MA Model System Training Module 5: Gathering Evidence HANDOUT PACKET

Handouts

Gathering Evidence, Handout 1: Educator Goal Setting and Educator Plan Form

Educator—Name/Title: T. Wilson, sixth-grade science teacher

Primary Evaluator—Name/Title: P. Randolph, principal

Supervising Evaluator, if any—Name/Title/Role in evaluation: N/A

School(s): George Washington Middle School

Check all that apply:[1] Proposed Goals Final Goals Date: 9/19/2011

A minimum of one student learning goal and one professional practice goal are required. Team goals must be considered per 603 CMR 35.06(3)(b). Attach pages as needed for additional goals or revisions made to proposed goals during the development of the Educator Plan.

Student Learning S.M.A.R.T. Goal
Check whether goal is individual or team; write team name if applicable. / Professional Practice S.M.A.R.T. Goal
Check whether goal is individual or team; write team name if applicable.
Individual
Team: ______
Goal 1:
Each of my Intermediate and Advanced ELL students will demonstrate mastery of science content standards based on unit assessments throughout the year. / Individual
Team: ___ Science Team______
Goal 2:
In order to build mastery of science content by ELLs, we will work to consistently identify and teach symbols, key terms, and other domain-specific words and phrases, using specific pedagogical techniques and additional resources to ensure comprehension.

S.M.A.R.T.: S=Specific and Strategic; M=Measurable; A=Action Oriented;

R=Rigorous, Realistic, and Results Focused; T=Timed and Tracked

Participant Handouts for Training
Gathering Evidence September 2012 Page 3

Educator—Name/Title: T. Wilson, sixth-grade science teacher

Primary Evaluator—Name/Title: P. Randolph, principal

Supervising Evaluator, if any—Name/Title/Role in evaluation: N/A

School(s): George Washington Middle School

Educator Plan: Self-Directed Growth Plan Directed Growth Plan

Developing Educator Plan Improvement Plan*

Plan Duration: Two-Year One-Year Less than a year

Start Date: September 19, 2011 End Date: June 1, 2012

X Educator Goal Setting form with final goals is attached to the Educator Plan.

Some activities may apply to the pursuit of multiple goals or types of goals (student learning or professional practice). Attach additional pages as necessary.

*Additional detail may be attached if needed.

Student Learning Goal(s): Planned Activities
Describe actions the educator will take to attain the student learning goal(s).
Activities may apply to individual and/or team. Attach additional pages as needed.
Action / Supports/Resources From School/District2 / Timeline, Benchmarks, or Frequency
2. Use formative assessment results to plan and adjust instruction for each unit. / · Formative assessment results
· Collaboration with ELL specialist
· Weekly science team meetings / · Frequency: After each formative unit assessment
· Process benchmark: Analysis of student data after each formative assessment, with notes as to how instruction will be adjusted during the next unit
· Process benchmark: feedback notes from ELL specialist
· Outcome benchmark: Lesson plans that target core content standards for each unit and reflect attention to identified student needs based on formative assessments
Evidence:______
3. Disaggregate unit assessment data for Intermediate and Advanced ELL students and identify proportion that mastered content standards within each unit. / · Unit assessment results
· Weekly science team meetings / · Frequency: After each unit assessment
· Process benchmark: Tracking form of student mastery of core content standards within each unit
· Outcome benchmark: Completed/updated tracking form of unit assessment results
Evidence:______

Participant Handouts for Training
Gathering Evidence September 2012 Page 3

Professional Practice Goal(s): Planned Activities
Describe actions the educator will take to attain the professional practice goal(s).
Activities may apply to individual and/or team. Attach additional pages as needed.
Action / Supports/ Resources From School/District[2] / Timeline, Benchmarks, or Frequency
4. Research evidence-based instructional strategies that target vocabulary development and academic language with ELL students. Identify a minimum of two instructional strategies for use in my classroom. / · Weekly science team meetings
· ELL specialist / · By October 1, read Teaching Basic & Advanced Vocabulary by Marzano and share insights with science team
· By October 1, meet with ELL specialist to discuss evidence-based instructional strategies for teaching academic language and vocabulary to ELL students
· By October 15, identify two instructional strategies to use in my classroom
Evidence:______
5. Pilot two instructional strategies related to teaching symbols, key terms, and other domain-specific works and phrases effectively with ELL students. Use exit slips at least weekly to measure student mastery of new vocabulary and/or scientific language. / · Weekly science team meetings / · Frequency: Weekly meetings
· Process benchmark: Include weekly vocabulary in Monday lesson plans as well as instructional strategy that will be used to teach it
· Process benchmark: Weekly analysis of exit slips to assess student mastery of new vocabulary and/or scientific language and determine effectiveness of instructional strategy. Make adjustments if needed.
· Outcome benchmark: Implemented lesson plans that incorporate identified instructional strategies
· Outcome benchmark: Improved mastery of scientific vocabulary and discourse by Intermediate and Advanced ELL students with possible cause/effect relationship to specific instructional strategy
· Outcome benchmark: “bank” of effective resources/instructional strategies to inform future ELL science instruction
Evidence:______

Educator Plan is “designed to provide educators with feedback for improvement, professional growth, and leadership,” is “aligned to statewide Standards and Indicators in 603 CMR 35.00 and local Performance Standards,” and “is consistent with district and school goals.” (See 603 CMR 35.06 (3)(d) and 603 CMR 35.06(3)(f).)

Signature of Evaluator P. Randolph Date 9/23/11

Signature of Educator T. Wilson Date 9/23/11

* As the evaluator retains final authority over goals to be included in an educator’s plan (see 603 CMR 35.06(3)(c)), the signature of the educator indicates that he or she has received the Educator Goal Setting form with the “Final Goals” box checked, indicating the evaluator’s approval of the goals. The educator’s signature does not necessarily denote agreement with the goals. Regardless of agreement with the final goals, signature indicates recognition that “It is the educator’s responsibility to attain the goals in the plan and to participate in any trainings and professional development provided through the state, district, or other providers in accordance with the Educator Plan.” (See 603 CMR 35.06(4).)

Participant Handouts for Training
Module 5: Gathering Evidence August 2012 Page 5 of 23

Gathering Evidence, Handout 3: Set A, Artifact 1 Cover Page

Educator—Name/Title:

Evaluator—Name/Title:

School(s):

Educator Plan: Self-Directed Growth Plan Directed Growth Plan

Developing Educator Plan Improvement Plan*

Plan Duration: Two-Year One-Year Less than a year _____

Artifact Title/Name:

Submission Date:

Artifact Evidence
What aspects of educator performance does this artifact illustrate? / Aligned Indicator
I-A
(Curriculum and Planning)
II-A (Instruction)
II-B
(Learning Environment)

Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).

Standards and Indicators for Effective Teaching Practice: Rubric Outline
I. Curriculum, Planning, and Assessment / II. Teaching All Students / III. Family and Community Engagement / IV. Professional Culture
I-A. Curriculum and Planning
I-B. Assessment
I-C. Analysis / II-A. Instruction
II-B. Learning Environment
II-C. Cultural Proficiency
II-D. Expectations / III-A. Engagement
III-B. Collaboration
III-C. Communication / IV-A. Reflection
IV-B. Professional Growth
IV-C. Collaboration
IV-D. Decision Making
IV-E. Shared Responsibility
IV-F. Professional Responsibilities
Lesson Plans T. Wilson Sixth-Grade Science DAY 1
Objective / Students will be able to:
· Construct definition of the word “diffusion.”
· Construct a definition of the word “active transport.”
· Distinguish between active and passive transport/diffusion.
· Indicate why both diffusion and active transport are necessary for the absorption of nutrients.
Resources / Lesson 6: Diffusion and Active Transport, Inquiry 6: “Spreading Out and Through”
Two-Day Lesson—Day 1
Vocabulary / Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not require energy from cells.
Active transport—The movement of nutrients from one place to another that does require energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Lesson Cycle/Activities / Do Now:
Use the glossary to look up the words “active transport” and “passive transport” and add them to you list of definitions on Lesson 6 Notes.
Direct Instruction:
· Teacher will explain that there is another way—besides diffusion—that our bodies absorb nutrients from food.
· Teacher does a quick review of diffusion.
Independent Practice:
· Students will assign themselves jobs and pick up lab materials. They will conduct Day 1 of Inquiry 5.1: “Exploring Chemical Digestion in the Stomach” SG pp. 33–35. They will record their data on their data table.
Guided Instruction:
Students will go verbally through procedures of Inquiry 6.1.
· Since the membranes are defective and will not allow us to physically complete the lab, we will go through each step and make predictions of what would happen if a sugar solution was put into a membrane and set into a water-filled test tube versus if a starch solution was put in a membrane and set into a water-filled test tube.
· Students will hypothesize which solution will be able to pass through the membrane after 15 minutes and why.
· Students will describe why they will need Benedict’s solution and Lugol’s solution to complete the test.
Direct Instruction:
· Teacher explains what “passive transport” and “active transport” are.
Assessments/Homework / Exit slip—quick write-up on passive and active transport (flip index card).
Tuesday: In your own words, the difference between active and passive transport.
Modified: Use Venn diagram.
Modifications (gifted, special education, ELL) / Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).
Lesson Plans T. Wilson Sixth-Grade Science DAY 2
Objective / Students will be able to:
· Distinguish between active and passive transport/diffusion.
· Indicate why both diffusion and active transport are necessary for the absorption of nutrients.
· Summarize the digestive processes that take place in the small intestine.
· Add to study notes.
Resources / Lesson 6: Diffusion and Active Transport, Inquiry 6: Spreading Out and Through
Two-Day Lesson—Day 2
Vocabulary / Diffusion—When a substance spreads out from one place to another.
Passive transport—The movement of nutrients from one place to another that does not require energy from cells.
Active transport—The movement of nutrients from one place to another that does require energy from cells.
Membrane—The protective outer wall of a cell. It keeps the insides of the cell in and what should stay outside the cell out.
Permeable—Allowing all liquids or gases to pass through a membrane.
Semipermeable—Only certain substances can pass in and out of a membrane.
ATP—The substance made in your body that gives off energy for active transport to take place.
Small intestine, large intestine, liver, pancreas, and gall bladder
Lesson Cycle/Activities / Do Now:
Update your binder.
Direct Instruction:
Teacher will talk through the science notes as students write them down.
· Teacher explains that today’s lesson will involve role play.
Guided Practice:
· Teacher will put Student Sheet 6.1 on the overhead projector and allow students to come up and put their answers on the transparency.
· Teacher will also post the two homework articles, “Spies: The Long and Winding Tube” and “Diffusion and Active Transport: Getting From Here to There,” on the overhead to review and highlight with different colors.
Independent Practice:
· Students will make study flash cards based on the science notes the teacher has given; they included these cards in their ISB.
· Students will develop a skit and role-play how active transport works (students in predetermined triads; one ELL student/group).
Assessments/Homework / Classroom observations.
Wednesday: Use the article “The Long Winding Tube” to describe what takes place in the small intestine in 10+ lines; use content vocabulary!
Modified: 5+ lines; continue focus on content vocabulary.
Modifications (gifted, special education, ELL) / Group 1—ELLs: Miguel, Jonathan, Adriana, Saul, Edward, Aldo, Melodi, Marco
Modifications: English translated into Spanish verbally, when needed for clarity—special emphasis on key vocabulary terms (which are also on index cards on the tabletop).

Gathering Evidence, Handout 4: Set B, Artifact 1 Cover Page

Educator—Name/Title:

Evaluator—Name/Title:

School(s):

Educator Plan: Self-Directed Growth Plan Directed Growth Plan

Developing Educator Plan Improvement Plan*

Plan Duration: Two-Year One-Year Less than a year _____

Artifact Title/Name:

Submission Date:

Artifact Evidence
What aspects of educator performance does this artifact illustrate? / Aligned Indicator
I-C
(Analysis)
II-D
(Expectations)

Star evidence statements that show progress toward attaining student learning goal(s) or professional practice goal(s).

T. Wilson