Southeastern Louisiana University - SACS Reaffirmation of Accreditation

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LIST OF EXHIBITS FOR STANDARD 3

EXHIBIT 3b.10

Teacher Work Sample

Assessment 5A: Assessment Tool or Description of Assessment

Teacher Work Sample Assessment Tool Directions

Instructions for Completing Assignment:

(1) Use the Teacher Work Sample template available on Blackboard under Course Information as a Microsoft Word document. Design, implement, and assess a one to two week instructional unit for a group of students that includes individuals with disabilities. Address the following components: (a) Part I: Description of the Learning Environment, (b) Part II: Teacher Work Sample Planning, and (c) Part III: Analysis and Reflection of the pre and post assessment results.

(2) The teacher work sample (TWS) should not exceed ten pages. Items included in the TWS should be directly related to the unit, and the purpose for implementation should be clearly outlined for the reader.

(3) Submit Parts I and II to your instructor according to the timeline outlined in the course syllabi for SPED 641.

(4) Once the entire TWS is completed, submit all three parts to the instructor of record. Check carefully for spelling and grammatical errors within the TWS.

(5) The completed TWS should be submitted one week prior to the last day of class as outlined in the tentative course calendar.

Part I: The Learning Environment

(1) Define the student population used within the TWS

a. Number of students enrolled in class

b. Demographic information for each student enrolled in class.

i. Age

ii. Gender

iii. Ethnicity

iv. SES

v. Grade

vi. Classification (if the student has a disability)

(2) Classroom Diversity/Individual Differences

a. Describe the setting for which this TWS is planned (e.g., inclusion, resource etc.)

b. Number of students with disabilities (describe specifically the types of students and their exceptionalities. Do not provide specific names.)

c. Number of students without disabilities

d. Number of males and females

e. Age range of students

(3) Accommodations/Adaptations

a. In general, describe possible adjustments that will be made to accommodate differences in such things as educational disabilities, learning modalities, motivation, and/or skill level.

(4) Use of Instructional Resources

a. List all instructional resources that you may use throughout the duration of the unit plan (one or two-weeks).

Part II: Teacher Work Sample Planning

(1) Development and Relevance

a. Grade/Age level and Subject area

b. Title of unit

c. Behavioral objectives for pre and post test containing specific criteria

d. Competency levels

e. Development of criterion- referenced test (CRT)

f. Students will administer, score and interpret a CRT from the designated academic area using the student’s curriculum. Teacher candidates will report the following information:

i. behavior of the student during the testing session

ii. test results

iii. strengths and weaknesses derived from test results,

iv. Based on test results, recommendations for instruction

(2) Comprehensive Assessment Plan

a. Describe and attach a copy of the pre and post assessments used in the unit plan. Assessments may occur formally or informally. A rubric, if used for evaluation, must be the same for both pre and post-assessment.

b. Unit Daily Lesson plans

i. Teacher candidates will develop a lesson pretest and posttest for each lesson only for the TWS. All data will be reported using the attached chart format.

Part III: Teacher Work Sample Results

(1) Use of Assessment Results to Modify Lesson Plans- From the pre-assessment results, what changes were made to the initial instruction plan for this unit? Explain any modifications or adaptations that occurred to address the needs of the learner.

(2) Analysis of Pretest and Post Assessment Results - Include quantitative data for each objective and for each student.

a. Include in this discussion a brief description of performance for students who meet the criteria stated in the objective by indicating “mastered.” Be sure to describe what the student knows, can do, and understands as a result of this unit.

b. Describe the performance of students who did not meet the criteria stated in the objective by indicating “not mastered.”

c. Describe circumstances, if any, that should be considered when noting the poor achievement of students who demonstrated little or no gains.

(3) Reflection of the Assessment Process and Results

a. Based on the obtained results and experience gained from this TWS unit, what will be changed in planning, teaching, and/or assessment the next time the unit is taught?

b. How are these implications congruent with CEC standards, SLU Conceptual Framework, collaborative skills, and the individual needs of students with disabilities?

c. Describe how you linked assessment and instruction in planning, implementing, and evaluating the TWS?

Assessment 5B: Scoring Guide for the Assessment

Teacher Work Sample Scoring Guide Rubric

Rubric Component	Exceeds Expectations	Meets Expectations	Approaching Expectations	Unacceptable
Part I: Learning Environment Definition of Student Population (CC9, S10; CC10, S1)	Provides specific demographic information including gender, SES, ethnicity, and functioning level about each student enrolled in the class.	Provides general demographic information including gender, SES, ethnicity, and functioning level about each student enrolled in the class.	Some demographic information is missing about gender, SES, ethnicity, and functioning level for each student enrolled in the class.	No demographic information is provided about each student enrolled in the class.
Classroom Diversity/Individual Student Differences (CC5, S3)	Thoroughly describes classroom diversity and/or individual differences among and between students with and without disabilities.	Provides a general description of classroom diversity and/or individual differences among and between students with and without disabilities	Describes only a few diversity and/or individual student differences.	Does not describe any diversity and/or individual student differences
Accommodations and/or adaptations (CC4, S3; CC5, S6; GC4, S7)	Provides a detailed description of specific accommodations and/or adaptations based on individual student needs.	Provides a general description of specific accommodations and/or adaptations based on individual student needs.	Lists but does not provide a description of accommodations and/or adaptations based on individual student needs.	No information is provided about accommodations and/or adaptations based on individual student needs.
Instructional Resources (CC5, S15; CC10, S11)	Provides a comprehensive description of instructional resources used for teaching lessons.	Provides a general description of instructional resources used for teaching lessons.	Descriptions of instructional resources are limited and unclear.	No description of instructional resources is provided.
Part II: Teacher Work Sample Planning Development and Relevance of the Unit/Lesson Plan (CC7, S1, S8, S11; GC 7, S2)	Provides required components with explicit supporting details; intended student outcomes and competency levels are thoroughly defined.	Provides all required components with some details; intended student outcomes and competency levels are generally defined.	Provides a few required components with limited details; intended outcomes and competency levels are not clearly defined.	Does not provide any of the required components and lacks detail.
Assessment Plan (CC8, S4 S8, S9; GC8, S3)	Provides a thorough description of pre-assessment, formative assessment, and post assessment with examples of criterion-referenced assessment instrument items.	Provides a general description of pre-assessment, formative assessment, and post assessment with at least one example of a criterion-referenced assessment instrument item.	Descriptions of pre assessment, formative assessment, and post assessment are vague and limited to a couple of sentences. There is no example of a criterion referenced assessment item.	No description of pre assessment, formative assessment, and post assessment is provided. An example of a criterion-referenced assessment item is not provided.

Rubric Component	Exceeds Expectations	Meets Expectations	Approaching Expectations	Unacceptable
Unit and/or Daily Lesson Plans(GC4, S1, S2; GC7, S2; CC5, S4; CC7, S6, S8, S10, S11)	The lesson plans are very detailed and succinct with all required components for a unit including examples of materials, evaluation, and student work.	The lesson plans have some detail with all required components for a unit including examples of materials, evaluation, and student work.	The lesson plans are vague and some required components for a unit (e.g., materials, evaluation, and student work) are limited and/or missing.	The lesson plans are incomplete and/or missing. Required components for a unit are missing.
Part III: Teacher Work Sample Results Use of Assessment Results to Modify Lesson Plans (GC4, S12, GC8, S3; CC8, S7, S8, S9)	Provides specific details regarding how assessment results are used to make modifications to lesson plans.	Provides some detail about how assessment results are used to make modifications to lesson plans.	Provides limited details about how assessment results are used to make modifications to lesson plans.	No explanation of how assessment results are used to make modifications to lesson plans are provided.
Analysis of Pre and Post Assessment Results (CC8,S5)	Reports quantitative data and provides a comprehensive description of pre-assessment and post-assessment performance outcomes for each student.	Reports quantitative data and provides a general description of pre-assessment and post-assessment performance outcomes for each student or the general classroom population.	Reports unclear quantitative data and gives an unclear description of the pre-assessment and post- assessment performance outcomes for each student or the general classroom population.	Reports little or no data and gives an unclear description of the pre-assessment and post- assessment performance outcomes for each student or the general classroom population.
Reflection of the Assessment Process and Results (CC9, S6, S7, S9, S11)	Provides a thorough reflection about the pre-assessment, formative assessment, post- assessment and associated lessons including aspects about the lesson plans, instructional delivery, and assessment instrument strengths and limitations; details about how the lessons and assessments may be changed and used the next time are included.	Provides a general reflection about the pre-assessment, formative assessment, post- assessment and associated lessons including some aspects about the lesson plans, instructional delivery, and assessment instrument strengths and limitations; some details about how the lessons and assessments may be changed and used the next time are included.	Provides a vague reflection about the pre-assessment, formative assessment, post- assessment and associated lessons including limited aspects about the lesson plans, instructional delivery, and assessment instrument strengths and limitations; little details are provided about how the lessons and assessments may be changed and used the next time.	The entire reflection is vague and/or parts about the pre-assessment, formative assessment, post- assessment and associated lessons are missing; aspects about the lesson plans, instructional delivery, and assessment instrument strengths and limitations are nonexistent; no details provided about how the lessons and assessments may be changed and used next time.