EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Candidate: Tiara Miles District:OCSD5 Major: Elementary Educations

Cooperating Teacher: Mrs. Murray School: Brookdale Elementary Cognate(s): English Section I: Student Information

Grade: 4 Year: 2014

th

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Description (of your findings in terms of your students) Mrs. Murrays fourth grade class is composed of 19 students. Eight of those students are males and eleven of those students are female. Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.) This information was gathered by viewing Mrs. Murrays classroom roster.

Ethnicity

S.E.S

Mrs. Murrays fourth grade class is composed of all African American students. Mrs. Murrays fourth grade students all receive free lunch.

This information was gathered by observing Mrs. Murrays fourth grade class. This information was collected by observing students as they went through the lunch line, speaking with the lunch cashier, and also speaking with Mrs. Murray. This information was collected by conferencing with Mrs. Murray and also speaking with the school guidance counselor. This information was collected by observing Mrs. Murrays fourth grade class.

Resource

English Language Learners

Reading levels

Mrs. Murray has six students who receive instructional assistance for a resource instructor. Mrs. Murray has no English Language Learners in her class. Each students first language is English. Out of Mrs. Murrays entire class there are only 5 students reading on their reading level. There are 3 students reading above their reading level. The remaining students are reading below their reading level. The reading levels for Mrs. Murrays nd fourth grade class ranges from 2 th grade to 6 grade.

This information was collected by conferencing with Mrs. Murray and also viewing her Accelerated Reader and School Pace information.

Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?

From reviewing this information that I received from my mentor teacher, Mrs. Murray and different reliable sources, I feel this information is very important when planning my future lessons. While the students are all African American, they are still very much diverse when it comes to learning and performance abilities.. When preparing my Long Range Plan and reflective lesson plans I will be sure to refer to this information. With this data, I will be able to ensure that each student receives the necessary accommodations to promote student learning in the classroom.

Section II: Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students

Subject: Mathematics

Long Range Learning and/or Developmental Goals Understand decimal notation for fractions, and compare decimal fractions. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit Geometric measurement: understand concepts of angle and measure angles Draw and identify lines and angles, and classify shapes by properties of their lines and angles

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why? My main focus is

for my students to perform very well on state test (PASS), District test (Benchmark), and criterion-reference test (classroom assessments). The standards were crated by the state and district to prepare the students for success. The students must show an understanding of the content before being promoted to fifth grade. I believe al of the goals are important for students to achieve to ensure that they are able to pass standardized test and also show that they are ready for the next grade level.
Subject: Science

Long Range Learning and/or Developmental Goals

The student will use the science and engineering practices, including the processes and skills of scientific inquiry, to develop understandings of science content. The student will demonstrate an understanding of the water cycle and weather and climate patterns. The student will demonstrate an understanding of the locations, movements, and patterns of stars and objects in the solar system. The student will demonstrate an understanding of the properties of light and sound as forms of energy.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

My main focus is for my students to perform very well on state test (PASS), District test (Benchmark), and criterionreference test (classroom assessments). The standards were created by the state and district to prepare the students for success. The students must show an understanding of the content before being promoted to fifth grade. I believe al of the goals are important for students to achieve to ensure that they are able to pass standardized test and also show that they are ready for the next grade level
Section III: Instructional Units Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Mathematics Unit Length (i.e., approximate number of lessons 2 weeks

Unit Topic or Description -- Key Element

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

2 weeks

1 week 2 weeks

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide assists the teacher in knowing what standard to teach and the recommended time frame to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher Mrs. Murray, I decided to place these standards in the above sequence because each standard ties in with another standard. Although I am expected to spend 1week -2 weeks on a certain skill, I will spiral teach previous covered standards to keep the students assist the students with retaining the information

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Science Unit Length (i.e., approximate number of lessons 1 week 2 weeks

Unit Topic or Description

4.P.1A.1 Ask questions that can be (1) answered using scientific investigations or (2) used to refine models, explanations, or designs. 4.E.2A.1 Obtain and communicate information about some of the gases in the atmosphere (including oxygen, nitrogen, and water vapor) to develop models that exemplify the composition of Earths atmosphere where weather takes place. 4.E.3A.1 Develop and use models of Earths solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. 4.P.4A.1 Construct scientific arguments to support the claim that white light is made up of different colors.
Revised Fall 2013 ACEI/NAEYC 2010 Standards

2 weeks

1 week

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction? The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide assists the teacher in knowing what standard to teach and the recommended time frame to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher Mrs. Murray, I decided to place these standards in the above sequence because each standard ties in with another standard. Although I am expected to spend 1week -2 weeks on a certain skill, I will spiral teach previous covered standards to keep the students assist the students with retaining the information.

Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Smart Board Power point presentations Study- Island program Handouts Dry erase board Dry erase markers computer printer

Student Materials South Carolina PASS Coach practice book Science text book Math journal Science journal pencil

Section IV: Assessment of Student Performance Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative) Tests, quizzes, and projects

Evaluative Criteria

A= 93-100 B= 92-85 C= 84-77 D= 76-70 F=69-0

Student Progress/Achievement Reporting Method(s) Power teacher grade book, progress reports, weekly parent communication

Matching Standard

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

Homework

A= 93-100 B= 92-85 C= 84-77 D= 76-70 F=69-0

Weekly parent communication

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject? I determined that my major assessments were appropriate for my students with the help of my mentor teacher. She demonstrated to me how she has assessed the students in the past and how affective it was for her as the teacher, the students, and the parents. For their homework, worksheets were taken from the same format as the tests they would be receiving. I will help my students and their parents understand the evaluation criteria by clearly communicating my expectations during the school year. Parents will be updated on their students progress every two weeks th rough the administration of bi-weekly progress report being sent home signed and returned by the student and parent to verify their acknowledgement of seeing the graded activities that were completed. This will be in addition to interim reports as well as report cards. Section IV B: Assessment of Student Performance Record Keeping Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement: Students will complete work book pages which serve as individual assignments every day Students will also be given activities (problem solving mats) that they will work on throughout the week and receive a grade for it on every Friday. Short quizzes will also be given at the end of the week before the weekly assessments. Grades collected from the assessments will be entered into Power Teacher weekly. Students who have missing work will be given the chance to complete them during related arts period.

B.

Procedures for aggregating and displaying data: The process of aggregating data will take place daily through grading homework assignments and classroom assignments. The data will consist of the students comprehension of the specific objective being covered for math and science that day. Grades will be put into the system and based on the results, students who passed and whose work is neat and complete will have their work showcased on the bulletin boards.

C.

How will you use the data to make instructional decisions? The data collected will be used to reflect on whether or not my students comprehended the concept being taught during the week. The data will also be used to inform me on the necessary changes to my instruction to ensure that each student is understanding and comprehending the learning objective.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section V: Classroom Management Describe your expectations for student behavior during instruction and during non-instructional routines. . Write your description as you were explaining these expectations to your students and their parents. List the rules and consequences, and your procedures for non-instructional activities. EXPECTATIONS DURING INSTRUCTION

During instruction students are expected to remain quiet (unless called on) and attentive. If the lesson requires students to take notes, they are required to have the necessary materials (journals EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES and pencils) to take notes during instruction. Students are expected to remain quiet and attentive in order to ensure that every child has the opportunity to listen and comprehend the lesson. If a student needs to get up during instruction they are expected to raise their hand and wait on the teacher to acknowledge them to ask for permission to move. Students are expected to do this in an effort to minimize distractions during instructional time.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES RULES AND CONSEQUENCES

Rules 1. 2. 3. 4. Listen and follow directions the first time. Raise your hand and wait for permission to speak. Keep hands, feet, and objects to yourself. Have all classroom materials and supplies with you before entering the classroom.

Consequences 1. 2. 3. 4. Verbal warning. A student/ teacher conference Rule reflection corner Call Parent

Incentives 1. 2. 3. Verbal Praise from the teacher Stickers and stamps Student will receive candy from the classroom candy box.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important? The most important considerations in managing the classroom to maximize instructional time is knowing your students. By knowing each student Ill know which students are most likely to lose attention during instructional time, which students are most likely to cause a distraction during instructional time, as well as which student will probably require additional assistance. By knowing these considerations about my students I will be better able to manage the classroom and maximize instructional time by strategically placing students in certain areas to ensure that they are focused and not causing a distr4action, actively engaging students with a focus on students who are likely to lose interest faster than other students, and also having a system in place (working in small groups at the back table in the classroom) for students who need additional assistance..

Section VI: Parent Communications Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities. Procedures for providing initial information

At the beginning of the year a letter will be sent home to all parents. This letter will introduce me to parents and share also share my expectations for the school year. It will include an invitation to parents to take an active role in their students education by inviting them to stop by the classroom periodically to check on their child as well as participate in school programs that involve parents. I will also send home weekly newsletters to parents to keep them up to date on what is taking place in our classroom as well as our learning community. For students having behavioral problem s or students in need of additional assistance and attention I will communicate with parents over the phone. Parents will have the opportunity to be involved in students education by assisting them with the daily home work that will be sent home.

Parents will have the opportunity to be involved in their childs learning on a daily bases through homework assignments and a school wide reading imitative (American Reading Company) Parents are encouraged to assist and look over student homework. This will increase student comprehension while also keeping parents up to date on what standards and objectives are being covered. The school wide reading initiative (American Reading Company) requires students to read at least two books every evening. Parents are encouraged to read along with their child and also sign their childs Revised Fall 2013 log ACEI/NAEYC 2010 Standards reading every evening after the student reads.

Procedures for involving parents with the learning at home Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

A.

Strengths: The strength of a long range lesson plan is that I will have a frame work of the standards I am expected to teach. This will help me stay on track with the lessons and standards to cover each week. I will also be able to reference my long range plan whenever I have any questions or concerns on what needs to be covered during each standard.

B.

Weaknesses One weakness will be staying on track when it comes to the amount of time allocated to teach each lesson. Certain lessons will take longer to teach than others. It is important that I stick the allotted time frame and properly utilize time management to ensure that I am able to cover each lesson.

I C. Time line for evaluating long range plan component. Mrs. Murray and I will frequently reference my long range lesson plan to evaluate it and also ensure that I am sticking to the long range plan. We will also reflect on it to after each lesson to see if there are any modifications that need to be made for future lessons.

D.

List modifications and adaptations that you think might be needed to improve the procedures. Time modifications (some lessons required more time than others)

Assessment modifications (some students didnt understand what was expected of them for their homework assignment. I will review the home work with the students from now on to ensure that they understand what they are expected to do.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

E.

Plan for reflecting on your teaching practices.

My reflective lesson plan will be used to reflective my teaching practices during the week. After each lesson I will use student assessments both formal and informal to determine whether or not the lesson and my teaching was effective. Based off what I gather from these reflections I will make the necessary modifications to ensure that each student is learning.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Plan Scoring Rubric

ACEI/ NAEYC

Component

Target (3)
Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences. Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students development, learning, and motivation to learn.

Acceptable (2)
Describes students according to their differences, but is unclear about ways to accommodate differences when planning. Data is collected from at least three types of sources and the candidate shows some understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups. Goals reflect an understanding of the diversity of students in their development and learning styles and reflect at least two of the following: race, ethnicity, culture or exceptional needs. The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered.

Unacceptable (1)
Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning.

Score

1.0/1a

Description of Students

5.2/2c;3b

Contextual Factors

Used primarily secondary source data (records) to obtain data. No school or community data included. Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

3.1/3a

Learning and Developmental Goals

3.2/1c

Learning and Developmental Goals

Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.

Goals lack sensitivity to the diversity of students.

2.1/5a

Units of Instruction - English Language Arts

The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered. The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered.

2.2/5a

Units of Instruction - Science

Revised Fall 2013 ACEI/NAEYC 2010 Standards

2.3/5a

Units of Instruction - Mathematics

The content area related to concepts of number and operations, algebra, geometry, measurement, and data analysis and probability is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area related to concepts of history, geography, and the social sciences is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Clear integration of visual and performing arts (dance, music, theater and the visual arts) is indicated multiple times throughout the units. Clear integration of health is indicated multiple times throughout the units. PE is clearly integrated several times in each of the units.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Visual and performing key elements are integrated at least twice within each unit outline. Health key elements are integrated at least twice within each unit outline. PE key elements are integrated at least twice within each unit outline. Materials list is adequate to support units. List represents variety. Materials list tends to be general in nature and does not focus comprehensively on student characteristics, enrichment, enhancement, and students needs. No evidence of the use of community resources. Technology listed includes the teachers and students uses of tools to reflect an understanding of its use as a communication tool.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of mathematics skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of social studies skills. The content is not paced so objectives are covered. Visual and performing arts key elements are not included in each unit. Health key elements are not included in each unit. Physical Education key elements are not included in each unit. Materials list is inadequate and tends to represent traditionally supplied materials. Materials are general and do not directly support or enrich curriculum units. Student needs and characteristics do not appear to drive the choices of materials and resources. No community resources are used. Technology listed includes only the teachers use of technology for instructional presentations.

2.4/5a

Units of Instruction Social Studies

2.5/5a

Instructional Units Visual and Performing Arts Instructional Units Health Instructional Units Physical Education

2.6/5a

2.7/5a

1.0/4c

Instructional Materials & Resources

Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge, and motivation to learn. Evidence of the use of community resources is provided. Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction. Formative and summative assessments, use direct and indirect methods, match learning goals, instructional activities, and represent a variety of assessment strategies. The strategies are appropriate for the content to be covered and the students ability and developmental levels. Criteria for the weighting process and evaluating results are clear, concise and promote intellectual, social, emotional, and the physical development of students. Higher level thinking and student reflection are promoted.

3.5/4b

Instructional Materials & Resources

4.0/3b

Assessment

Formative and summative assessments match learning goals and the content to be covered, but the majority are traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application.

Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

4.0/3b

Student Records

Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear. States explicit expectations of students and consequences for misbehavior. Rules and consequences are limited to 5 or less, are age appropriate, focus on behaviors rather than students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning. Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls. Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning. Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children. Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process.

Procedures for maintaining recorded data are clear, with some strategies for developing, aggregating and displaying data for decision making. Some information is given for using data to make decisions and to promote the relationship between data collection and reflective decision-making. Rules and consequences are age appropriate, represent support for a positive learning environment, and are limited to 5 or less. Instructional procedures cover most of the areas that promote minimal loss of instructional time. Provides adequate directions for noninstructional activities. Adequate evidence exists that the candidate plans to establish an open line of communication on an initial and periodic basis, regarding pertinent information involving students, families, and the learning community to enhance learning; sensitivity to diversity is clear. Adequate collaboration regarding communication with the learning community is evident. Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.

Procedures for maintaining recorded data are somewhat clear, but little to no plan is developed for aggregating and displaying data for decision making. Plan for using data to make decisions is unclear. No relationship between data collection and reflective decision-making. Rules and consequences are negative in nature and are not aligned with age appropriate practices. More than 5 rules are given. Rules allow for a loss of instructional time. No procedures for non-instructional were given. Uses minimal, to no attempts to involve the family in learning goals at the home or at school. Fails to provide specific examples of periodic communication methods. Sensitivity to diversity is unclear.

3.4/1c

Discipline Policy

3.4/1c

Procedures for NonInstructional Activities

5.2/2b

Parental Communications

5.2/2b

Parental Communications

No procedures for continuous communication involving the learning community. The candidate does not provide reflections or suggest recommendations for improving the process of teaching and learning.

5.1/4d

Reflections

OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards