SPED 509: Seminar Week 3 Binder Check File Review & Screening Assessments Finalize Unit Plan Objective / Rationale Designing & Administering Work Sample Pre / Post tests Work Sample Unit Plan Page 1

Site Interview Sheet Share one interesting piece that you learned Binder check Use the grading criteria: check to see whether your partner included all key elements (size, labeled front & side, all dividers, includes WS rubric at back)

From Context Part I –Share your classroom management plan Group expectations Reinforcement system Consequence system

Context Part 1: Rubric To meet criteria, background information must: ❑ be clearly written, and ❑ include relevant information about the neighborhood/community, ❑ the school (including size, facilities, support personnel, student enrollment, cultural makeup, and availability of technology), ❑ the learning context of the class/small group (number of students, physical space, classroom staffing), ❑ important student demographics (gender, disabilities, socio- economic status, cultural/linguistic diversity, IEPs/TAG/504 plans), ❑ the roles of the teacher and instructional assistant. ❑ information about your work sample group (students, meeting times, specially designed instruction needs, and behavior expectations Comments:

Context Part 2: IEP Case Study (Week 7) To meet criteria, the present level of educational performance (PLEP) must be: ❑ clearly written, ❑ related to work sample literacy objectives, and ❑ supported by relevant, measurable data. The annual goal and objectives must contain: ❑ clear conditions, ❑ verifiable behavior, ❑ measurable criteria, ❑ goal date, and ❑ clear link to PLEP and assessment results.

Work Sample (WS) Overview Review the WS rubric Note the following: 1.What are the key parts of the WS? 2.What goes in each part? 3.What is criteria for proficient? Exemplary?

Think – Pair - Share * File Review Notes: IEP Goals (Literacy) Parent Priorities Present Level Data Eligibility info & accommodations Unit Focus Draft & info from meeting with CT * Screening Assessment Results IRI / Phonics (miscue analysis) Fluency (> 150 CWPM) Vocabulary (Tier 1, 2, or 3) Comprehension (% correct, struggles)

Work Samples: Unit Plan Part 1 WRITING THE GOALS and OBJECTIVES for your UNIT PLAN

Begins with a behavioral objective

Goals  Objectives go from General to  Specific IEP Goals IEP Objectives Unit Goals Step Objectives Lesson Objectives

IEP Goal After reading narrative or expository texts written at the fourth grade instructional level, Jane will accurately write the answers to 8 of 10 literal and / inferential comprehension questions.

IEP Short term objective Given a narrative text written at the fourth grade instructional level, Jane will correctly write the answers to 8 of 10 literal and inferential comprehension questions about the text.

Unit Objective Given a narrative text (written at the fourth grade instructional level, Jane will correctly write answers to literal comprehension questions focused upon story elements (eg. character, setting, sequence of 3 main events) with 80% accuracy by November 24, 20--.

Example: Unit Objective Given a a 3rd grade expository textbook; the students will open the book to requested text features (e.g. title page, table of contents, glossary, index) and correctly write answers to questions derived from each feature with 80% accuracy by March 14, 20--.

1. Behavioral objectives are outcomes. a.Will others recognize it as an indicator of skill attainment? b. Outcomes v. activities

1. Behavioral objectives are outcomes. Outcomes or activities? a. Students will highlight the vocabulary words in their text. b. Students will be pretested on new vocabulary words and their meanings. c. Students will read the word and give a synonym or simple definition. d.Students will practice words and definitions with their partners.

2.Your unit may have one or more desired outcomes. Learn the steps of the strategy When asked by the teacher at the beginning of the lesson, students will say the 3 steps of the paragraph shrinking strategy correctly for 3 consecutive days. Identify the main idea in a paragraph. After reading an expository paragraph at the 4th grade level, students will use the paragraph shrinking strategy to correctly tell the main idea in 4 out of 5 paragraphs.

2.Your unit may have one or more desired outcomes. Read the new words in isolation When presented a list of 20 high frequency words from the Kucera- Francis 3rd grade list, the students will read at least 90% of them correctly. Read the new words in context When presented with text at the 3rd grade level containing 20 high frequency words from the Kucera- Francis list, each student will read them with 95% accuracy.

2.Your unit may have one or more desired outcomes. Verbally identify five story elements After reading a short story from the 5th grade anthology, students will verbally identify at least 4 of the 5 story elements (characters, setting, problem, actions, and ending). Write five story elements on a story map After discussing the short story in class, students will summarize the story by writing 5 story elements on a story map and writing a descriptive phrase about each one.

3. Write in terms of outcome performance  Not too specific and not too global.  For a 6 to 12 lesson unit. Example: When given 10 new vocabulary words from the unit on old growth forests, the students will write three words they associate with each target word (category, synonym, antonym or example) with at least 90% of the words being relevant and appropriate.

3. Write in terms of outcome performance Nonexample: When the teacher shows the word canopy, the students will correctly say the definition. Nonexample: When given classroom reading assignments, students will show an increase in their overall vocabulary recognition of at least 50 words.

4.Include all three parts of a behavioral objective. The conditions  Make clear to the reader how the performance will be evaluated  Include important information How presented? How many? What kind?

The conditions Example: “When given a story worksheet with five key story events in random order,…” how many what kind how presented

The conditions Don’t state the obvious Nonexample: “When given directions…” Nonexample: “When given a paper and pencil, Maria will write…”

Stated in observable, unambiguous terms “will understand” “will demonstrate their ability to” “will know” The behavior

Think: SAYWRITEDO saywritepoint to read aloudprinthold up statetypeunderline nametracecircle match The behavior

…Can be stated in a variety of ways: Examples: "...with 100% accuracy." "...correctly in 5 trials out of 6." "...capitalizing each proper noun in each sentence." "...including all 5 parts of the text structure." "...at a rate of 50 correct words per minute." "...with no more than 2 errors.” The criterion

…Must make sense. Nonexample: “…solving all 10 problems with at least 95% correctness.” The criterion

Use OBSERVABLE, MEASUREABLE terms Don’t use ambiguous terms. Nonexample: “…80% of the time as determined by teacher observation.” The criterion

YOUR TURN Conditions: _______________________________ _________________________________________ Behavior: Students will read the word and give a synonym or simple definition… Criterion: _______________________________ _________________________________________ How might a teacher measure / assess student learning (the outcome of this objective)?

YOUR TURN Conditions: _______________________________ _________________________________________ Behavior: Students will state the main idea and tell two important details… Criterion: _______________________________ _________________________________________ How might a teacher measure / assess student learning (the outcome of this objective)?

Goals & Objectives: Evaluating Your Unit Objective Does the objective have- Condition (how many, how presented, what kind) Behavior (observable, clearly defined) Criteria (Measurable and makes sense) Is the rationale directly linked to the IEP goals? Screener/pretest data – quantifiable, how do you know? A skill that the student needs for the state assessment, state standards, or performance in a content area

B. Rationale for Objective  Assessments data “All three students scored low in the reading comprehension segment of the reading inventory.”  Linked to Oregon or district standards “Word recognition, as part of fluent text reading, is an Oregon benchmark skill.”  IEP goals “Since Kevin and Talia have word recognition objectives on their IEPs…”

Rationale Example: After review of each student’s IEP goals in reading and writing, noticed a common theme between them. Each student’s IEP had a goal focused on writing 5-sentences or a paragraph. For example one IEP goal states : Student will independently write 5 complete sentences on a single topic or story with correct capitalization, punctuation and sentence structure. This was followed by a careful look at recent writing samples from the focus students. Though correct punctuation and capitalization were inconsistently demonstrated, the samples showed a general knowledge and ability to form a sentence in which the subject and predicate were in agreement. In fourth grade, students are given their first state writing assessment in which students choose one of three prompts and write a multi- paragraph piece. Students are scored on organization, ideas and content, conventions, word choice, sentence fluency, and voice. Each of the focus students will be take the extended assessment this year, which will require them to write one paragraph. These samples will be scored looking at the same 6 traits. Pretest scores averaged 6/14 points. State standards that correlate to this unit plan include EL.04.WR.01, which talks about preparing to write using a graphic organizer, EL.04.WR.06; focusing on a central idea and excluding extraneous information, and EL.04.WR.09; editing writing using a set of rules.

Discussion: Begin to brainstorm (write drafts): Focus of your work sample What skills and strategies do you hope to address? –What is your rationale for working on this focus? Rationale: Direct link to IEP goal / objective Direct link to Oregon Benchmark Standard Direct link to Assessment Data

Rubric: Goals & Objectives To meet criteria, the unit objective(s) must: ❑ be related to district or state literacy standards, ❑ stated as learning outcomes (not activities), and contain: ❑ conditions related to important instructional factors, ❑ an observable, verifiable behavior, and ❑ a measurable criterion. The rationale must: ❑ make a clear link between the unit objective(s) and students’ IEP goals and objectives and/or recent assessment data.

Tasks to consider when setting up your practicum: 1). Set up an initial meeting: Meet with your CT, and University Supervisor. Set times for future meetings (eg. midterm & final). Review expectations outlined in this slide. Set a time for the CT and teacher candidate to meet each week to discuss questions, course assignments, and student learning needs or concerns 2). Set your schedule: Plan to spend 9 hours per week across a minimum of 3 days at your site. Set the times you are at the practicum to match the group you'll teaching your work sample. Include a non teaching time to meet with your CT, attend IEP meetings, participate in planning etc.. 3). Schedule your teaching experience: - weeks 1 – 2: observe your CT, teach if you are both comfortable - weeks 3 – 5: Coteach with your CT and/or supports your teaching - weeks 6 – 8: Teach your work sample to a small group. You will have a lesson plan on PSU format, write a reflection of how the lesson went, and graph data each of the lessons you teach. - week 9 – 10: Submit your final product & prepare class presentation. Ease out of teaching and say your goodbyes

Progress Check: Academic Practicum Checklist Permissions to Video Tape Midterm Eval (week 5) –Video of one lesson on CD –Items 1 – 6 on Practicum Checklist complete –Successful completion of one or more formal observations –Evaluation of Your Teaching

Where are we now? Placement Tasks 1.Placement&Supervisor 2.Site Initial Meeting 3.InstructionalGroups 4.SupervisionFolder&Checklist 5.Observation#1&Video 6.Pretest&DataonTeaching Weeks7-9 TeachingUnit&Groups Midterm WSObservation&Video Weeks10&11 Observation#3&FinalEval Work Sample Unit 1.SiteInfoForm 2.Intros&Interview 3.Context Part-1 4.FileReview&Ax 5.Pretest&UnitFocus 6.UnitPlan&Probes Weeks7-9 TeachWSUnit DailyLessonPlans DailyReflections&Data PostTest&FinalReflection Weeks10-11 SubmitWS WSPresentations

Unit Plan (Page 1) Topic of Work Sample A.Unit Goal (written as one / more Behavioral Objective(s): B. Rationale for objective C. Sequence of steps to reach unit objective D.Prior knowledge or prerequisite skills needed

C. Sequence of steps to reach unit objective Characteristics of a Sequence: 3 to 5 teachable parts (possibly more)?  Represents learning over time  Tells what the student will learn, not what the teacher will do  Each step = one or more lessons M T W T F M T W T F M T W T F M T W T F

Sequence Steps Step 1: Teach students the to define story elements (Character, setting, sequence of events) Step 2: Teach students to identify characters and setting when reading 4 th grade instructional texts Step 3: Read 4 th grade narrative text and write /state character, setting, problem, on attempt to solve the problem, and the culminating event or solution to the problem

Pretest Design Step 1: Match definitions: 1.Character 2.Setting 3.Problem 4.Attempts 5.Solution Student reads a passage and writes answers to open ended questions to identify: Step 2: Setting 5. Time _____________ 6. Place _____________ 7. Main Character ___________ Step 3: Sequence of 3 events 8.Event 1 (Problem indicator) 9.Event 2 (Attempt to solve it) 10.Event 3 (Solution indicator)

C. Prior knowledge or prerequisite skills needed (REWARDS) Strategy Preskills 1.Circle parts you know (prefixes and suffixes) 2.Underline the vowels 3.Say the parts 4.Make it a real word 1.Recognize/read common prefixes and suffixes 2.Know vowel sounds and vowel combinations 3.Blend sounds to read non word syllables (e.g., predictable) 4.Blend syllables to make a word 5.Use context to turn approximations into real words

Unit Plan (Page 2) E.Assessment plan 1.Summative (pre/post test) 2.Formative (Probes – daily data) F.Plan for review G. Plan for generalization

Other parts of the unit plan (PAGE 2):  Assessment plan  Summative (Pre / Posts)  Formative (probes)

Developing a Pre / Post test 1.Primary purpose: Measure learning gains as an outcome of instruction 2.Other possible uses: Determine placement into materials Determine if student has preskills Determine strengths and instructional needs Guide grouping of students

Developing a Pre test based upon the Unit Goal A. Write an instructional sequence (or borrow from instructional material) Unit Goal: Given a narrative text written at the fourth grade instructional level, Jane will correctly write answers to comprehension questions focused upon story elements (eg. character, setting, sequence of 3 main events) with 80% accuracy.

Assess Pre skills 1. What are the pre skill for this unit? Read 4 th grade text Conceptual Understanding: Time Place Sequence Event How will you assess the pre skills?

Pretest Match definitions: 1.Character 2.Setting 3.Problem 4.Attempts 5.Solution Student reads a passage and writes answers to open ended questions to identify: Setting 5. Time _____________ 6. Place _____________ 7. Main Character ___________ Sequence of 3 events 8.Event 1 (Problem indicator) 9.Event 2 (Attempt to solve it) 10.Event 3 (Solution indicator)

Designing a Pre/posttest Unit plan sequence (phonics example): 1. When presented 10 one-syllable words with ai, students will read all 10 correctly. 2. When presented 10 one-syllable words with ow (long O sound, as in snow), students will read all 10 correctly. 3. When presented 10 one-syllable words with ea, students will read all 10 correctly. 4. When presented 10 one-syllable words with oa, students will read all 10 correctly.

Designing a Pre/posttest B. Consider also including preskills Example Preskills for reading words with vowel combinations: Recognizing vowels from consonants. Saying the long vowel sound for a, e, and o. Saying almost all consonant sounds. Blending 3 to 4 letter sounds to sound out a word.

C. Select items that match the sequence. PreskillsWay to Assess 1. Recognizing vowels from consonants Present 20 letters in random order, 5 of which are vowels. Have student circle the vowels. 2. Saying the long vowel sound for a, e, and o. Point to each circled vowel (above) and have student say its long sound. 3. Saying most of the consonant sounds Have students say the sounds for the consonants in the list. 4. Blending 3 to 4 letter sounds –> word Have students read these words: pal, rep, tog, mend, frat.

Select items that match the sequence. Target SkillsWay to Assess 1. Reading words with ai Present words with ai in list and a sentence. 2. Reading words with ow Present words with ow in list and a sentence. 3. Reading words with ea Present words with ea in list and a sentence. 4. Reading words with oa Present words with oa in list and a sentence.

D. Decide on a format Example Since the unit objective specifies 25 words, select five words each for ai, ow, ea, oa, and oo. Put four of each word type in a word list, randomly mixed among the words with other vowel combinations. Write five sentences that each have one of the vowel combination words. (check to make sure the student can read all the other words in the sentence!) To assess preskills, randomly list the vowels and consonants type the words pal, rep, tog, mend, and frat. Prepare a sheet for the student to read from and a scoring sheet.

Describe how it will be administered. 1. How will you introduce the test? 2. How will you assess the pre skills? 3. How you will pretest the sequence objectives?

How will you introduce the test? The pre/posttest will be individually administered to each student in the group. Introduce the test by saying, “this short activity will see which things you know how to do and which things we want to teach you to do. Some things will be easy for you and some things will be hard. Don’t worry about how you do, just do the best you can.

Decide how you will score it: Example:  Give one point for every story element word the student can match to a definition (questions 1 – 5).  Give points for every story element the student can correctly write after reading the story. 0 – no answer / incorrect answer 1 – partial answer 2 – fully correct answers

Rubric: Data on Learning Gains To meet criteria, assessment tools must:  match description of student performance on unit /step objective (conditions and behavior),  include administration procedures and directions to students,  include criteria for scoring acceptable/ incorrect responses,  have identical or comparable pre and post measures (difficulty, number of items, format).

Helpful Hints Order the test items in the same order as you will teach the skills. The test must include items that assess your desired outcome, as indicated in your unit objective(s). The test format should match the conditions part of your unit objectives

Helpful Hints The pre- and posttest must measure the same skills in the same way. Two options: 1. Posttest = pretest 2. Different items or prompts, but the same in its format, length, response modes, and level of difficulty.

Pre test Design Questions: Is the pre-test implied in the unit objective/does it match the objective? Does the pre-test scoring match the unit objective criteria? Is the pre-test reasonable to complete in a short period of time? Does the pre-test measure meaningful skills? Does the pre-test measure relevant pre-skills?

Week 3 Assignments Construct a pre/post test to assess the Unit focus Draft a Unit Objective & rationale (focus) –Based upon IEP goals –Based upon screener / pretest data –Based upon Oregon state benchmarks Video 1 before midterm Finalize your Bring your Pre / Post test data with you next week Weekly reflection Schedule Observation #1 & Midterm