<p> 3.5g Special Education Practicum Handbook</p><p>Department of Special Services and Leadership Studies</p><p>Special Education Practicum Handbook COURSE DESCRIPTION: SSLS 761 Practicum for Students with Adaptive Learning Needs is a course specifically designed to enhance the student’s ability to be a competent special education teacher. This is a supervised experience under the direction of university personnel and a master’s level certified teacher. </p><p>COURSE PURPOSE: The purpose of this course is to provide a supervised experience (150 hours) that enables the student to gain critical knowledge necessary for professional success.</p><p>COURSE REQUIREMENTS:</p><p>A. Professional considerations:</p><p>1. Maintain a professional relationship with practicum supervisors, students, teachers, and parents. 2. Demonstrate ethical behavior.</p><p>B. Observation:</p><p>1. Become familiar with student records. 2. Become familiar with each individual student’s strengths and weaknesses.</p><p>C. Projects:</p><p>1. Create and maintain a journal (Appendix B) that records practicum experiences and required activities (Appendix A). 2. Complete Teacher Work Sample (Appendix E). 3. Maintain a log that records practicum hours (Appendix C).</p><p>D. Evaluation:</p><p>During the practicum the student will be observed and evaluated using a multifaceted system. Some evaluation methods include observations, checklists and rubrics. A rating scale will be completed by the cooperating teacher.</p><p>E. Participation:</p><p>The student will participate in conferences with the supervisors and follow suggestions as presented. If possible, the student will participate in parent conferences. The student will be responsible for assisting in keeping attendance, bus duty, and other designated duties. RESPONSIBILITIES:</p><p>In order to provide a successful learning experience for the practicum student, it is necessary that the cooperating teacher, university supervisor, and student work together as a team. The following guidelines articulate each team member’s responsibility.</p><p>A. Responsibilities of the cooperating teacher</p><p>1. Provide the practicum student with information on school policies, classroom management, expectations, and any information on the pupil(s) that will be helpful to the university student. 2. Provide partial responsibility, such as checking attendance, preparing materials, checking papers, and helping individuals or groups of students. 3. Provide opportunities for the student to complete required projects. 4. Move the student from observer to participant. 5. Keep in contact with the university supervisor. Problems and/or areas of concern should be immediately discussed with the university supervisor. 6. Complete the practicum evaluation form for the practicum student included in this packet (See Appendix D).</p><p>B. Responsibilities of the university supervisor</p><p>1. Conduct classroom visits to observe the practicum students, this will include one observation of the student teaching a lesson. 2. Inform the student and/or the cooperating teacher of any changes in requirements or schedules that may occur during the practicum. 3. Receive the Practicum Evaluation Form from the cooperating teacher. 4. Evaluate required projects. 5. Provide assistance as needed.</p><p>C. Responsibilities of the student</p><p>1. Be in attendance during scheduled times. Maintain a time log which must include a total of 150 hours at the end of the semester. 2. Complete projects outlined in the course requirements. 3. Teach lessons as assigned by the cooperating teacher. Appendix A</p><p>Practicum Activities</p><p>The following list includes items that the practicum student needs to complete in addition to required projects. They represent activities that are necessary to experience when preparing to be a successful teacher. </p><p>1. Professional Orientation </p><p>A. Observe the program and other programs which compliment the class (i.e., speech therapy, physical therapy, etc.) B. Perform the role of a paraprofessional, following teacher directions. C. Read the building/district handbook and/or letters to parents which relay program expectations. D. Study the record keeping system, plan book and method of informing students of their daily plans. E. Study the classroom management system and system of keeping records. F. Observe and/or participate in meetings which are part of the program (i.e., conferences, IEP meetings, eligibility meetings, placement meetings, regular education consultations, etc.) G. Look through academic materials used in the program.</p><p>2. Programming Skills</p><p>A. Prepare daily lesson plans that reflect ongoing readiness, appropriate practices, extension and review of curriculum objectives based on assessment results. B. Prepare daily lesson plans that are aligned to IEP goals and objectives. C. Prepare daily lesson plans that reflect knowledge of scope and sequence. D. Develop a weekly assignment plan for paraprofessionals that makes effective use of instructional time.</p><p>3. Assessment/Teaching Skills</p><p>A. Demonstrate the ability to pace instruction to avoid moving too rapidly or too slowly. B. Demonstrate the ability to assign materials that are appropriate for the functioning level of students. C. Demonstrate the ability to monitor skill or behavior progress by using methods of formative (ongoing) evaluation. D. Demonstrate direct instruction skills in whole group, small group, and individual settings as opposed to merely assigning worksheets and monitoring student on- task behavior. E. Demonstrate the ability to effectively use a variety of instructional techniques. F. Demonstrate the ability to work with one student/group while monitoring a second or third group/student.</p><p>4. Classroom Management</p><p>A. Demonstrate the ability to apply consistent consequences and rewards as indicated by class rules and a management plan. B. Demonstrate the ability to implement an effective classroom management plan (i.e., one that rewards/increases wanted behaviors, reduces unwanted behaviors, sets consistent and appropriate limits, lets students know what to expect, and keeps up needed record-keeping). C. Create a behavior intervention plan based on a functional behavior assessment. Appendix B</p><p>Journal Format:</p><p>The daily journal provides an opportunity to reflect on professional experiences that occur during the practicum. It prompts the student to become more aware of what is happening and more insightful about identifying cause and effect. It is also designed to help the student record required events and grow professionally. Use the following format to record practicum experiences. Journal</p><p>Date Time Events #</p><p>A. Entries Record daily experiences in the journal; document events and the completion of activities. Record the completion of activities in the # column, indicate the letter and number from the activity list; each item should be listed at least once when the practicum is completed. These notations will be useful for future reference as they can be used to document your experience. </p><p>B. Elaboration Your journal entries can also be used to describe incidents that bother, excite or cause you to rethink your initial ideas (i.e., your perspective, goals, or plans). Possibly this will cause you to change your initial ideas about different classroom issues. Pay attention to children with special needs and how their needs are met in the classroom.</p><p>D. Analysis If a significant incident occurs, describe and analyze the event. Reflect on the incident; try to figure out what happened, your role, identify problems that emerged, how you plan to follow up and what you learned. Your journal can also be used to note questions that you would like to discuss with your teacher or university supervisor. Appendix C</p><p>Time Log</p><p>Date Time Spent Total</p><p>Total Hours (150)</p><p>Maintain a copy of your time log; document the time you spend performing practicum activities (e.g., 1:30 – 3:00 p.m.) You must complete a total of 150 hours to complete the practicum experience. 3.5g Special Education Practicum Handbook</p><p>Appendix D Pittsburg State University Evaluation of Practicum Experience Practicum Student______School______Cooperating Teacher______Date______</p><p>Directions: Please use the following scale to indicate the degree of progress in each area. 0=Not Witnessed 1=Needs Experience (Incorrectly demonstrated unsatisfactory performance) 2=Developing Competence (Infrequently demonstrated weak performance) 3=Competent (Basically demonstrated proficient performance) 4=Showing effective competence (Consistently demonstrated effective performance) 5=Distinguished (Naturally demonstrated outstanding performance) Performance Areas Rating 1 Professional Characteristics . The practicum student demonstrates specific attitudes and behaviors which illustrate ethical behavior and professional demeanor (appearance, attendance, punctuality, response to directions) The practicum student is aware of and adheres to policies, procedures and regulations of the building and district. The practicum student is professionally appropriate when interacting with staff. The practicum student is professionally appropriate and proactive when communicating with students. Practicum student and student interactions are appropriate. The practicum student seeks out opportunities for professional development to enhance content knowledge and pedagogical skills. 2. Instructional Planning The practicum student demonstrates appropriate preparation for instruction The practicum student organizes and manages activities/learning to ensure students participate and are successful in the learning process The practicum student chooses and implements appropriate methodology and varied instructional strategies that address the diversity of learners. Lessons are designed with an understanding of the developmental level of the students and IEP goals. Objectives of lessons are clear and developed in a logical fashion 3. Instruction The practicum student causes students to actively participate and engage in activities/learning that integrate the skills of gathering, analyzing, and applying information and ideas in authentic settings/context. The practicum student acts as a facilitator in managing activities/learning to ensure students participate and are successful in the learning process. The practicum student incorporates opportunities and expectations for students to engage in self-reflection The practicum student demonstrates clear/understandable and high expectations for student performance or product. The practicum student demonstrates a substantial command of relevant subject matter 4. Evaluation The practicum student selects and uses a variety of instructional strategies, based on careful analysis of curriculum objectives, student needs and experiences The practicum student maintains and uses data to modify instructional practices and materials to enhance the learning of all students. The practicum student selects and uses informal and formal (traditional and performance based) assessments, as appropriate. 5. Classroom Management The practicum student effectively manages student behaviors. The practicum student creates a positive learning environment. The practicum student demonstrates genuine caring and respect for individual students. The practicum student’s response to misbehavior is effective and sensitive to students’ individual needs, or student behavior is entirely appropriate The practicum student is alert to student behavior at all times. The practicum student’s response to behavior is appropriate and respects the student’s dignity. The practicum student takes appropriate actions as needed, consistent with classroom rules and policies 6. Special Education Process The practicum student observes the program and other programs (i.e., speech therapy, physical therapy, etc.) The practicum student observes and or participates in meetings which are part of the program (i.e. conferences, IEP meetings, eligibility meetings, placement meetings, regular education consultations, etc.) The practicum student appropriately completes duties assigned by the cooperating teacher (i.e., monitoring time out, keeping attendance, bus duty, etc.). The practicum student uses strategies and techniques to facilitate the effective inclusion of students with adaptive learning needs in least restrictive environments, and teaches students in a variety of educational settings The practicum student plans as a collaborative team member the placement and management of students in a full continuum of instructional environments. The practicum student observes, evaluates, and provides feedback on the activities and involvement of para-educators, aides, parents, volunteers, and peer tutors relative to their participation in instructional activities and support services. The practicum student demonstrates effective consultation and problem-solving strategies in working with students, parents, and school and community personnel, and maintained confidential communications</p><p>Comments: For any area ratings 2 or below, please indicate specific behaviors that need immediate attention. </p><p>______Signature of Cooperating Teacher Signature of Practicum Student Appendix E</p><p>The Teacher Work Sample</p><p>Instructions, Checklists & Rubrics</p><p>Preparing for the Teacher Work Sample</p><p>The Vision</p><p>Competent teachers should have knowledge about the impact of their teaching. Students should gain substantive knowledge and skills because effective instruction has occurred. Classroom teachers should be able to demonstrate that they can deliver an effective instructional unit, employ meaningful classroom assessments and analyze and reflect on their experiences. The purpose of the Teacher Work Sample, in addition to helping prepare for the Kansas Performance Assessment is to evaluate:</p><p> The teacher candidate’s ability to analyze classroom context and make instructional decisions based upon that analysis</p><p> The teacher candidate’s ability to construct and deliver an instructional unit</p><p> The teacher candidate’s ability to construct challenging, meaningful classroom assessments</p><p> The teacher candidate’s ability to provide information on assessment data, student achievement, and the school accreditation status</p><p> The teacher candidate’s ability to analyze and reflect on experiences that promote professional growth</p><p>This assessment provides teacher candidates with feedback on their own professional development. In addition, teachers who demonstrate the ability to plan and deliver effective instruction will be successful in the classroom and in helping all students learn. </p><p>Academic Integrity Guidelines</p><p>Academic integrity means engaging in scholarly activity that is conducted honestly and responsibly. It includes a commitment to not be involved in falsification, misrepresentation or deception in the preparation of the TWS. The TWS must be the teacher candidate’s own work and in the teacher candidate’s own words. Teacher candidates are expected to act with personal and professional integrity at all times.</p><p>Some Examples of Violation of Academic Integrity:</p><p> Plagiarism - this means copying work (such as words, phrases, sentences, paragraphs or ideas) from someone else’s writing and putting them into the TWS, as if created by the teacher candidate submitting the TWS.</p><p> Submitting a TWS, or parts of a TWS, that was prepared by a person other than the conditional license holder.</p><p> Submitting a TWS, or parts of a TWS, that was previously completed by someone else.</p><p> Fabricating context, numerical or other data.  Extensive collaboration with others in preparing the TWS: Another person planning your teaching unit or writing sections of your TWS are unacceptable.</p><p>Rationale for the TWS</p><p> The Teacher Work Sample (TWS) is a requirement of SSLS 761 Practicum for Adaptive Learning Needs.</p><p> Professional Teacher Education is structured on what an educator should KNOW and BE ABLE TO DO. </p><p> Why assess performance? Knowing is not enough. Educators have to be able “to do”.</p><p> What is meant by performance assessment? Evaluation or appraisal of an individual’s knowledge and skill over time determines whether the individual is effective in school settings.</p><p>The TWS is a means of creating accountability for the impact of teachers on student learning and gives beginning teachers the opportunity to provide credible evidence that they possess the knowledge and the skills to facilitate learning for all types of students. Teacher Candidates must complete the TWS in order to successfully complete the SSLS 761 practicum.</p><p>Definition</p><p>The TWS is a written account of a teaching unit. Teacher Candidates must demonstrate the ability to meet the state’s teaching standards. They must provide evidence of their ability to meet the seven TWS criteria that incorporate the state’s professional education standards. INSTRUCTIONS, CHECKLISTS & RUBRICS</p><p>The Requirements</p><p>You are required to teach a multiple week instructional sequence. You will describe the learning context and any specific instructional adaptations you made to meet the learning needs of individual students. Your instructional goals should be based on State (Kansas, Missouri, Oklahoma) content standards. Your learning objectives must include outcomes in subject matter knowledge, skills, and reasoning abilities. You will also need to create an assessment plan including (but not limited to) measures of student performance before (diagnostic assessment) and after (summative assessment) your instructional sequence. Finally, you need to analyze and reflect on your instructional design, educational context and the degree of learning demonstrated by your students.</p><p>The following format requirements must be followed for your TWS to be acceptable:</p><p> Your completed work must not exceed 25 pages (12 point font, double-spaced with one- inch margins.) Tables and charts may be single-spaced. Be sure to insert page numbers in your document, which must be printed on one side of the paper, not double- sided.</p><p> Do not include any student names anywhere in your completed Work Sample. Refer to students by number or alias. No names of any people or places should appear in your TWS.</p><p> The document must be submitted in narrative format with the following criterion headings indicated in bold print (suggested page length in parentheses):</p><p>1. Contextual Information and Learning Environment Adaptations (2 pages) 2. Unit Learning Goals and Objectives (2 pages) 3. Instructional Design and Implementation (6 pages) 4. Demonstration of Integration Skills (2 pages) 5. Analysis of Classroom Learning Environment (3 pages) 6. Analysis of Assessment Procedures (2 pages) 7. Reflection and Self-Evaluation (6 pages)</p><p>You should include a copy of your diagnostic instrument and your summative assessment instrument that are required in TWS Criterion 6 as Attachment #1. The attachments will not count towards your 25 page maximum requirement. Be sure to use page numbers in your TWS. When it is completed clip the pages together securely with a large stapler in the top left hand corner. Please avoid using notebooks, spiral or other forms of bulky binding. The Teacher Work Sample (TWS) will not be accepted from Teacher Candidates who do not follow the above directions.</p><p>You must address several questions when constructing a response for each criterion of the Teacher Work Sample. These questions are found at the top of each of your scoring rubrics. You should read each scoring rubric carefully to make sure that you provide information in your narrative to receive the maximum score possible. The terms that are italicized throughout this document have been defined in the glossary. Notice that the suggested page length for all the criteria totals 23 pages. This gives you some flexibility in making the response for some criteria longer and some shorter. However, you MUST stay within the maximum limit of 25 pages for your Teacher Work Sample. </p><p>Explanatory Notes on the Evaluation of the TWS:</p><p> Although the scoring rubrics are sequentially aligned with specific criteria, supervisors will consider evidence from any criterion of the assessment when determining final scores.</p><p> Most scoring rubrics are divided into two parts (See TWS Criterion 1 for an example), a checklist and an analytical rubric. The checklist represents characteristics that are dichotomous (i.e. the characteristic is either present or absent) AND are considered essential requirements before an analytical rubric can be applied. TWS Criterion 1 Contextual Information and Learning Environment Adaptations</p><p>The teacher understands how individuals learn, understands child and adolescent development, demonstrates knowledge of appropriate adaptations, and has the ability to provide instructional strategies that afford learning opportunities for all learners. [KSDE Standards 2 and 3]</p><p>1. What are some important characteristics of students in your classroom? Describe such factors as: number of students in school and in classroom, ethnic/cultural/gender make-up, socio-economic profile, previously demonstrated academic performance/ability, developmental characteristics, district/school/community/classroom environmental considerations and students with special needs. Include a brief, general description of students in your class. Identify the groups for whom you will separate (disaggregate) data for analysis in Criterion 6. Environmental considerations that affect learning may include such factors as district regulations (e.g. about books), type of community (e.g., urban, suburban, rural etc.), and physical classroom setting (e.g. self-contained, portable etc.). You must identify the grade level(s) of the students in your class.</p><p>2. In consideration of environmental, personal, demographic and background characteristics, and the knowledge, skill, cognitive capacities, dispositions and readiness of your students, what are the needs of your students as a group as well as individually, and the implications for your instruction. Describe and discuss the learning needs of individual or clusters of students and how these considerations will influence your approach to instruction in order to address the learning and affective needs of all students in the class.</p><p>In addition to the text description, you may use a table to illustrate the relationship between Part 1 and 2 above. Example:</p><p>Contextual Factors Given Diversity, Implications for Instruction Gender: Provide mixed gender grouping during cooperative learning activities. 12 boys, 13 girls Achievement: The 3 below sometimes require peer or adult assistance and more time. 2 of the 5 3 below, 17 at grade above are in the gifted program, and I provide more enrichment activities within level, 5 above grade each unit such as . . . level Etc. Etc.</p><p>Checklist: The Teacher Describes His/Her: N Y Environmental Factors (district, school, and classroom; all three must be present)...... 0 1 Community (urban, rural, suburban etc.)...... 0 1 Classroom’s Ethnic/Cultural Make-up...... 0 1 Classroom’s Gender Make-up ...... 0 1 School’s Socio-Economic Status (SES) Make-up...... 0 1 Students with Special Needs/At Risk Students ...... 0 1 Students’ Developmental Characteristics ...... 0 1 Total Checklist Score: /7 Rating  0 1 2 X Score Indicator  Performance Performance Performance is Not Partially Demonstrated Demonstrated Demonstrated Demonstrates an No consideration Sources of student Sources of student 1 awareness of or recognition of differences are differences are students’ the implications specified, but specified, and the background when planning implications when teacher offers characteristics, instruction for planning to meet the reasonable (Socio-cultural, individual instructional needs of implications that class, parents, differences the students are not impact plans to meet building, community addressed. students’ individual and district factors), needs. and identifies implications for instruction accordingly to meet individual needs of students.</p><p>Demonstrates an No consideration Sources of student Sources of student 1 understanding of or recognition of differences are differences are the cognitive and the implications specified, but specified, and the non-cognitive when planning implications when teacher offers features of the instruction for planning to meet the reasonable composition of the individual instructional needs of implications that class and describes differences the students are not impact plans to meet how these addressed. students’ individual differences, impact needs. the planning of instruction for the class as a whole.</p><p>Total Rubric Score: _____/4</p><p>Total Score for TWS Criterion 1: _____/11 TWS Criterion 2 Learning Goals and Objectives</p><p>The teacher selects goals and objectives based upon knowledge of all students, subject matter, and curriculum outcomes. [KSDE Standard 7]</p><p>1. List and describe all your unit learning goal(s) and objectives for this instructional sequence. Provide a minimum of one goal and six objectives written across all levels, (lower level, middle level, and higher level. See examples below.) Be sure to include a description of subject matter knowledge, skills/applications, and reasoning ability students will achieve if your unit learning goal(s) and objectives are met.</p><p>2. Your lesson objectives should be clearly stated, developmentally appropriate, aligned with state/district standards or local curriculum outcomes and described in terms of student performance, not activities. (The state/district standards or local curriculum outcomes that you follow should be written out completely so that alignment can be checked. Do not merely cite the title or number of the standard or outcome.)</p><p>3. You may write objectives from either the cognitive, psychomotor or affective domain or a combination of all three. One example of an objective from each domain is given below in the list of three objectives at each level.</p><p>4. Give a rationale for choosing your range of objectives. While we expect teachers to provide objectives at all levels, we realize that in some cases it may not be appropriate to provide a wide range (e.g. at least two higher level objectives for kindergarten, or for some special needs students.) If this is the case, be sure to provide a fully developed rationale for not presenting a balance across the range of objectives.</p><p>Example: Goal: Understand the physical world Lower Level/ Subject Matter Knowledge: 1. Identify/locate seven continents and four oceans. (Cognitive domain) 2. After observing the teacher hit the baseball, students demonstrate proper stance for batting a ball. (Psychomotor domain) 3. After watching a film featuring Michael Jordan, students are motivated to practice dribbling and shooting the basketball. (Affective domain) Middle Level/ Skills, Applications: 1. Given a map, the student will be able to use latitude and longitude to find physical features. (Cognitive domain) 2. Given a data set, students construct an Excel spreadsheet for manipulating the data. (Psychomotor domain) 3. When assigned to cooperative groups, students demonstrate cooperation with partners in their group. (Affective domain) Higher Level/Reasoning Ability: 1. Given a map with six distinct geographical features, students will be able to evaluate the best location for building a new city. (Cognitive domain) 2. Students design and construct a wood product after attending a woodworking display and studying various woodwork products. (Psychomotor domain) 3. Students verify the level of enjoyment they gained for classical music after studying well-known composers and after attending a symphony concert. (Affective Domain) Checklist: Unit Goals and Objectives Are: N Y Aligned with State/District Standards or local curriculum outcomes...... 0 1 Developmentally Appropriate Given Grade Level and Classroom Context...... 0 1 Focus of the Objectives is on What the Student Will Learn or Be Able to Do...... 0 1 Total Checklist Score: /3</p><p>Rating  0 1 2 X Score Indicator  Criterion Not Met Criterion Partially Criterion Met Met Balance in the No rationale or The description of The description of 2 Range of description is the range of and rationale for the Objectives* provided for the objectives selected range of objectives range of objectives lacks a convincing selected is fully selected. rationale. explained. Lower Absent (no At least one objective Two or more 2 Level/Content knowledge objectives is written at the lower objectives are written Knowledge listed) level. at the lower level. Objectives Middle Level/Skill Absent (no At least one objective Two or more 2 or application skill/application is written at the objectives are written Objectives objectives listed) middle level. at the middle level. </p><p>Higher Absent (no At least one objective Two or more 2 Level/Reasoning reasoning objectives is written at the objectives are written Objectives listed) higher level) at the higher level)</p><p>* Candidates are expected to provide a balance in the range of six objectives across all levels and must also provide a rationale for why that range of objectives is selected (i.e., why it is appropriate).</p><p>Total Rubric Score: _____/16</p><p>Total Score for TWS Criterion 2: _____/19 TWS Criterion 3 Instructional Design and Implementation</p><p>The teacher understands and uses a variety of appropriate instructional strategies, including those that represent a wide range of technological tools, to develop various kinds of students’ learning including critical thinking, problem solving, reading, and subject matter knowledge. The teacher also uses knowledge of parents, community and agencies to support all students’ learning and well-being when planning and implementing instruction. [KSDE Standards 4, 10 and 12]</p><p>Describe the Instructional Design and Implementation by addressing the following questions:  Why were the activities sequenced in this way?  How did the instruction address the multiple learning strategies?  How did you encourage student use of critical thinking and problem solving?  How did you accommodate varied levels of reading skills?  What adaptations did you make for students who have reading difficulties?  What adaptations (if any) did you make from your original design based on contextual information and/or diagnostic assessment data?  What changes did you make in the resources you used?  What technology (e.g., audio-video, overhead, computers, calculators, adaptive, etc) was integrated into your instructional activities? Include information related to your instruction and to the students’ use for learning purposes.  How was the use of community resources connected to the unit? Present your instructional design and implementation in both narrative and tabular form.</p><p>Example of Design for Instruction Table:</p><p>Day/Date Objective Instruction Assessment Adaptations Day 2/ The students will I will read the book The students I will work one- Tues. Aug. be able to edit a Punctuation Takes A will look for on-one with 30 paragraph for Vacation by Robin missing Student B in proper Pulver to help students punctuation order for him to punctuation understand the marks in a complete this importance of paragraph on task. punctuation. We will their own. complete a worksheet together that has missing punctuation. Day 3 Day 4 Etc. Checklist: Instructional Design and Implementation of Instruction: NY Are Aligned with Goals and Objectives stated in TWS Criterion Two...... 0 1 Are Progressively Sequenced ...... 0 1 Adaptations are made for Special Needs Students (e.g., language, cognitive, etc. If no adaptations are made, a rationale is stated and supported)…….…………………………………………………………...... 0 1 Provides Evidence that Context Data is Used in Instructional Decisions...... 0 1</p><p>Total Checklist Score: ___/4</p><p>Rating  0 1 2 X Score Indicator  Performance Not Performance Performance is Demonstrated Partially Demonstrated Demonstrated Multiple Only one strategy is A variety of Multiple instructional 2 Instructional used throughout the instructional strategies strategies utilizing Strategies unit. is incorporated multiple types/levels of throughout the unit, learning - other than but reflects only the direct instruction - are more common type incorporated (e.g., relies only on throughout the unit direct instruction, (e.g., application of the including visual, theories of multiple verbal-linguistic, or intelligences, learning paper-pencil). styles, constructivist techniques, cooperative learning). Provide and Teacher does not Adaptations do not Adaptations address 2 Adapt address implications address the specific the specific identified Instructional of contextual and /or contextual needs of contextual needs of the Strategies diagnostic individuals, small individuals, small information in group, or class. group, or class; or the planning instruction (Adaptations should be teacher adequately and assessment; no made for instruction of defends the decision to adaptations are those groups in need not make instructional considered or stated. of them as identified in adaptations. (Referring a student Criterion One.) to a specialist is not an appropriate strategy.) Active Inquiry Unit design provides Unit design includes Unit design includes 1 and Learner no opportunities for opportunities for opportunities that Centeredness active inquiry. engaging students only actively engage in passive forms of students in questioning inquiry which are concepts, developing teacher controlled (e.g. learning strategies, specific set exercises, a seeking resources and prescribed product). conducting independent investigations. Rating  0 1 2 X Score Indicator  Performance Not Performance Performance is Demonstrated Partially Demonstrated Demonstrated Reading Instructional plans Instructional plans Instructional plans 2 Instruction provide no strategies, provide only one or provide three or more Adaptations suggestions/ two suggestions or suggestions/guidelines guidelines, or guidelines for student for student use of adaptations for use of reading reading materials student use of materials related to the related to the subject. reading materials subject. Some Strategies incorporate related to the subject. adaptations made for techniques that allow students who have for assisting with a reading difficulty. wide range of reading concerns and abilities. Use of Instruction does not Technology is used but The teacher uses 2 Technology include technology or only by the teacher. technology and guides Connected to no rationale is given the students’ use of the Objectives why it is technology, or a of the Unit inappropriate to use rationale is given why technology with it is inappropriate to students. use technology with students in this particular unit. Use of The teacher does not The teacher uses The teacher uses 1 Community attempt to use community resources community resources to Resources community resources to foster learning, but foster learning and it is Outside the to foster learning. it is not related to the directly connected to School objectives of the unit. the unit’s objectives.</p><p>Total Rubric Score____/20</p><p>Total Score for TWS Criterion 3 ____ /24 TWS Criterion 4 Demonstration of Integration Skills</p><p>The teacher demonstrates the ability to integrate across and within content fields to enrich the curriculum, develop thinking skills, and facilitate all students’ abilities to understand relationships between subject areas. [KSDE Standard 11]</p><p>Demonstration of Integration Skills  Discuss how the instruction created an integrated learning experience.  Identify the subject areas and the topics within those areas that are integrated.</p><p>An Example of Identifying subject areas and topics that are integrated:</p><p>“I integrated our math curriculum into this social studies unit by having students check temperatures of various Arctic and Antarctic locations each day during this unit. They had already been taught how to create a spreadsheet earlier in the year in math, so using this knowledge they were able to create spreadsheets of the temperatures. They then graphed them and compared the temperatures. This was an easy activity for them to do because they had already learned how to do graphs in math.”</p><p>(The subjects identified are social studies and mathematics. The topics identified are temperatures in the Arctic and Antarctic from social studies and spreadsheets and graphs from mathematics.)</p><p>Checklist: N Y Candidate Identifies the Subject Areas that are Integrated...... 0 1 Candidate Identifies the Specific Topics that are Integrated...... 0 1 Total Checklist Score: /2</p><p>Rating  0 1 2 X Score Indicator  Performance Not Performance Performance is Demonstrated Partially Demonstrated Demonstrated Demonstrates Evidence of creation There is evidence There is evidence that the 2 the Ability to and use of that the teacher is teacher creates Integrate interdisciplinary integrating interdisciplinary learning Instruction learning experiences knowledge across or experiences which Across or or instruction is not within fields but integrate knowledge, Within Subject present. does not apply that skill, and methods of Matter Fields knowledge to inquiry from other support instruction subject areas, or within a subject area. </p><p>Total Rubric Score: _____/4</p><p>Total Score for TWS Criterion 4: _____/6 TWS Criterion 5 Analysis of Classroom Learning Environment</p><p>The teacher uses an understanding of individual and group motivation and behavior, including effective verbal and non-verbal communication techniques, to create a positive learning environment that fosters active inquiry, supportive interaction and self-motivation in the classroom. [KSDE Standards 5 and 6]</p><p>1. What about the environment in your classroom makes it conducive to positive learning? Describe such factors as: your classroom management plan, individual and group motivation and behavior, positive verbal and non-verbal communication skills you encourage, the active involvement of students in questioning, interaction with others, and self-motivation for each individual. Except for your classroom management plan, your comments should be related to this specific unit.</p><p>2. What influence did the above factors have on your decisions to develop the classroom environment that is conducive to learning by all students? Describe, specifically, how you encourage individual and group involvement in learning activities, in communicating effectively with classmates and teachers, and in providing a comfort level for students where they are safe to ask and answer questions.</p><p>Checklist: the Teacher Describes How the Following are Applied in this Unit: N_ Y Classroom Environmental Factors that Affect Learning...... 0 1 Strategies for Individual Student Motivation...... 0 1 Strategies for Group Motivation...... 0 1 Techniques to Develop Verbal Communication among Students...... 0 1 Techniques to Develop positive Non-Verbal Communication among Students ...... 0 1 Total Checklist Score: /5 </p><p>Rating  0 1 2 X Score Indicator  Performance Not Performance Performance is Demonstrated Partially Demonstrated Demonstrated Effective The teacher has The teacher has The teacher has 1 Classroom presented no described a classroom described a Management evidence of a management plan, but classroom (General plan – classroom the plan includes management plan, does not have to management plan. fewer than three and the plan includes be related to this appropriate classroom at least three unit) management appropriate strategies. classroom management strategies. Rating  0 1 2 X Score Indicator  Performance Not Performance Performance is Demonstrated Partially Demonstrated Demonstrated Positive Student There is no evidence The teacher identifies The teacher identifies 1 Motivation of techniques to techniques for student techniques for develop student motivation but does student motivation motivation. not apply them in the and describes how unit. they are applied in the unit. Encourages No evidence of The teacher identifies The teacher identifies 1 Effective strategies to strategies to strategies to Communication encourage student- encourage student- encourage student- Among Students to-student to-student to-student communication communication, but communication, and they are not related to they are integrated specific learning into the teaching of activities in this unit. this unit. Provides an No evidence of The teacher identifies The teacher identifies 1 Environment strategies to promote strategies to promote strategies to promote Supportive of student interaction student interaction, student interaction, Student but they are not and they are tied to Interaction in related to specific specific learning Learning learning activities in activities in this unit Activities this unit. including group work.</p><p>Total Rubric Score: _____/8</p><p>Total Score for TWS Criterion 5: _____/13 TWS Criterion 6 Analysis of Assessment Procedures</p><p>The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social and other aspects of personal development of all learners. [KSDE Standard 8]</p><p>Classroom Focused Assessment: Monitoring and Evaluating Student Progress</p><p>Consider the unit you have chosen. Begin this task BEFORE, indeed well before, instruction. Provide information, data, and summary results as called for using written descriptions, copies of instruments used, tables and charts. Copies of instruments should be placed in a separate Appendix. Do not include any student work in your TWS. Be sure to address all that follows.</p><p>1. For the unit’s instructional objectives, carry out both a formal and informal assessment of your students’ readiness to engage in the instruction. </p><p> a) Informal Assessment: Consider both information from school records, external assessment data, and your own observations of the students relying on measures you have used in previous instruction and your observations of the class. Document the sources of information you have considered to judge your students’ readiness for the unit’s instruction.</p><p> b) Formal Assessment: For the unit objectives, prepare an assessment diagnostic tool which can serve as an appropriate pre-measure of your students’ readiness to engage in the unit’s instruction with specific focus on the objectives of the unit. Describe the format and content of your Assessment. Include a copy of the diagnostic instrument you have used in an appendix.</p><p>2. Use the diagnostic instrument you have chosen/developed, and collect assessment data on your class. Present these data in a table or chart placed in your narrative or in an appendix.)</p><p>3. Analyze the results of your assessment. Identify students who already have considerable knowledge of the unit objectives, those who may have “prior knowledge” deficits, and those who in the main are ready for instruction as you have it planned. Describe specifically how you used this information to proceed with instruction for these distinct groups of students. Address the specific objectives evaluated, and discuss instructional strategies for those with different readiness skills and knowledge. Disaggregate your class results to review subgroup differences for at least two groups (gender, SES, prior knowledge or achievement, etc.,) one of which must be prior knowledge/readiness (in need of remediation, ready for instruction, advanced). </p><p>4. Prepare at least one formative assessment tool to use during the period of the unit’s instruction. Use this assessment to advise students of their progress; also, use this tool to direct your instruction. Describe the reactions of your students to this information. Describe how you used these interim results to re-direct, re-teach and otherwise inform your plan for instruction. 5. Prepare an end-of-unit (summative) assessment. The assessment is to be targeted at unit objectives. To the extent appropriate, use at least two distinct test item types (e.g., multiple choice, constructed response, performance assessment, cloze tests etc.). You are to use this assessment as your “post instruction” student and unit evaluation tool. For the specific objectives and also for the total assessment, establish reasonable achievement thresholds (grade decision points/passing scores). </p><p>6. At the end of the unit’s instruction, administer the unit’s summative assessment and collect student results. Present results/data that describe the level of student performance on the unit’s objectives in a table or chart. Disaggregate results by at least two groups, one of which must be based on the unit readiness assessment results (in need of remediation, ready for instruction, advanced). From these data, judge the success of the students and your instruction. With reference to instruction, what will be your next steps?</p><p>To Summarize, you need to prepare (step 1) and implement (step 2) a diagnostic assessment instrument. You then need to analyze (step 3) the diagnostic assessment data you collected, and eventually address how the process impacted your instruction. You also need to administer a formative assessment (step 4) during your unit and indicate what changes, if necessary, were made in instruction based on the formative evaluation. Finally, you need to prepare (step 5) and administer (step 6) a summative assessment, analyze its results, and draw conclusions about the success of your students and your instruction based on the summative data.</p><p>Example of Assessment Plan Table</p><p>Type of Learning Objectives Format of Assessment Assessments 1. Diagnostic 2. Formative Assessment 3. Formative Assessment (etc.) 4. Summative</p><p>Checklist: The Teacher: N Y Documents Sources of Student Readiness to Engage in the Unit...... 0 ...... 1 Discusses Format and Content of the Formal Diagnostic Assessment Instrument...... 0 ...... 1 Presents Diagnostic Assessment Data in a Table or Chart...... 0 1 Discusses Format and Content of the Formative Assessment(s)...... 0 ...... 1 Presents Formative Assessment Data in a Table or chart...... 0 ...... 1 Discusses Format and Content of the Summative Assessment Instrument...... 0 ...... 1 Presents Summative Assessment Data in a Table or Chart...... 0 ...... 1 Includes Percentages of Students Who Achieved Unit Objectives (Overall Results)...... 0 ...... 1 Describes the Level of Student Achievement on Each Unit Objective...... 0 ...... 1 Provides Evidence of Disaggregation of Data for at Least Two Groups...... 0 ...... 1 Total Checklist Score: /10</p><p>Rating  0 1 2 X Score Indicator  Performance Not Performance Performance Demonstrated Partially Demonstrated Demonstrated Diagnostic No diagnostic Appropriate student Student instruction is 1 Assessment is assessment data are diagnostic assessment monitored by Utilized for collected, or the data are collected, but assessment data and Instruction and data/information not used for used appropriately in Evaluation collected is not instructional decision- instruction and appropriate for making. decision-making. (aligned with) unit objectives. Formative No formative Appropriate student Student progress is 1 Assessment is assessment data are assessment data is monitored by Utilized for collected, or the collected, but not used appropriate formative Instruction and data/information for instructional assessment data and Evaluation collected is not decision-making. used appropriately in appropriate for instructional (aligned with) unit decision-making. objectives. Summative No summative Appropriate student Student progress is 1 Assessment is assessment data are summative monitored by Utilized for collected, or the assessment data are appropriate Evaluation and data/information collected, but not used summative in Planning for collected is not for instructional assessment data and Subsequent appropriate for decision-making or is used appropriately Instruction (aligned with) unit planning. in instructional objectives. decision-making or planning. Multiple Types Only one assessment There is more than A variety of 1 of Assessment is used, or one assessment but no assessment formats procedures and variety in the types are used (e.g. formats are very and format of portfolios, limited to non- assessments. observation, tests, existent. projects, performance tasks, peer assessment, etc.). Rating  0 1 2 X Score Indicator  Performance Not Performance Performance Demonstrated Partially Demonstrated Demonstrated Alignment of Does not align Aligns only two Aligns learning 2 Assessments to learning objectives to among learning objectives, Objectives, and instruction, and objectives, instruction, instruction, and Instruction. assessment. and assessment (i.e. assessment. omits alignment of one of the three.)</p><p>Student No evaluative or Response includes Response includes 2 Evaluation and grading criteria or some criteria or consideration of Performance standards or expectations, but criteria which reflect Criteria expectations are connections of grading and identified. objectives to evaluation based on instruction, outcomes, integration aligning and evaluation are not instruction, complete. performance expectations, and grading or evaluation standards.</p><p>Total Rubric Score: _____/16</p><p>Total Score for TWS Criterion 6: _____/26 TWS Criterion 7 Reflection and Self-Evaluation</p><p>The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), actively seeks out opportunities to grow professionally and participates in the school improvement process (Kansas Quality Performance Accreditation). [KSDE Standards 9 and 10]</p><p>1. Select the learning objective where your students were most successful. Provide two or more reasons for this success. Consider your goals, objectives, instruction, and assessment along with student characteristics and other contextual factors under your control.</p><p>2. Select the learning objective where your students were least successful. Provide two or more possible reasons for this lack of success. Consider your goals, instruction and assessment along with student characteristics and other contextual factors under your control. Explain any mid-unit adaptations you made. Discuss what you could do differently or better in the future to improve your students’ performance.</p><p>3. Discuss how and in what context you have communicated with students, parents and other professionals about your decisions regarding students’ learning and assessment. You must address all three. </p><p>4. Demonstrate that you understand the QPA process in use in your school and explain how your efforts as a professional fit into it. How can you contribute to achieving the school’s QPA goals? *If your school is not currently using the QPA process, you must still explain the QPA process in Kansas schools. </p><p>5. Reflect on possibilities for professional development. Describe at least two professional learning goals that emerged from your insights gained while teaching this unit. Identify two specific activities you will undertake to improve your performance as a teacher in the critical areas you identified.</p><p>Rating  0 1 2 X Score Indicator  Indicator Not Met Indicator Partially Indicator Met Met Successful Identifies no Identifies successful Identifies successful 2 Activities successful activities activities related to an activities related to related to an objective, but an objective, and objective, or the provides no adequate provides an adequate basis for the choice is explanation or explanation or not valid. analysis of reasons analysis of reasons for the successes for the successes identified. identified. Rating  0 1 2 X Score Indicator  Indicator Not Met Indicator Partially Indicator Met Met Implications for Provides no ideas for Provides ideas for Provides ideas for 2 Future Teaching redesigning learning redesigning learning redesigning learning of This Unit goals/objectives, goals/objectives, goals/objectives, Including a instruction, or instruction, or instruction, or Focus on assessment. assessment but offers assessment and Unsuccessful no or an inadequate adequately explains Objectives rationale for why why these these changes are adaptations would warranted. improve student learning. Communication Provides no Provides only a Provides evidence of 1 with Students, information on general description of specific interactions Parents and communication with any communication with students, Other students, parents and with students, parents parents and other Professionals other professionals. and other professionals. (Must while teaching (Must address all professionals. (Must address all three) this unit. three) address all three) Information Provides no Provides evidence of Provides evidence of 1 from QPA information about the knowledge of the knowledge of the process QPA process. QPA process in the QPA process in the school or a school and a description of his/her description of his/her role in the QPA role in the QPA process. process or explains why he/she has no role in the process. Implications for Provides fewer than The teacher presents Presents at least 2 1 Professional two professional at least two professional learning Development/ learning goals that professional learning goals that emerge Continuous emerge from insights goals that emerge from insights gained Learning gained while from insights gained while teaching this teaching this unit. while teaching this unit and describes unit but he/she does specific activities not describe specific planned for meeting activities planned for each professional meeting each goal presented. professional goal presented.</p><p>Total Rubric Score: _____/14</p><p>Total TWS Criterion 7 Score: _____/14</p><p>Total Points: _____/113 Teacher Work Sample</p><p>Your First and Last Name:</p><p>Date Submitted:</p><p>District where you completed the TWS:</p><p>Name of School Building where you completed the TWS:</p><p>Content Area of your TWS:</p><p>TWS Unit Topic:</p><p>Grade Level of the Classroom / Students in Which the TWS Unit Was Completed:</p><p>My signature verifies that this TWS is my own work. I understand that any misrepresentation of facts may result in reduction of grades or other administrative actions including removal from the Teacher Education Program.</p><p>Signature of Teacher Submitting the TWS:</p><p>**Your Name and School Name should not appear anywhere in your TWS except on this page. Glossary of Terms</p><p>For the purpose of the performance assessment methodology, the following terms have these definitions: </p><p>Active Inquiry: A teaching/learning strategy in which the students are active in the pursuit of knowledge. They are asking questions, researching, and answering their own and each other’s questions. The teacher is a facilitator and guide but not the chief instructional agent. The use of inquiry does not have to be in every lesson, but it should occur often enough that it is a strong instructional component in the teaching of the unit.</p><p>Adaptations: Those adjustments in preparation and delivery of instruction and monitoring the learning environment that are made by a candidate to meet the special learning needs of any students. It also includes adjustments deemed necessary by the candidate to provide fair treatment of students during the assessments of learning.</p><p>Affective Domain: The affective domain includes objectives that emphasize feeling and emotion, such as interests, attitudes, appreciation, and methods of adjustment. At the lowest level, students simply attend to a certain idea. At the highest level, students take an idea or a value and act on that idea. Five basic objectives make up this domain: Receiving, Responding, Valuing, Organization, and Characterization by Value (developed by Krathwohl, Bloom, and Masia).</p><p>Appropriate Rationale: (for doing or not doing something that is addressed in the rubric): A statement or description of educationally defensible reasons for not using a device or method called for in the rubric. The statement may also be used to explain why the candidate is doing something differently than is called for in the rubric. To be complete, the rationale should include a statement of how the teacher’s decision(s) will impact intended outcomes and their achievement together with a description of the learning benefits of the choice(s) that the candidate has made.</p><p>Balance in the Range of Objectives: Candidates are required to provide a minimum of one goal and six objectives for a unit. The expectation of balance in the range of these objectives is that the candidate will provide two objectives for each level or type of objective. The candidate should also provide a rationale for why all the objectives were selected for inclusion in the unit. This rationale should demonstrate the appropriateness of these choices, or address why a balance may not be present (e.g., if it is not developmentally appropriate). </p><p>Classroom Environment: Information related to issues of culture, safety, classroom management, physical environment, and socio-personal interaction that have potential to influence the learning environment.</p><p>Cognitive Domain: The cognitive domain includes objectives that emphasize intellectual outcomes, such as knowledge, understanding, and thinking skills. This domain is important to all areas of study. It provides a system for teachers to develop lessons that require students to move beyond memorization of facts at the knowledge level to the development of higher level thought processing skills at the synthesis and evaluation levels. The six major categories include: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation (Bloom).</p><p>Collaboration: The deliberate use by the teacher of educational strategies that require students to work together in pairs or other groupings to solve problems, accomplish tasks, or to achieve learning goals. Collaboration may include, but is not limited to, formal cooperative learning strategies.</p><p>Community: Information about the school district or city/town as well as the attendance center that defines the community of learners in the school or classroom. Such information should focus on definitive student characteristics to which the candidate ought to pay attention and use in planning and delivering instruction in order to help all students achieve the unit learning goals.</p><p>Community Resources: These would include institutions, agencies, organizations, industry, students’ family members with expertise/knowledge, etc. Examples would include community library, museum, observatory, local media, local businesses or farms, community groups like Four H or Kiwanis, etc.</p><p>Context Data: The “Contextual Information” characteristics that are narrated in Criterion One. (e.g., ethnic, gender, SES, special needs, varying developmental levels, varying intellectual/academic performance levels, emotional and/or behavioral deviations, etc.).</p><p>Critical Thinking/Problem Solving: Critical thinking/problem solving requires higher cognitive processing (e.g., using information in new ways, analyzing information/concepts and/or breaking into sub-parts or sub-concepts, making evaluations and judgments supported by appropriate rationales, creating new constructs, processes or products, etc.). Students are not to perform tasks which rely simply on rote learning, list making, recitation, or on simplistic manipulation of numbers, facts, or formulae. </p><p>Developmental Characteristics: Objectives, assessments and activities should be aligned with the skills, abilities, maturity, as well as the intellectual and emotional or behavioral characteristics of the typical student at the grade or level at which one is teaching. Deviations from providing instruction at the expected developmental level of a particular grade should be explained and documented as to rationale.</p><p>Diagnostic Assessment: This is given before instruction to identify the students’ ability, skills, or knowledge about the topic that is about to be taught. The teacher uses this assessment to determine students’ previous knowledge in order to prepare or adjust objectives appropriately.</p><p>Disaggregation of Data: Organizing and reporting data from the diagnostic assessment and summative assessment to show the achievement levels for groups present in the classroom (gender, SES, ELL, students with disabilities, ethnicity, low and high achievers, etc.) </p><p>Environmental Factors: Circumstances or conditions in the school, the district, the community and/or the classroom that might affect the students and their learning. For example, school practices, district policies or regulations, transience in the community, physical attributes of the classroom etc. </p><p>Ethnic/Cultural Make-up: The diversity of races, languages, religions, beliefs and practices of the students in your classroom. Cultural practices might include dress, typical foods, and special customs.</p><p>Formative Assessment: Those assessments of student performance, formal or informal, done during the unit to give both the teacher and the student feedback regarding learning and the possible need for either enrichment or remediation. Goals: General learning standards or outcomes. Goals are supported by more specific learning objectives.</p><p>Group and Subgroup: A group is a number of students in a broad category – e.g. gender. A subgroup refers to a subordinate group within the group – e.g. males or females.</p><p>Higher Level/Reasoning Objective: A reasoning objective requires students to analyze, synthesize and/or make judgments about (evaluate) information, knowledge and ideas. Students analyze, calculate, compare, criticize, differentiate, examine, create, organize, propose, compose, appraise, assess, and evaluate.</p><p>Instrument: An assessment or test for the purpose of measuring student ability.</p><p>Integration: The teacher has the knowledge and ability to import appropriate content, information or processes from other disciplines (subjects) as a means of expanding student thinking, and/or understanding and showing relation and relevance between subject fields i.e., a social studies teacher integrates math skills into a geographic map lesson, an English teacher incorporates history lessons into a Renaissance Literature unit, an elementary teacher integrates math, science, social studies, and language arts into a unit.</p><p>Learner-centered Instruction: Classroom learning activities in which the learner and not the candidate is the center of focus. The candidate may serve as facilitator but not as presenter or director. The student works independently or in a small group that is in charge of the learning sequence, timing, goal setting, and production of evidence of learning.</p><p>Learning Context: Information about the school, community, or individual students that should impact the manner in which the candidate plans, executes, and assesses learning for all students in the class.</p><p>Low and High Level Objectives: When Bloom (1956) originally presented his taxonomy, he described six cognitive objectives as hierarchically arranged from low-level (knowledge, comprehension) to high level (application, analysis, synthesis, evaluation), with higher-level objectives building on the lower ones. Bloom’s cognitive objectives can be used when planning assessments. True/false, matching, multiple-choice, and short answer items are often used to assess knowledge and comprehension (low-level objectives). Essay questions, class discussions, projects, position papers, debates, student work products, and portfolios are especially good for assessing application, analysis, synthesis, and evaluations (high level objectives).</p><p>Lower Level/Knowledge Objective: For the purposes of the TWS a knowledge objective requires students to define, list, memorize, name, recall, recognize, recite or record. Knowledge objectives may involve student comprehension where students demonstrate that they understand the meaning of what they have learned by describing, distinguishing between, discussing, explaining, expressing, identifying, locating, or reporting.</p><p>Middle Level/Skill Objective: A skill objective requires students to apply the information that they have learned. Students apply, demonstrate, illustrate, practice, translate, interpret or dramatize. </p><p>Non-Verbal Communication Among Students: The use of positive non-verbal strategies could include, but is not limited to the following: using hand or body movements to indicate understanding, showing answers, raising hands up, nodding, using eye contact, smiling, using hand gestures to indicate, for example, “Good job!” These non-verbal strategies fall generally into the categories of active listening and will complement such things as use of body language, paying attention, facing the speaker, etc.</p><p>Objective: A statement of what students should be able to do as a result of instruction. Objectives must be specific, observable and measurable. They should be focused on the outcomes expected from the instruction and not on the activities done as a part of instruction.</p><p>Properties: The characteristics, elements or contents of an assessment system or instrument.</p><p>Psychomotor Domain: The psychomotor domain is concerned with motor skills and the performance of the skill. This domain is important to sciences, family and consumer science, technology, physical education, art, and music teachers. The major categories range from perception at the lowest level to origination at the highest level. The seven major categories include: Perception, Set, Guided Response, Mechanism, Complex Overt Response, Adaptation, and Origination (developed by Simpson,).</p><p>Quality Performance Accreditation (QPA): A process by which schools are assigned a status based upon performance and quality criteria established by the state board. The performance criteria include meeting state requirements on assessments, attendance, and for high schools, graduation rates. There are eleven quality criteria which include a school improvement plan, a staff development plan and having fully qualified staff. Schools may be assigned one of four levels of accreditation status ranging from “Accredited” to “Not Accredited”.</p><p>Rationale: (for doing or not doing something that is addressed in the rubric): A statement or description of educationally defensible reasons for not using a device or method called for in the rubric. The statement may also be used to explain why the candidate is doing something differently than is called for in the rubric. To be complete, the rationale should include a statement of how the teacher’s decision(s) will impact intended outcomes and their achievement together with a description of the learning benefits of the choice(s) that the candidate has made. </p><p>Readiness: Student readiness is the students’ previous knowledge, skills and understanding of concepts related to the unit objectives. It includes the knowledge that is foundational to achievement of the current unit’s objectives as well as previous knowledge of the concepts to be taught.</p><p>Reading: Understanding the communication of written ideas through skills taught by every teacher across the curriculum. Every teacher should reinforce important reading skills by incorporating them into instruction every day. Some teaching strategies include vocabulary building; using content-based reading material to help students identify main ideas and supporting information; providing questions to generate interest in a reading passage; and many developed systems to teach reading skills such as QAR, SQ3R, and KWL, which all involve questioning and reviewing.</p><p>Rubric: An assessment tool that defines quality of performance as well as identifying skills, knowledge, or concepts possessed by the student.</p><p>Special Needs: A description of students with special needs should not be limited to IEP’s. Students with social, familial, emotional, cognitive, language and/or other needs should also be addressed. Students who are functioning below grade level or who have difficulty in reading could be included in the special needs area. State/District Standards or Local Curriculum Outcomes: Objectives should be aligned with state standards. These are available online at http://www.ksde.org/outcomes/siacurrstds.html. However for areas where there are no state standards candidates should use district standards or local curriculum outcomes.</p><p>Subgroup: A group is a number of students in a broad category – e.g., gender. A subgroup refers to a subordinate group within the group – e.g. males or females.</p><p>Summative Assessment: A comprehensive test given at the end of the unit of instruction to check the level of student learning.</p><p>Taxonomy of Educational Objectives: The Taxonomy of Educational Objectives is a three- domain scheme (cognitive, affective, and psychomotor) for classifying instructional objectives. Each domain is organized in hierarchical order, ranging from low-level categories to high-level categories. The system is based on the assumption that learning outcomes can be described in terms of changes in student performance. Therefore, the taxonomy provides a structure for writing instructional objectives in performance terms (Gronlund).</p><p>Technology: For the use of the Kansas Performance Assessment, technology includes a wide range of technological tools that a teacher can use to enhance instruction. In the Kansas Performance Assessment, technology specifically refers to electronic equipment. Examples would include audio-visual devices, overhead projectors, computers, calculators, copy machines, telephones, cameras (video and still), adaptive technology, robotics, etc.</p><p>Unit Learning Goal: The primary goal set by the candidate to guide the learning. The unit learning goal is stated in terms of student performance. It will be further subdivided into subordinate tasks or unit objectives.</p>