d.5 Generalist Licenses: Early Childhood Education Generalist: Grades 4-6 and Middle Childhood Education 4-5 Generalist (adding a content area).

Early Childhood Education Generalist Grades 4-5 Endorsement

This is a very small program with aboutfive completers each year. It has been in place since summer 2009.

Assessment 1: Praxis II

Elementary Education Content Knowledge - ECE 4-5 Grade Generalist - % Correct of Items
Content Areas / 2009-2010 / 2010-2011
Mean / Range / SD / Mean / Range / SD
Language Arts / 72.5% / 60.0-86.7% / 13.4 / 79.3% / 73.3-90% / 7.0
Mathematics / 67.3% / 53.3-96.7% / 19.1 / 71.3% / 56.7-86.7% / 11.0
Social Studies / 52.0% / 43.3-66.7% / 10.1 / 58.0% / 53.3-73.3% / 10.0
Science / 76.0% / 36.7-90.0% / 9.1 / 68.0% / 36.7-90.0% / 22.0
N / 5 / 5

Assessment 2: Grades in coursework

18 CI 630P / Teaching Language Arts and Social Studies in Grades 4 and 5 / 2009-2010: A: 11; NG: 1
2010-2011:
18 CI 631P / Teaching Math and Science in Grades 4 and 5 / 2009-2010:A: 24; A-: 2; B+: 1; B: 1; C+: 2
18 CI 632P / Instructional Effectiveness in Grades 4 and 5 / 2009-2010: A: 11, A-: 1; B+: 1
2010-2011: A:2; B: 5
18 CI 672P / Number Sense and Mathematical Reasoning / 2009-2010: A: 5, A-: 3, B+: 1,B: 1, W: 1
15 CHEM 107 / Chemistry / 2009-2010: A:2, A-: 2, B+: 2, B-: 1

Assessment 3: Lesson Plan

  1. Brief description. This assessment is a lesson plan assigned in CI 632.
  2. This assessment is aligned with the Common Core in these ways: The assessment provides opportunities for students to write a lesson plan in a content area of their choice, appropriate for teaching and learning in the fourth and fifth grades.
  3. Data: Seven candidates completed this course Summery 2011. There scores were:

60/80; 73/80; 60/80; 64/80; 64/80; 60/80; 75/80

  1. Interpretation of the data: Mean score: 65/80 (81%) Lesson plans reflected students’ abilities to align instruction to assessments and engage students in learning experiences that utilized multiple resources beyond the provided textbook. Rationales for lesson plans were generally superficial and did not specifically connect theory and research to practice.
  2. Assessment as given to students and scoring guide.

You will write a lesson plan and teach it to a group of 4th and 5th grade students in your field placement. The lesson may be in any content area, and preferably integrated among at least two content areas (math, social studies, science, language arts). Utilize the readings from the corresponding week to help you decide upon instructional methods and assessment approaches.

18-20 / 16-17 / 14-15 / 0-13
Rationale / Provides convincing, student-friendly explanation of why the lesson is important and how it relates to the middle school philosophy. Explicit explanation of how the lesson contributes to student learning. Connects lesson content to Ohio and NCSS standards. Connects instructional methods with course readings. Utilizes multiple resources to inform instruction (does not solely rely on a textbook). / Clearly expresses why lesson is important and how the lesson contributes to student learning, reflecting elements of the middle school philosophy. Connected to Ohio and NCSS standards and course concepts. Utilizes multiple resources to inform instruction (does not solely rely on a textbook). / Includes a rationale with an explanation of the importance of the lesson content. Ohio and NCSS standards included. Some connections made to course content. Superficially uses resources other than the textbook, but the textbook is the primary resource to inform instruction and learning opportunities. / Rationale does not address lesson’s importance to students. Ohio and/or NCSS standards not included.
Connection to course content unclear or not included. Solely relies on textbook for instruction.
27-30 / 21-26 / 0-20
Instruction / Instructional strategies clearly reflect application of the middle school philosophy to teaching and learning. Lesson engages students in active learning and facilitates understanding through thoughtful use of both teacher-directed and student-centered instruction. Content is both accurate and important for students to learn. / Instructional strategies reflect key elements of the middle school philosophy. Provides students with opportunities to actively engage in learning activities appropriate for their grade level. Content is both accurate and important for students to learn. / Instruction does not clearly reflect the middle school philosophy OR students are not provided with adequate opportunities to actively engage in the lesson. Content is accurate and important for students to learn.
27-30 / 24-26 / 21-23 / 0-20
Assessment / Assessments are clearly linked to lesson objectives (knowledge and skills) and include both formative and summative assessments. Students are given an explicit opportunity(ies) to demonstrate that they have met each of the objectives. / Assessments are clearly linked to lesson objectives (knowledge and skills) and include assessment of each objective. Students are given an opportunity to demonstrate that they have met each objective. / Assessments are not clearly linked to lesson objectives (knowledge and skills). Some objectives not assessed. / Instruction does not reflect the middle school philosophy. Students are not provided opportunities to be active learners in the lesson. Content may or may not be accurate and important for students to learn.

Assessment 4: Instructional Unit

  1. Brief description. This assessment is a unit assigned in CI 630.
  1. This assessment is aligned with the Common Core in these ways:
  • Reading Standards for Literature (K-5)
  • Reading Standards: Foundational Skills (K-5)
  • Writing Standards (K-5)
  • Language Standards (K-5)
  1. Data:

Total Points- 120 Possible Points
Points Earned / Number of Candidates / % Class earning # of Points / % points earned
120 / 2 / 15.40% / 100%
112 / 4 / 30.80% / 93.30%
108 / 2 / 15.40% / 90%
100 / 1 / 7.70% / 83.30%
90 / 3 / 23.10% / 75%
72 / 1 / 7.70% / 60%

2010-2011

  1. Interpretation of the data: Mean score: 104 (86.7%). Students demonstrated understanding of the essential elements of planning an integrated unit. The most challenging component of the unit is the requirement to include the big ideas and essential questions. Students may not have fully understood the meaning of these terms and may not have had experience identifying them and aligning elements of unit plans to them.
  2. Assessment as given to students and scoring guide.

Design a Language Arts/Social Studies unit using a historical fiction novel appropriate for fourth or fifth grade. While you do not need to write a separate lesson plan for each day (a unit with a novel could take weeks!), provide in-depth descriptions of how you would meaningfully integrate the two content areas to foster both literacy skills and understanding of social studies concepts, specific instructional and assessment methods you would employ, a timeline for the unit, connections to the Ohio Content Standards for English Language Arts and Social Studies and assignments and activities in which students would participate. See assessment checklist for specific expectations and a general description of the unit format.

Assessment Checklist for Integrated Unit Plan

  • Connections to Ohio Content Standards, Benchmarks, and Indicators (however, do not limit yourself to only these; you can extend the content and focus well beyond them!) 10 points
  • The Big Idea(s) of the unit. In other words, what essential or central question(s) does the unit aim to address? These questions relate to both the language arts and social studies content. These questions are very broad and general, and through daily instruction, inform the specific objectives of each lesson. 30 points
  • Example: (based off of the novel Esperanza Rising) What was life like for migrant workers during the Depression? How do authors use descriptive language to help the reader visualize the setting? How do authors use dialogue to portray characters’ feelings?
  • List of daily objectives, stated in terms of what students will be able to do, addressing multiple levels of thinking (use Bloom’s Taxonomy for guidance if needed). Remember, these collectively aim to address the central questions of the unit. 20 points
  • Timeline of instruction, in-class activities, and assignments. Describe each in detail in terms of what students will do to demonstrate their alignment with the daily objectives. 30 points
  • Assessments, both formative and summative. Assessments must align with the objectives and big ideas and essential questions of the unit to demonstrate student progress towards those overall goals of the unit. 30 points

9-10 points / 8 points / 7 points / 0-6 points
Unit plan includes Ohio Academic Content Standards for both Language Arts and Social Studies. Standards are clearly aligned with all elements of the unit plan / Unit plan includes Ohio Academic Content Standards for both Language Arts and Social Studies. Reflects a general alignment of standards with elements of the unit plan. / Unit plan includes Ohio Academic Content Standards for either Language Arts or Social Studies OR includes both content areas but does not reflect alignment with elements of the unit plan. / Unit plan is not aligned with Ohio Academic Content Standards.
27-30 points / 24-26 points / 21-23 points / 0-20 points
Includes “big ideas” of the unit, clearly describing what essential questions teacher intends for students to gain as a result of the unit. Big ideas and essential questions reflect over-arching ideas of the unit and are clearly facilitated through the entire unit plan. / Includes “big ideas” of the unit and essential questions teacher intends for students to gain as a result of the unit. Big ideas and essential questions reflect a general over-arching theme and are partially facilitated throughout the unit. / Big ideas and essential questions do not reflect an over-arching theme of the unit. Students have limited opportunities to reflect on big ideas and essential questions. / Big ideas and essential questions are not included, do not reflect an over-arching theme of the unit, thus preventing students from engaging in the “heart” of the unit topic.
18-20 points / 16-17 points / 14-15 points / 0-13 points
Objectives are clearly defined, reflect high expectations of students as reflected in Bloom’s Taxonomy, and are clearly aligned with all elements of the unit plan. / Objectives are defined, reflect multiple levels of Bloom’s Taxonomy and are generally aligned with all elements of the unit plan. / Objectives are included but do not reflect multiple levels of thinking OR are not aligned with elements of the unit plan. / Objectives are not included OR are not appropriate for the unit content.
27-30 points / 24-26 points / 21-23 points / 0-20 points
The timeline of activities is detailed, indicating what specific objectives will be addressed for each activity, how each activity will be assessed, and a general description of how students are provided opportunities to consider the essential questions of the unit. / Timeline of activities is included, describing what objectives will be addressed and includes a general description of assessments. / Timeline of activities is included, but the description of what objectives are addressed and the corresponding assessments in unclear. / Timeline provides limited information regarding how objectives are addressed and assessed.
27-30 points / 24-26 points / 21-23 points / 0-20 points
Assessments are clearly linked to unit objectives (knowledge and skills) and include formative and summative assessments. Students are given an explicit opportunity(ies) to demonstrate that they have met each of the objectives. Both objective and subjective assessments are used. / Assessments are clearly linked to unit objectives (knowledge and skills) and include assessment of each objective. Students are given an opportunity to demonstrate that they have met each objective. Assessments are included in the unit plan. / Assessments are not clearly linked to unit objectives (knowledge and skills). Some objectives not assessed. Assessments are included in the unit plan. / Assessments are described but not included in the unit plan

Middle Childhood Education Generalist (Additional content area)

This is a very small program with 0-1 completers each year. It is an extension on the middle childhood education program, with candidates taking the middle childhood methods courses at both levels in an additional content area, for a total of 12 credits. All candidates have attained at least a C in order to remain in good standing and receive the endorsement The endorsement continues to be offered with such low enrollment in that it requires no additional resources on behalf of the middle childhood program.

Praxis II

Elementary Education Content Knowledge - ECE 4-5 Grade Generalist - % Correct of Items
Due to the small number of test takers, ranges of percent correct or provided for 2008-2009 and 2010-2011. The scores for the single test taker in 2009-2010 are listed.
Content Areas / 2008-2009 / 2009-2010 / 2010-2011
Range / % Correct / Range
Language Arts / 89.7-90% / 90.0% / 83.3-90%
Mathematics / 70.0-96.6% / 83.3% / 63.3-96.7%
Social Studies / 70.0-79.3% / 66.7% / 56.7-96.7%
Science / 70.0-76.7% / 63.3% / 56.7%-100%
N / 3 / 1