Based on your evaluation of Ms. Washington's unit plan and the data shown here, is the class on track and ready to advance to unit 2? Please explain using any available evidence from the student data above. 2. How is Jackie Anderson doing? Is Ms. Washington teaching Jackie Anderson effectively – why or why not? 3. Please identify two students for whom remediation was not successful or was not performed, using as much evidence from the student data as possible to explain your choices. Please note the specific standard/s for which remediation was not successful for these students. Exercise #3 One of a classroom teacher's most important jobs is managing the classroom effectively. Teachers can establish clear expectations for behavior in three ways: by managing classroom/learning time effectively, by establishing clear rules and procedures, and by providing consequences for student behavior. Prompt: Review the two scenarios below and assess Ms. Washington’s actions as either acceptable or unacceptable, explaining your rationale for each. Assume that all students do not know Ms. Washington’s behavior expectations. *Answer each question in approximately 50 words or less. Ms. Washington’s students are lined up outside her door to begin the class period. She instructs her students to enter the classroom silently, take their seats, and get out their homework from the previous night for her to check. Once the students are seated and have placed their homework on their desks, Ms. Washington circulates the room checking each student’s homework while they sit silently. After she has completed this task, she begins the lesson for the day. 1. Scenario 1 Exercise3Scenario1DD * Please provide your rationale for your choice above. Assume that all students do not know Ms. Washington’s behavior expectations. Ms. Washington reviews a math problem on the board with her students, then assigns them to work on another math problem silently at their desks for the next 5 minutes. After providing these instructions, Ms. Washington goes to her desk and begins grading papers from the previous day. Two students begin whispering to one another, so Ms. Washington looks up from her desk, tells one of the students to stop talking, and returns to grading papers. 2. Scenario 2 Exercise3Scenario2DD * Please provide your rationale for your choice above. Assume that all students do not know Ms. Washington’s behavior expectations. After Ms. Washington has finished explaining a new objective and demonstrated a few examples on the board, she has planned for the students to work in groups to complete a worksheet using some tiles and blocks currently located in the back of the classroom. Students will have to move their desks into groups in order to participate in the task. She gives the students the following instructions for moving their desks into groups and using the manipulatives, “Students, please turn your desks to get into groups of four with some of the other students around you. One person from the group needs to go to the back table and pick up a bag with the manipulatives you should use.” 3. Scenario 3 Exercise3Scenario3DD * Please provide your rationale for your choice above. Assume that all students do not know Ms. Washington’s behavior expectations.