Acei Assessment 7: Scoring Guide

Acei Assessment 7: Scoring Guide

Student Name / Date
Cooperating Teacher / School
University Supervisor / Semester
Evaluator

ACEI ASSESSMENT 7: SCORING GUIDE

EVALUATIONOF APS 1 - LONG-RANGE PLANNING (Domain 1) with ACEI 2.1 SCORING GUIDE

Special Note for Long Plan Assignment Evaluation: All candidate scores recorded on the form below are to be totaled and recorded on the final summary evaluation form for the long range plan assignment; e.g. a candidate receives all 3’s on the evaluation form – 11X3= 33 points for the long range plan assignment. Highlighted rubrics on the evaluation form emphasize content that should be included in the long range plans.

Domain 1: Planning / Unacceptable
1 / Acceptable 2 / Target
3 / Candidate Score / Rationale
APS 1: LONG RANGE PLANNING
1 A. Candidate obtains/analyzes student information and uses this information to determine student learning needs and to guide instructional planning related to reading, writing and oral language, including the following: ACEI 2.1, 3.2 / Candidate is unable to apply the basic principles and practices of emergent literacy, including the development of oral language and its relationship to the developmental process of reading acquisition.
Candidate is unable to provide a basic explanation of the impact of cultural and linguistic diversity on language development and reading acquisition, and the implications for reading instruction.
Candidate does not attempt to present an analysis of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests.
Candidate does not attempt to gather this information from a variety of sources.
Candidate does not attemptto identify factors that are likely to impact student learning.
Candidatedoes not attempt to use this information to develop appropriate plans for meeting diverse needs of his/her students. / Candidate is able to apply the principles and practices of emergent literacy, including the development of oral language and its relationship to the developmental process of reading acquisition.
Candidate is able to provide an explanation of the impact of cultural and linguistic diversity on language development and reading acquisition, and basic implications for reading instruction.
Candidate demonstrates a satisfactory attempt to present an analysis of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests.
Candidate demonstrates a satisfactory attempt to gather this information from a variety of sources.
Candidate demonstrates a satisfactory attempt to identify factors that are likely to impact student learning.
Candidate demonstrates a satisfactory attempt to use this information to develop appropriate plans for meeting diverse needs of his/her students. / Candidate can
comprehensively apply the principles and practices of emergent literacy, including the development of oral language and its relationship to the developmental process of reading acquisition.
Candidate is comprehensively able to explain the impact of cultural and linguistic diversity on language development and reading acquisition, and multiple implications for reading
instruction.
Candidate presents a thorough analysis of students’ prior achievement levels, learning styles and needs, cultural and socioeconomic backgrounds, and individual interests.
Candidate gathers this information from a variety of sources.
Candidate identifies the factors that are likely to impact student learning.
Candidate uses this information to develop appropriate plans for meeting diverse needs of his/her students.
1.A. 1 Candidate demonstrates knowledge and skill in creating a classroom culture that motivates students to engage in reading, writing, and oral language for personal growth, knowledge development, enjoyment and insight into the human experience.ACEI 2.1, / Candidate is not successful in using theory and research related to the literacy motivation to create spaces and opportunities in the classroom for learners:
●to engage in tasks that permit the construction of personal meaning;
●to make significant choices in shaping their own curriculum.
●to perform tasks that are at an appropriate challenge level;
●to control significant elements of their reading and writing work;
●to participate fully in tasks that require collaborative effort;
●to succeed in tasks with consequences that promote a sense of self-efficacy. / Candidate is able to use theory and research related to the literacy motivation to create spaces and opportunities in the classroom for learners:
●to engage in tasks that permit the construction of personal meaning;
●to make significant choices in shaping
their own curriculum.
●to perform tasks that are at an appropriate challenge level;
●to control significant elements of their reading and writing work;
●to participate fully in tasks that require collaborative effort;
●to succeed in tasks with consequences that promote a sense of self-efficacy. / Candidate is highly successful in using theory and research related to literacy motivation to create spaces and opportunities in the classroom for learners:
●to engage in tasks that permit the construction of personal meaning;
●to make significant
choices in shaping their own curriculum.
●to perform tasks that are at an appropriate challenge level;
●to control significant elements of their reading and writing work;
●to participate fully in tasks that require collaborative effort;
●to succeed in tasks with consequences that promote a sense of self-efficacy.
1 B. Candidate establishes appropriate standards-based long-range learning and developmental goalsrelated to reading, writing and oral language for all students including the following: ACEI 2.1,3.1 / Candidate does not establish appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory. / Candidate is beginning to establish appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory. / Candidate establishes appropriate standards-based long-range learning and developmental goals that are adapted for diverse students and based on knowledge of students and learning theory.
1. B.1 Candidate demonstrates skill in the creation of a high quality literate environment for the classroom that includes attention to books, electronic- based information sources, and locally created materials ACEI 2.1, / Candidate is not successful in applying theory and research related to the literacy environment to create spaces and opportunities in the classroom when:
●learners do not engage with and converse around high quality literature.
●learners do not engage in inquiry using high quality informational texts including access to electronic sources.
●learners do not engage with high quality texts that are accessible and provide support for the development of decoding, fluency and comprehension strategies.
●learners and teachers do not produce texts (e.g., charts, graphs, journals, books, electronic texts) that reflect and support their learning and expand their expressive abilities. / Candidate is able to apply theory and research related to the literacy environment to create spaces and opportunities in the classroom when:
●learners basically engage with and converse around high quality literature.
●learners basically engage in inquiry using high quality informational texts including access to electronic sources.
●learners basically engage with high quality texts that are accessible and provide support for the development of decoding, fluency and comprehension strategies.
●learners and teachers basically produce texts (e.g., charts, graphs, journals, books, electronic texts) that reflect and support their learning and expand their expressive abilities. / Candidate is highly successful in applying theory and research related to the literacy environment to create spaces and opportunities in the classroom when:
●learners comprehensively engage with and converse around high quality literature.
●learners comprehensively engage in inquiry using high quality informational texts including access to electronic sources.
●learners comprehensively engage with high
quality texts that are accessible and provide support for the development of decoding, fluency and comprehension strategies.
●learners and teachers comprehensively produce texts (e.g., charts, graphs, journals, books, electronic texts) that reflect and support their learning and expand their expressive abilities.
1 C. Candidate identifies and sequences appropriate instructional units for Reading/Language Arts in a manner that facilitates the accomplishment of long-range curriculum goals related to reading, writing, speaking, viewing, listening, and thinking skills, including the following: ACEI2.1 / Candidate does not identify and sequence appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, Language Arts curricular goals, and community. / Candidate is beginning to identify and sequence appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, Language Arts curricular goals, and community. / Candidate identifies and sequences appropriate instruction based on knowledge of students, learning theory, connections across the curriculum, Language Arts curricular goals, and community.
1.C. 1 the use of multiple strategies to help readers recognize words in print. ACEI2.1 / Candidate is unable demonstrate the use and teaching of the fundamental principles and practices of emergent literacy when teaching word recognition in print. / Candidate is able to demonstrate the use and teaching of the fundamental principles and practices of emergent literacy when teaching word recognition in print. / Candidate is comprehensively able to demonstrate the use and teaching of the fundamental principles and practices of emergent literacy when teaching word recognition in print.
1.C.2 the use of strategies to construct meaning from print and to monitor their comprehension. ACEI2.1 / Candidate is unable to demonstrate the use and teaching of comprehension strategies and comprehension monitoring. / Candidate is able to demonstrate the use and teaching of comprehension strategies and comprehension monitoring and integrate them with the teaching of the components of reading. / Candidate is comprehensively able to demonstrate the use and teaching of comprehension strategies and comprehension monitoring and integrate them with the teaching of the components of reading.
1. C.3 the use of strategies to develop the conventions of language needed to compose oral and written texts for a range of purposes and audiences. ACEI2.1 / Candidate is unable to teach the conventions of language needed to compose oral and written texts for a range of purposes and audiences / Candidate is able to teach the conventions of language needed to compose and comprehend oral and written texts for a range of purposes and audiences. / Candidate is able to creatively teach the conventions of language needed to compose and comprehend oral and written texts for a range of purposes and audiences
1.C.4 the use of strategies to develop a critical stance toward the analysis and interpretation of texts that encourages multiple perspectives.ACEI2.1 / Candidate is unable to demonstrate the use of instructional strategies that promote a critical stance toward text analysis and interpretation, encouraging multiple perspectives. / Candidate is able to demonstrate the use of instructional strategies that promote a critical stance toward text analysis and interpretation, encouraging multiple perspectives.
. / Candidate demonstrates proficient use of instructional strategies that promote a critical stance toward text analysis and interpretation, encouraging multiple perspectives.
1 D. Candidate develops appropriate processes for evaluating and recording students’ progress and achievement related to reading, writing and oral language. ACEI 2.1,4.0 / Candidate does not use formal and informal assessment strategies to promote continuous development of each student.
Evaluation criteria for candidate designed assessments do not match state, local and/or individually determined expectations for student progress and achievement.
The candidate’s record-keeping system is unsatisfactory and does not provide a confidential organized system for storing, retrieving, and analyzing all necessary student / Candidate is beginning to use formal and informal assessment strategies appropriately to promote continuous development of each student.
Evaluation criteria for candidate designed assessments in most cases match state, local and/or individually determined expectations for student progress and achievement.
The candidate’s record-keeping system provides a confidential adequately organized system for storing, retrieving, and analyzing all necessary student / Candidate uses formal and informal assessment strategies appropriately to promote continuous development of each student.
Evaluation criteria for candidate designed assessments match state, local and/or individually determined expectations for student progress and achievement.
The candidate’s record-keeping system provides a confidential well organized system for storing, retrieving, and analyzing all necessary student data.
1 E. Candidate plans appropriate procedures for managing the classroom especially related to the Reading/Language Arts block. ACEI 2.1, 3.4 / Candidate does not exhibit knowledge and understanding of motivation and behavior in order to plan appropriate procedures for managing the classroom.
Candidate rules for managing student behavior are not adequately stated, are not appropriate for most students, and are not consistent with school and district policies. The rules are not stated in positive terms, when possible, and focus on students rather than behaviors.
Candidate procedures for managing essential non-instructional routines do not promote efficiency and do not minimize the loss of instructional time. / Candidate is beginning to use his/her knowledge and understanding of motivation and behavior to plan appropriate procedures for managing the classroom.
Candidate rules for managing student behavior are adequately stated, appropriate for most students, and largely consistent with school and district policies. The rules are usually stated in positive terms, when possible, and focus on behaviors rather than students.
Candidate procedures for managing essential non-instructional routines generally promote efficiency and minimize the loss of instructional time. / Candidate uses his/her knowledge and understanding of motivation and behavior to plan appropriate procedures for managing the classroom.
Candidate rules for managing student behavior are clearly stated, appropriate for the students, and consistent with school and district policies. The rules are stated in positive terms, when possible, and focus on behaviors rather than students.
Candidate procedures for managing essential non-instructional routines promote efficiency and minimize the loss of instructional time.
STRENGTHS and RECOMMENDATIONS:

Total Points from form( ) to be recorded for the Long RangePlan Assignment on the Final Summary Evaluation form.