Academic SeminarWeeks 9

Announcements

Share out: What have you learned? “The Evolution of your Practicum Experience”

Lecture: Uses of Data (Final Reflection)Putting together binders Preparing Presentations

Remember: Schedule Individual check-ins with Instructors for support as needed

WS Scoring• Instructor will not score your work sample if:

– WS sections were submitted and reviewed throughout the term by supervisor

– Students received feedback regularly

– Concerns were addressed by the instructor as needed

• Instructor may serve as a second scorer of WS if:– WS received exemplary ratings from the supervisor and PSU has been asked

to consider using it as an example for future candidates

– WS sections were not submitted to supervisor for regular feedback

– If revisions were not made when supervisor provided feedback on individual sections and / or there is concern that the candidate’s WS does not meet criteria for proficient

Context Part II (Rubric Check)IEP Case Study

• IEP Case Study To meet criteria, the present level of educational performance (PLEP) must be:

• ❑ clearly written (Description, Strengths, Parent Concerns, How the disability affects progress in general curriculum, data in the area of Literacy that links to the Goal & Objectives)• ❑ related to work sample literacy objectives, and• ❑ supported by relevant, measurable data.

• The annual goal and (2) objectives must contain: • ❑ clear conditions,• ❑ verifiable behavior,• ❑ measurable criteria, • ❑ goal date, and • ❑ clear link to PLEP and assessment results.

Data on Learning Gains (rubric)Includes: Pre /Post Test Data and Individual Formative Data Charts

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).

To meet criteria, presented data must: • represent at least a 2- week period of time,• include at least 6 formative data points, • represent accurate data, • use standard conventions for charting (labeled axes, CAP, aim line, step

changes, alterations),• be easily interpreted by independent reader.

Interpretation of Learning Gains (rubric)Includes: WILGS and Summaries

• To meet criteria, evaluation of student learning must:

• be assessed at least weekly (as indicated on the Weekly Interpretation of Learning Gains form),

• reflect a correct analysis of trends, • follow decision rules for advancement and

alteration. • A paragraph summarizes the information

reported on the WILG.

Writing your Final Reflection;Uses of Data

(Final Reflection – Quick Write Activity) To meet criteria, the final reflection must: discuss unexpected events and outcomes, use analysis of the instructional data to thoughtfully discuss

successes and challenges over course of work sample teaching, include recommendations for future generalization when simple

acquisition has been attained, identify additional environments (e.g., other classes, home,

community, etc.) and new applications for using newly acquired skills/knowledge,

identify implications and recommendations for instruction after the work sample,

include reflection of self as an educator, and describe professional growth and key learning during the overall

experience.

Final Binder CheckWork Sample Binder Check (Final)

– Context –• Part I Introduction• Part II Case Study (PLAFP/ IEP Goals & Objectives)

– Goals & Objectives (for the Unit Plan)• Unit Plan Objective(s) and Rationale

– Unit Plan (Final)– Lesson Plans (Daily Instructional Plans)

• Lesson – Materials – Reflections• May include a tab for a few (5-10) examples of student

– Data on Learning Gains– Assessment Narrative from Unit Plan– Pre/Post comparison graph– Pre / Post test with answers• 1 Daily Formative Assessment Graph for each student in the work

sample group– Weekly Interpretation of Learning Gains

• One WILG and summary paragraph for each student in the work sample group

– Uses of Data (Final Reflection)– Work sample rubric

Presentation of work sample binderTo meet criteria, the work sample binder must:• be organized with title page and dividers for each of

the specified sections,

• include a table of contents,

• have correct spelling, punctuation and grammar throughout,

• be typed or written neatly,

• be legible when handwritten notes/charts are included,

• have adequate margins on all four sides of page.

Share Out: Evolution of Your Practicum Experience

1. Weeks 1 and 2 (Model)– Observe building and classroom routines (people, schedules, management

techniques, communication with parents, etc..)

– Observe, Co – lead, or lead in instruction

– Select work sample group and topic

2. Weeks 3, 4, 5 (Guided practice)– Lead instruction of your work sample group

– Participate in all aspects of your cooperating teacher’s job assignment to the maximum extent possible

3. Weeks 6 – 9 (W.S. Indep. Practice)– Plan and lead work sample group unit

– Continue to participate in all aspects of the Special Education Teacher’s position as possible when you are in the building

4. Weeks 10 – 11 (Generalization & Review)– Make a plan with your Cooperating teacher for your last day of

instruction, easing out of the role of teacher, saying your goodbyes etc..

– Turn in and present your work sample project

– Request reference Letter(s) of recommendation for future employment

Work Sample Seminar Presentations

Step 1: Choose format for presenting (power point)

Step 2: Prioritize content for time allotted (info on next slide)

Step 3: Make visuals accessible to all (large font)

Step 4: Prepare video clip for easy access during presentation (DVD’s work best in hi tech room

computers)

Step 4: Practice and time yourself (10 minute presentations followed by 3 – 5 minutes of Q & A while

the next presenter sets up)

Presentations will occur simultaneously in two different classrooms.

Introduction/context (1 minute)

Unit goal with Rationale (1 minute)Show’s data in rationaleLogical link from data on students’ needs to objective

Lesson Plan (1 minute)Does the lesson relate to the objectiveDoes the lesson indicate appropriate modeling prompting or checking?

Video (3 minutes)What effective instructional techniques are utilized?

Data and Decisions (2 minutes)Do the data reflect student growth?Were decisions about instruction based on data?

Final Reflection (2 minutes)Thoughtful articulation of what you learnedThoughtful discussion of successes and challenges

Professional presentationGood eye contactKeeps to the time limitVisuals and overheads are easy to readGood voice: volume and inflection

Presentations

• Conference Room– Margaret (3)

– Jeri (3)

• ED 202– Judy (4)

– Lynn (3)

• Lynn’s Classroom– Lisa (1)

– Lila (5)

FOCUS ON THE GOAL