Student Academic Progress Assignment

Background: The Virginia Department of Education mandates that all teacher education programs provide information on the
documentation of student learning by their student teachers. Therefore, we require each student teacher to document students
learning once during their student teaching experience. This documentation involves assessing each classroom students content
knowledge of a skill, concept, idea, view, or theory before it is taught and then assessing the students learning as a result of
his/her teaching. The following is a template for the documentation of student learning. This model is currently the sample of
goal setting for student academic progress provided by the Virginia Department of Education. Many local school districts use a
variation of this assignment.

Part A. Chart
I.
Setting: Describe the population and special learning circumstances of your students (Ex.
number of students, gender, ethnicity, academic levels, ability grouping).
II.
Content/Subject/Field Area: Choose a unit of instruction (at least 3-5 lessons). Describe the
area/topic addressed based on learner achievement, data analysis, or observational data. State
SOLs or National Standards.
III.
Baseline Data: What is shown by the current pre-test assessment data?
IV.
SMART Goal Statement: Describe what you want learners to accomplish.
(Specific, Measurable, Attainable, Results-oriented, Timely)
V.
Means for Attaining Goal: Overview of the strategies you will use to accomplish the goal(s).
Part B. Reflection
VI.
Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.
VII.
Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pre-test. Include the teaching strategies used and include a justification
for your instructional decisions. How did the results inform your instructional planning? Be
specific. This should be an expansion of part V (above).
VIII. Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?
Part C. Lesson Plans and Supplemental Materials
IX.
Include complete Bridgewater College format lesson plans (at least 3-5) that directly relate to
the goals and objectives. Include a copy of any supplemental resources (ex. assessment,
worksheets) you used to assist students in this unit but do not include individual student papers.
A score of 75% or higher must be achieved in each category to pass this assignment - Any category with a DN must be revised

SAPA
Teacher Candidates Name: Claire Palermo-Re
School: Linville-Edom Cooperating Teacher: Kara Porter
Subject/Grade:1st grade
School Year: Fall 2016
Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter
information electronically into the cells (the boxes will expand to fit the text).

I. Setting
I am student teaching in a first grade class at Linville-Edom Elementary
School. My class has 13 students - 4 boys and 9 girls. The majority of the
students are White - one girl is Biracial, one girl is Hispanic, and one boy
is African.. Two of my students were retained. One is repeating first
grade and the other repeated kindergarten last year. One student was
homeschooled for kindergarten and this is his first year in a formal school
setting. One student is ELL. This is his first year in America and his first
year of formal schooling. He previously lived in the Democratic Republic
of Congo and his family speaks Swahili at home. One student has a
special education assistant who comes into the classroom for writing and
for math. This student also leaves the classroom for speech once a week.
Three of my students have a TDT (therapeutic day treatment) counselor
who works with them both inside the classroom, as well as in her office.
Three of my students are above grade level in math. Four of my students
are below grade level in math, and six of my students are on grade level
for math.
II. Content/Subject/Field
Area

This unit is for a first grade math class.This unit covers using the words
greater than and less than to compare two numbers, ordering three
numbers from least to greatest, and ordering numbers using a number
line.
This unit forms the basis for SOL 2.1c. The student will compare two
whole numbers between 0 to 999, using symbols (<, >, or =) and words
(greater than, less than, or equal to).
1.1 The student will
a) count from 0 to 100 and write the corresponding numerals

III. Baseline Data

Summary of pre-test. In paragraph form. What stood out to you?
My assessment was a six question test. It was not multiple choice.
Instead, students had to circle or write in their answers. For example,
when I asked students which stack of cubes was greater I had them circle
the stack with the greatest number of cubes. When students had to show
me they were able to write three numbers in order from least to greatest, I
had them actually write the numbers instead or answering a multiple
choice question. When students had to use a number line to find a
number before or after, I had them circle the number on the number line.
This methodology t was more realistic than giving them a multiple choice
test. I chose not to utilize a multiple choice test as I wanted to see what
the students knew instead of whether or not they were good at guessing.
Question #1 on my pre-test required the students to circle the stack
with the greatest number t of blocks. None of my students missed this

question. This showed me that they understood what greatest meant and I
did not need to focus too much on this concept. I did not want to take this
out of my lesson plans, but I realized I did not need to focus on this as
much as I originally thought during math groups. Usually, math groups
are used to reinforce concepts that the students struggled with or find a
little more difficult.
The question that most students missed was question #2. For this
particular question, I gave the students three numbers and they had to put
them in order from least to greatest. To answer this question, my students
first had to know what greatest and least meant and then order the
numbers. It was a 2-step problem so I was not sure how they would do
with it. I hoped that once we practiced doing problems like this, they
would be able to correctly order the numbers. However, I did not think
many of them would answer it correctly on the pre-test. Seven students
missed this question which is a little more than half the class. Six
students answered this question correctly on the pre-test. This showed me
that we needed to practice this during our math groups. I needed to make
sure my students know how to break down the problem into steps. First,
decide which number is smallest and write it down first. Second,decide
which number is in between and write it down next. Finally, they needed
to decide which number is the greatest and write it down last.
Before the pre-test, I did not expect my students to understand how to
use a number line. Because of this,t I expected a majority of my class to
miss questions #3 and #4 because they involved a number line. However,
only three students missed question #3 and #4 on the pre-test. Based on
this, it appeared that a majority of my students already knew how to use a
number line. I still planned on reinforcing this concept during math small
groups. During small groups, the number line practice would be
differentiated so that students who already know how to use a number
line are still engaged and learning. I could do this by using bigger number
or having them find the number that is two after the number eight, or
something similar to that.
On the pre-test, only two of my students missed question #5. For this
question, I wrote 8 __ 10 and students had to write on the line what
number came in between these numbers. Student 4 and student 8 missed
this question. One of those students attempted the question but got it
wrong. The other student did not attempt any of the questions except for
question #1. The first student does not speak English very well which is
part of the reason he did not perform well . I gave them the pre-test
towards the beginning of the school year before he had learned a lot of
English. The other student who only answered one question correctly has
a special education assistant who works with her during math. If she gets
frustrated she puts her head down and refuses to work. She understood
the first question so she answered that one. However, she did not
understand the rest of the questions so she did not answer them. She
attempted one other question, but did not answer it correctly. Both of
these students are in the same math group. I knew that at least with their

group, I needed to review what between means and how to do

questions like number #5. The other two students in their group answered
this question correctly. However, it would not hurt them to practice this
skill a little more in a small group setting.
The only students who missed question #6 were student 4 and
student 8 as described above. For question #6, students had to circle the
stack with the least amount of blocks. I believe these two students did not
answer correctly because they do not know what least meant. I think
that if we talk about what least means, then they will be able to answer
questions like this correctly next time. I will make sure to review this
during our math talks on the carpet.
Out of my thirteen students, seven of them answered five out of the
six questions correctly on the pre-test. That was a bit of a surprise to me.
Nine of my students are on or above grade level. However, since this was
a pre-test, I did not expect them to do so well. I hoped they would all do
well after my lessons, but it was nice to see what my students are already
able to do and what they learned in kindergarten. My pre-test showed me
that I needed to work in math small groups on ordering numbers the most
because that was the most missed question. My pre-test also showed me
that some students only need help with the vocabulary. So before we
begin every math lesson, I intend to review the math vocabulary with
them on the rug before starting to show them any examples.

Goal

Observable Behavior

All students will answer at

least one more question
correctly on their post-test
than they did on their pretest.

I will compare students

individual performance on
their pre-test to their
performance on the post-test.

Criteria
Create a graph
comparing
students pre-test
scores to their
post-test scores so
I can easily see if
students answered
at least one more
question correct
on their post-test..

Measurement
Compare the number
of questions
answered correctly
on the pre-test to the
number of questions
answered correctly
on the post-test for
each student.

SMART Goal Statement:

By September 9th when my students take their post-test, at least 75% of students will answer five
or more questions on their post-test correctly.

Strategy
Math talks on the rug
before the start of every
lesson.

V. Means for Attaining Goal

Evidence
Target Date
I will ask students questions September 9th, 2016
to get them thinking about
our objective for the day.
Such as having students
explain our new vocabulary
in their own words. I will

During math small groups

students will play
interactive games with a
teacher or alone.

Students will complete

worksheets as a whole
class and independently.

Part B. Reflection

have as many kids as

possible share in the
discussion. . This way,
students can hear multiple
definitions for a word and
can use whichever one
makes the most sense to
them. We will also do
examples on the whiteboard
with students having the
opportunity to come up and
write on the whiteboard. I
will also have students share
how they found their
answers. This way students
will be able to hear multiple
ways to answer a question or
to think about a question.
The students playing the
games will be on the rug by
the math table. I will be able
to watch them at the same
time as I teach a small math
group. The math games will
relate to what we have
already learned. It should be
a review for students and
will help enforce what they
have already learned.
As a class, students will
complete part of their
worksheets. Students will
raise their hand and help
answer the questions. I will
walk around to make sure
students are on track. During
the independent portion, I
will again walk around and
observe. Once students
finish, they will show me
their paper so I can check it
before they can place it in
their mailbox. I will be able
to see all of the students
answers before they are
allowed to put their paper
away.

September 9th, 2016

September 9th, 2016

VI.

Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.
I will pre-assess before teaching by giving students a pre-test. Students will have a mini
office up so they have to focus on their own work and cannot look at a classmates paper.This will
ensure students do their own work. I chose this instrument because it was the clearest way for me
to see what they know and what they do not know. The questions on my pre-test are fill in the
blank or circling on a number line. I did not do multiple choice because I wanted to see what my
students know. I did not want them to just guess and circle an answer. Students were able to circle
answers on some of the questions on the pre-test guess but when I looked over their answers it
was easy for me to see what they were thinking or what students guessed. I designed my pre-test
like that for that very reason. I did not want students to be able to guess and get the questions
correct.
I think one strength of my assessment was that it was not multiple choice. One weakness
was that students could potentially guess on question #1 and #6 when they were asked to circle
the stack with the greatest amount of blocks and then the least amount of blocks. There are only
two stacks for both questions so they have a 50/50 chance of getting it correct. I could have
included three stacks. Then I could see if they were right or if they were guessing. For example if
they got it wrong and they circled the wrong one I could tell whether or not they understand what
least and greatest meant. They could still guess but it would be less likely that they got the answer
correct. Another strength is the length. Young students can not sit still and focus for a long period
of time. My assessment is only six questions long, however it covers all of the material I will be
teaching them. It is short enough that they will not get bored but it is long enough that I am able
to see what they know and what they do not understand. Another strength is the brevity of the test
itself. Although students had to write in their answers it did not take them long to do so. For most
of the questions, they had to either circle one thing or write one number. I think it would have
taken them longer if it was a multiple choice test. My students are not use to multiple choice tests
and get really confused by them. I think my assessment was simple enough for them to know
what to do, but still provided me with the necessary information to plan my lessons.

The graph showed me how the students performed on the pre-test and which questions
students struggled with or did really well on. Based on the first graph, I can tell student 4 and
student 8 really struggled on the pre-test compared to the rest of their classmates. They both only
answered 1 question correctly. Based on the second graph, I can see which questions the students
struggled with. I can tell that question # 2 was very difficult compared to the other questions.
Question #r 2 asked students to order three numbers from least to greatest. Based on the pre-test, I

knew I needed to have my students work on ordering numbers in small groups, as well as in our
whole group math time. That was something that all of my students needed more work on.
VII.

Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pre-test. Include the teaching strategies used and include a justification
for your instructional decisions. How did the results inform your instructional planning? Be
specific. This should be an expansion of part V (above).
I want 75% of my students to answer five or more questions correctly on their post-test. I
think this is definitely possible. On the pre-test, seven of my students answered five or more
questions correctly. In order to reach 75%, only three more students need to answer five or more
correctly. Three of my students answered four questions correctly. So if those students answer just
one more question correctly, then I would have met my goal. A majority of my students missed
question #2 on the pre-test. That question was about ordering three numbers from least to greatest
which is something they have not learned yet. I did not expect them to do well. However, I
figured after learning about it, a majority of my students would be able to answer question #2
correctly.
Based on the pre-test, I know that I need to go over the vocabulary with the students. We
need to discuss what between, before, and after mean before we start doing any worksheets
or math groups. I need to make sure students understand all of the vocabulary words so they will
be able to understand the concepts. I intend to reinforce vocabulary during math talks. I will ask
students what greatest means for example and then have students raise their hand to explain
what it means and give examples. I will let multiple students give examples. This way students
who do not understand what the word means can hear multiple examples. Hopefully, by listening
to their classmates explain the words in their own way, they will understand the new vocabulary. I
will make sure students all understand the vocabulary before beginning my lesson.
I used many different teaching strategies. I used whole group instruction and small group
instruction, as well as having students work independently. Students played games in a small
group and alone. To start every day, I had students gather on the rug. We always reviewed the
vocabulary before doing any math. I made sure students could give me examples to help explain
the vocabulary. To help explain less than and greater than, I held up two stacks of cubes and
asked students to describe the stacks using less than and greater than. I did the same thing
with least, greatest and between, except I used a deck of cards. First, I had students tell me
which card was greatest. Then which card was the least, and finally which card was in
between. Then we discussed ordering numbers from left to right. I used the cards again to have
the students help me order them. Before discussing before and after, I had students explain
what those words meant. Then I circled a number on a number line and asked which number
came before and which came after. We discussed how you could put your finger on the
number and then jump forward or backward depending on if they were finding the number that
comes after or the number that comes before. I made sure the students knew which way to
jump on the number line for before and after.
After explaining what we would be working on for that specific day on the rug and
showing students examples, we would do a few problems together on their worksheet. Before
allowing students to do anything alone, I wanted to make sure they understood what to do. After I
knew students were able to handle it, I allowed them to complete their worksheet independently.
They never worked on anything alone, without talking about it first as a class. After students

complete their independent work, we usually have math groups. The students in the lowest group
work with me and the cooperating teacher (CT). The other two groups work alone and with either
myself or my CT depending on the day. When students work with me or my CT we do the same
thing with them. However, we make sure to vary the game or activity depending upon the group
that meets with us. For example, one day I had students roll a dice and build a stack that high.
Then their partner would do the same. Once both stacks were built they would compare them
using greater than and least. For the higher group, I had them roll both dice and add the two
numbers before building their stack. Both groups did the same activity, comparing using greater
than or least, but one version was slightly more difficult. When students were on the rug, they
would play a game alone or with a buddy depending on what the game was. Before a game is
allowed to be played on the carpet, we make sure students understand how to play. That way they
are able to work alone and my CT and I are able to focus on the group sitting in front of us.
I chose to use math talks on the carpet, whole group math worksheets, independent math
worksheets, math games with a buddy, math groups alone, and small math groups because I think
having so many different ways of teaching the same thing benefits all students. Some students
need smaller groups to help them learn while other students are able to complete work alone and
prefer to work this way. By utilizing so many different teaching strategies, I provide multiple
ways for students to learn and hope that at least one or more clicks.. During small math groups,
my CT and I are able to give more attention to the students who struggle more with math. Each
strategy has a different purpose. The math games either alone or with a buddy show the kids that
they can have fun and play games while still doing math. Often times, the students get really
excited with some of the games and do not even realize they are learning math skills Math talks
on the carpet help me make sure students have the background knowledge necessary to complete
the days assignment. Students love when they get to come up to the whiteboard in front of the
whole class to help me show examples of what they will later be doing independently. Students
doing math work independently shows me whether or not they understand what to do. When we
do math worksheets together, it is usually easy for the students to follow along. However, when
they are doing the work alone I can see what they are struggling with. The math groups and the
math games that we play are designed to focus on what students need extra help with. For
example, after the pre-test I knew students needed more help with ordering so I made sure
ordering was included in our small math groups. It is easier to explain a difficult concept to four
or five kids as opposed to the whole class.
My pre-test also showed that the students needed help with number lines. So I made sure
we went over that during small groups. In small groups, each student got a number line and a
whiteboard marker. I would tell them to circle 10. Then ask them to circle the number after 10.
They were not allowed to erase until I looked at all of their boards to make sure they circled 11.
For the lower group, I used numbers less than 12. For my highest group, I used bigger numbers or
would ask what is two numbers after 12 to see how well they could use their number line to
answer the question.
VIII.

Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?

The data shows that 3 students scored the same on their post test as they did on their pretest. Two students did better on their pre-test than their post-test. Student 13 fell asleep during the
post test which is the reason why she did not do as well on her post-test. Student 13 has recently
started taking medicine to help her focus. She sometimes falls asleep in the afternoon. We are
trying to figure out if this is because her medicine is not strong enough or is too strong. During
the post-test, I tried to keep her awake by walking up to her and talking to her. I had her get up
and get a drink of water to see if walking around and getting water would help keep her awake.
Unfortunately, nothing I tried worked very well. Student 10 also did better on her pre-test than her
post-test. I am not entirely sure why she did worse I on her post-test. She kept up and was doing
well on all of her worksheets and during all of our math talks as well as our small groups. She is
in the lowest group for math,, so during math small groups she works with me and my CT. She
does not have any time that she works alone. Sometimes on worksheets she tries to go ahead and
not wait for me to read the questions. However, during the pre-test I kept walking around to make
sure we were all on the same question. Student 4 did not complete the post-test. I tried to have her
take the test but, she broke down and started to cry. Student 4 has a special education assistant
who sits with her during math. Student 4 gets easily frustrated because the work is often too hard
for her. She is stronger in math than in most other subjects. However, when the class gets loud or
when something upsets her such as if someone else is called on to answer a question that she
wants to answer, then she shuts down. She will put her head on her desk and cry. We have been
working on ways to help with this such as doing her math work in another room that is quieter or
leaving the classroom to calm herself down when she gets upset. Her special education assistant
took her out of the classroom to try to get her to do the math post-test, but she did not end up
completing the test. During all of my lessons, she did well and was able to keep up. She is in the
lowest group for math so during math small groups, she works with myself and my CT the whole
time. She does not spend anytime doing work alone. I think part of the reason she did not
complete her post-test was because something earlier in the day upset her. She has a difficult time
moving on after something upsets her. As the school year has progressed, we have figured out

better ways to keep her calm and working hard. We gave the pre-test and post-test in September
and we were still learning how to get her to work and stayed focused the whole time.
Three students received the same score on the post-test as they did on the pre-test. These
students each got 5 out of 6 correct on both tests. Two other students did worse. One students was
student #13, who was the one who fell asleep during the test. The other student was student #10,
who I am not entirely sure why she did worse. She is in the lowest group but usually does well.
She has a habit of trying to work ahead even though she cannot read all of the questions.
I did not meet my goal. Only nine of my students answered five out of the six questions
correctly. All seven students who answered five questions correct on the pre-test, answered five or
more questions correct on the post-test and met the goal. Student #1, #3 and #12 all answered five
correctly on the pre-test and on the post-test. Students #2. #5, #6, #7, #9 and #11 all did better on
their post-test. Student #10 and #13 both answered four questions correctly on the pre-test and
only three correctly on the post-test. I think if the test was on a different day then student #13
would have been able to meet the goal. I also believe if student #10 did not try to work ahead then
she could have also met the goal. All three students who are above grade level for math were able
to meet my goal. All of the students who were on grade level were also able to meet my goal
with the exception of student #13. There are four students who are below grade level and only
four students did not meet my goal. However, student #2 is below grade level and she met my
goal while student #13 who is on grade level did not. I knew that at least two of my students,
student #4 and student #8, would most likely not meet my goal. Student #4 gets easily frustrated
during math even though she has a special education assistant sit with her and help her due to her
IEP. She ended up not even taking the post-test. It would have been nice to see how she did on the
post-test but I did not want to push her too much. On the pre-test, she only answered one question
correctly. I think at the end of the unit she would have been able to answer at least three questions
correctly if she had taken the post-test. Student #8 has a language barrier that sometimes affects
math. On the pre-test, he only answered one question correctly. On the post-test, he answered
three questions correctly. He might not have met my goal but he showed improvement which
was good to see.
If I could change anything, I would stand by student #10 and monitor her more when she
took the post-test. I am sure she could have done better if she stayed on track with the whole
class. I would also try to have student #13 retake the test when she was more awake. Or maybe
ask if she wanted to stand up or something during the test to see if that would help her stay
awake. I would also try to add an extra day of math. We only had three days between the pre-test
and post-test. On the post-test a large majority of my students missed question #2 which involved
ordering numbers. It would have been nice to have another day to go over this concept, as well as
do more number line practice.
Part C. Lesson Plans and Supplemental Materials
IX.
Include complete Bridgewater College format lesson plans (at least 3-5) that directly relate to
the goals and objectives. Include a copy of any supplemental resources (ex. assessment,
worksheets) you used to assist students in this unit but do not include individual student papers.

Student Academic Progress Assignment Rubric

CATEGOR
Y

EE (4)

ME (3)

DE (2)

DN (1)

TOTA
L

Part A: Chart
I. Setting

Thorough and clear

description of the
population and
special learning
circumstances of
your students.

Complete
description of the
population and
special learning
circumstances of
your students.

Brief description of
the population and
learning
circumstances of
your students.

Very brief
description of the
population and
learning
circumstances or
not included

__ x 1
= ___

II. Content/
Subject/
Field Area

Clear description
of the content,
subject, and field
area. Includes all
relevant SOLs or
National Standards

Complete
description of the
content, subject,
and field area.
Includes all
relevant SOLs or
National Standards

Brief description of
content, subject,
and field area.
Some SOLs or
National Standards
included.

Very brief
description of
content, subject,
and field area
and/or SOLs or
National Standards
or are missing.

__ x 1
= ___

III. Baseline
Data

Clear description
of baseline data
and thoughtful
analysis of the
results.

Complete
description of
baseline data and
analysis of the
results.

Brief description of
baseline data and
limited analysis of
the results.

Very brief
description of
baseline data
and/or analysis of
the results.

__ x 1
= ___

IV. SMART
Goal
Statement

Includes a strong
goal statement
appropriate for
content area, grade
level, and students.
Goal is directly
related to lesson
plans and is clearly
a result of the preassessment data.

A complete goal
statement is
provided that is
appropriate for the
content area, grade,
level and students.

Weak goal
statement
provided.

Very weak goal

statement or
statement not
included.

__ x 1
= ___

Very clear and

insightful
description of
student results;
including clear
analysis of
strengths and
weaknesses of
assessment and
possible
contributors to
results. Excellent
graphic
representation (ex.
bar graph) of each
students preassessment data
included.

A complete
description of
student results are
including some
analysis of
strengths and
weaknesses of
assessment with
possible
contributors to
results. Graphic
representation (ex.
bar graph) of each
students preassessment data
included.

Brief description of
student results are
including limited
analysis of
strengths and
weakness of
assessment. Weak
graphic
representation (ex.
bar graph) of each
students preassessment data
included.

Very brief
description of
student results
and/or missing
analysis and/or
incomplete graphic
representation or
pre-assessment
data.

__ x 4
= ___

Clear and thorough

description of
goals and wellconstructed plans
for instruction.
Includes
thoughtful
justification for
teaching strategies
used.

Description of
goals and plans for
instruction.
Includes
justification for
teaching strategies
used.

Brief description
overview of goals
and plans for
instruction.
Limited
justification for
teaching strategies
used.

Very brief
description and/or
missing goals
and/or plans for
instruction.

__ x 4
= ___

Part B: Reflection
V. & VI. PreAssessment
Analysis

VII. Means
for attaining
the goal

VIII. PostAssessment
Analysis

Very clear and

insightful
description of
student results;
clear articulation of
possible
contributors to
results; individual
student results
analyzed based on
teacher selfevaluation;
excellent insights;
adaptations for
future teaching
clearly articulated
and appropriate.
Excellent graphic
representation (ex.
bar graph) of each
students preassessment and
post-assessment
data included.

A complete
description of
student results
including some
possible
contributors to
results. Individual
student results
analyzed based on
teacher selfevaluation;
adequate insights;
adaptations for
future teaching
articulated and
appropriate.
Graphic
representation (ex.
bar graph) of each
students preassessment and
post-assessment
data included.

Brief description of
student results
including; limited
analysis of cause;
teacher selfevaluation but does
not show insight.
Weak graphic
representation (ex.
bar graph) of each
students preassessment and
post-assessment
data included.

Very brief
description of
student results
and/or missing
analysis and/or
incomplete graphic
representation or
pre-assessment and
post-assessment
data.

__ x 4
= ___

All components of
the BC lesson plan
complete, clear,
and appropriate;
clearly represent
planning based on
pre-assessment
results and
formative
assessment
throughout.

All components of
the BC lesson plan
complete, clear,
and appropriate;
attempt to utilize
pre-assessment
results and
formative
assessment.

Plans included;
plans need more
detail and/or
clearer connection
to pre-assessment
results and/or
clearer formative
assessment
throughout.

Incomplete lesson
plans; unclear; no
evidence of
assessment data.

__ x 4
= ___

Writing Mechanics

No grammar,
spelling or
mechanics errors.
Sentence structure
is varied and
appropriate.

Very few grammar,

spelling or
mechanics errors.
Sentence structure
is appropriate.

Several grammar,
spelling or
mechanics errors.
Weak sentence
structure.

Grammar, spelling
and/or mechanics
errors throughout.
Includes sentence
fragments and/or
other syntax errors.

__ x 1
= ___

Overall
Quality of
Assignment

Provides work of
the highest quality.

Provides quality
work.

Provides work that

needs
improvement.

Unacceptable.

__ x 4
= ___

Part C: Lesson Plans

IX. Lesson
Plans

Overall

Total (out of 100)

A score of 75 or higher must be achieved to pass this assignment - Any category with a DN
must be revised