Here are the steps that I would like for you to follow.  See Syllabus Page 3.

First:   Sign up for a time to be observed. 

• Use the schedule on the Portal---You may choose your date/time as long is it by the required date.
• Allow 45 minutes so that I can observe 30 minutes.
• Pay attention to dates (especially if you are working toward the 50-day mark)

Then,  Meet with CT to plan, review standard, gather materials.   It is helpful to use the FSC pre-conference questions as a guide.

At least three school days prior to your lesson: 

• Email your lesson plan to both me and your CT, at least THREE school days before your observation
• After you receive feedback from me via email...call me to discuss.   
• Then when you have feedback from  both me and CT revise your plan

On the day of your lesson:   Provide me a clean copy of the revised plan

After your lesson:  Get feedback from CT on your lesson 

Post Conference:  A few days or the following week after your lesson we will meet for post-conference. Make sure there s a time on the schedule to meet.  Be sure to bring with you #1-3.   (location TBD)

1. Post-conference form completed by you with the reflection questions
2. Feedback from your CT on the lesson
3. Copy of student work, data, evidence. (You need this for your data analysis assignment)

     After Post Conference:   Upload  #1-4 to Chalk and Wire (4 files).  See due dates on the portal under coursework

UPLOAD the following to Chalk and Wire for each lesson observation: 4 FILES

MUST scan and be able to read online. There is an APP available for scanning. 

Remember to NAME each file correctly with your name, and assignment or description.

Impact on P-12 Student Learning Data Analysis (200 points). See Syllabus page 7

4. F.1, 4.F.2, 4.F.3; ESOL: 5.2.b, 5.3.a, 5.3.b; PECS: 4.1, 4.2, 4.3, 4.4, 4.5, And 4.6 TPI: 2.1-4, 2.2-4

The candidate will write an analysis that focuses on P-12 student learning and describes the type of assessment tools used in the classroom and how they were used to guide instruction.

Candidates will upload:

• The analysis will include;
  • pre-assessment and graph,
  • post-assessment and graph,
  • Excel spreadsheet showing the assessment data.
  • and copies of your PPT slides.

PART 1:   Due by March 10

• Create, develop, and implement, a variety of formative and summative performance based assessments.
• Assessments must be aligned with standards-based instruction to monitor student progress, mastery, and learning gains and modify instruction as needed to accurately assess and adjust instruction.

PART 2:   The Analysis Paper (Due by April 7)

Analyze and evaluate student’s strengths and weaknesses based on data from multiple assessment sources.  Address #1-9 in your paper.

1. What are you assessing and why?
2. What are the multiple assessment sources? 
3. How was the data used to guide standards-based, differentiated instruction? 
4. How does the data help plan teaching strategies?
5. How was it used to modify assessments as needed to accommodate a variety of learning needs and abilities?

(Specifically-include ELLs, gifted needs and those with learning differences such as those with dyslexia and other learning needs and include in the analysis.

Include as part of your analysis:

6.   Pre-Assessment

Evaluate the students’ pre-assessment results using an Excel spreadsheet to show data for each student on their pre-assessment.

• Graph the data to show the overall class scores and achievement.
• For students scoring 75% or less on the pre-assessment, develop and implement a series of instructional activities designed specifically for these students.

7.  Post-Assessment.  

• Create and implement a post-assessment for the students who earned 75% or less on the pre-assessment to determine learning gains.
• Use an Excel spreadsheet to show data for each student on their post-assessment.

8.  EXCEL Spreadsheet

• Graph the data to show student learning gains between the pre-assessment and post-assessment. 

9.  LAST, (Due by April 7)

Use technology to analyze student assessment data and create a PowerPoint (just a few slides) to communicate progress, achievement, and learning gains to students and parents/caregivers. 

• Pretend this PPT is for parents to showing their  child’s progress, achievement, and learning gains. 
• Use class data but black out names or list them as student A, B, C. etc.
• Make it attractive, error free, and jargon friendly (use bullets, provide definitions, charts, graphs, etc)
• You can use voice over to tell them about each slide