Impact on Student Learning (ISL) Project Student Guide

With Rubric Embedded

Spring 2014

First implementation – Fall 2007

Scoring Rubric Revision – Spring 2008

Electronic Submission Addition – Fall 2008

Minor Revisions to Explanations and Rubric – Spring 2009

Revisioning Changes made to directions and rubric – Summer 2009

Revisioning Changes made to directions and rubric (2nd round) – Fall 2010

College of Education

Impact on Student Learning Project

Introduction

The ISL Project is designed to document a candidate’s ability to develop a project and demonstrate the impact of the candidate’s teaching on the learning of P-12 students. In a period of high accountability it is critical that candidates be able to document the impact of their work with students. In addition, the Project is also a means to provide evidence of a candidate’s mastery of the College of Education’s Conceptual Framework and NCPTS standards. Analysis of the strengths and weaknesses of candidate’s ISL Project provides the College and departments with important information to improve our programs and candidate experiences.

Evidence for Licensure

While the ISL Project is the capstone student teaching/graduate internship project for all candidates, it also serves as evidence of the candidate’s proficiency in generating positive, appropriate academic growth for all students. Beginning with candidates admitted to the College of Education in the fall 2010 semester, successful performance on the ISL Project is a requirement for completion of student teaching/graduate internship and for licensure. Please consult your University Supervisor or the Office of Field Experiences for more information.

Expectations

The ISL Project has eight components. Each section of the Project contains expectations and a rubric that defines various levels of performance. The rubrics will be used to evaluate the ISL Project. If a candidate is teaching multiple classes, just one class should be targeted for this assignment. Before teaching the project, the candidate will describe contextual factors, identify a learning goal based on the North Carolina Common Core and Essential Standards or the North Carolina Standard Course of Study (NCSCOS), create an assessment plan designed to measure student performance before (pre-assessment), during (formative assessment), and after (post-assessment), and plan for instruction. After teaching the project, the candidate should analyze student learning and then reflect upon and evaluate his or her teaching as related to student learning.

Timeline for Completion of Program Completion Project

The ISL Project requires time before, during, and after instruction; candidates cannot wait until they are finished teaching the project to begin the Project. This timeline is designed to guide candidates through the steps related to the planning, implementation and reflection of the Project.

Components / General timeline
Project Context
1 / Project Overview / Anytime during the project
2 / Contextual Factors / Before instruction begins
3 / Project Learning Goal / Before instruction begins
Assessment Methods
4 / Assessment Methods Overview / Before instruction begins
5 / Results of pre-assessment (including collaboration with colleagues) / Before instruction
Design for Instruction
6 / Implementation of Instruction Table, (including 21st century skills, formative assessment results, and technology) / Before instruction begins, with adjustments during and at end of project
Analysis of Student Learning
7 / Summary data of student progress / After project post assessment
Reflection on Instructional Decision Making
8 / Reflection on Instructional Decision-Making / After project post assessment

NOTE:Materials for the ISL Project have been adapted from The Renaissance Partnership for Improving Teacher Quality, a Title II federally funded project ().

Format for ISL Project

  • COVER PAGE:Complete a cover page that includes (a) your name and ID number, (b) semester submitted, (c) grade level and subject taught, (d) your program and intended area(s) oflicensure, (e) course number and course title.
  • LABELLING PROJECT:Each component of the Project should be CLEARLY LABELED, as indicated in the Project.
  • LENGTH: Candidates have some flexibility of length across components. Project responses should be thorough, comprehensive, and reflective. There is no pre-determined length; University Supervisors may choose to set limits on Project length.
  • FORMAT:Projects should be 1.5 or 2.0 spaced in 12-point font, with 1-inch margins.
  • REFERENCES AND CREDITS:Cite any information or ideas obtained from published material or theInternet. Use any standard form for references; however, the American Psychological Association (APA) style is a recommended format (explained in the manual entitled Publication Manual of the American Psychological Association Sixth Edition (2009) Washington, DC: American Psychological Association).
  • ANONYMITY OF STUDENTS: In order to ensure the anonymity of students in your class, do not include actual student names or identification in any part of your ISL Project. It is recommended thatthe following convention be used: Student 1, Student 2, Teacher 1, Teacher 2,Cooperating Teacher, etc. Sanitize student work samples by removing names.
  • SUBMISSION:Submit a paper copy to your University Supervisor (if requested) and upload an electronic copy of your ISL project into yourTaskStreamaccount. More information on creating and uploading to your TaskStream account will be available later in the semester. Files should be in MS Word or other MS Office product. The electronic copy should follow the format guidelines as listed above and itshould be one complete file.
  • MECHANICS: Candidates must demonstrate mastery of standard writing conventions, English usage and spelling. This means that the Project is well organized, clear, and follows format requirements. Mastery of writing conventions will be assessed on the scoring sheet for the Project.

Grading of the ISL Project

The ISL Project will be submitted to and graded by the University Supervisor. A common rubric based on the North Carolina Professional Teaching Standards (NCPTS) for pre-teaching candidates will be used to grade each of the eight sections of the ISL Project. Some components of the Project are divided into smaller parts (e.g., 5A and 5B).In addition, the grammar and mechanics of the Project are evaluated.

Each component of the Project can receive a possible rating of “Not Met,” “Proficient,” or “Accomplished.” Ratings of “Proficient” or “Accomplished” must be achieved on each component of the project. Any component that is rated “Not Met” must be revised and resubmitted until a level of at least “Proficient” is reached. Failure to revise and resubmit after receiving a score of “Not Met” will negatively impact the student teaching grade and could result in failure to obtain licensure for candidates admitted to the College of Education in fall 2010 or later, as this Project is used by NCDPI to assess a candidate’s readiness for teaching. Candidates may expect that the overall quality of the submitted Project will reflect in the student teaching grade. There may be additional requirements within individual program areas that candidates must meet. Consult your University Supervisor.

The Components

Project Context

ISL Project Standard: The candidate uses information about the learning-teaching context and student individual differences to plan for instruction and assessment, and toset a learning goal that is significant, challenging, varied and appropriate.

Components

1.PROJECT OVERVIEW

Directions: Create a brief overview (1-2 paragraphs, maximum) of your Project. Things to include: a general description of the class, the lesson content, how the lesson was chosen, and any other general information you deem appropriate.

2. CONTEXTUAL FACTORS AND LEARNING ENVIRONMENT ADAPTATIONS

Directions: Create a table that includes the following headings:

  • Contextual/Environmental Factors:

The characteristics of the community/school/classroom, including setting demands that may affect student learning (e.g., low socio economic community, free/reduced lunch #s, etc.)

Specific characteristics of students in your class (e.g., developmental characteristics, previously demonstrated academic performance/ability and special needs, socio-economic profile, ethnicity/cultural/gender make-up, special needs, and language) impact your decisions when designing your instruction and assessments. Provide specific numbers whenever possible.

Include any factors that will help the evaluators of this project better understand your instructional designs.

  • Information Source:

Where did you obtain this information (e.g., parents, principal, school report card, websites, informational references, etc.)? Note that sources such as school documents are more reliable sources than your personal observations.

  • Implications for Instruction and Assessment:

Describe general and specific implications for instruction and assessments, based on this information about the community/school/classroom characteristics, as well as individual differences. What specific learning needs of individual children will require that you substantially adapt your instruction? The specificity and quality of your response is important.

Example of Contextual Factors and Learning Environment Table:

Contextual/Environmental Factors / Information Source / Implications for Instruction and Assessment
Low Socio-economic Community; 62% Free/Reduced Lunch / School Principal; school report card: / Don’t ask students to bring or use materials that might cost money; be aware of possible disparity issues among students
One student in a wheel chair / Classroom Teacher and IEP / Check handicapped accessibility of all spaces. Adapt activities to match student’s ability to perform.
First graders are egocentric; can’t sit still for long periods of time / Classroom observation and Yardsticks / Use small group size or pairs; limit “seat time” on activities; engage kinesthetic activities
Component 2: Contextual Factors – ISL Project
Not Met / Proficient / Accomplished
Environmental and contextual factors in the school/classroom that inform the instructional design are not recorded or lack depth. / Environmental and contextual factors in the school/classroom that inform the instructional design are recorded with an analysis of needed differentiations for students. / Environmental and contextual factors in the school/classroom that inform the instructional design are recorded and utilize a range of valid resources that display an advanced understanding of student needs.
Aligned with NC Teacher Candidate Evaluation Rubric Standard/Descriptor -- 1.a.2 Summative Rating
Identifies the types of data that are commonly available to and used in schools. Uses data to identify the skills and abilities of students. / Draws on appropriate data to develop classroom and instructional plans. / Takes responsibility for student progress toward high school graduation by aligning instruction and assessment with the North Carolina Standard Course of Study.

3.PROJECT LEARNING GOAL

Directions: Create a table that includes the following headings:

  • Project Learning Goal:

List the learning goal that will direct your project. The learning goal should be broad enough to cover at least 5 lessons, but specific enough to ascertain student success through an assessment.

While only 1 learning goal is required, there may be instances when a University Supervisor, Cooperating Teacher, or university faculty may require an additional goal to be added. Students should be aware this is a possibility. If you are required to have more than one learning goal, number themas Learning Goal 1, etc. so the goals may be easily referenced throughout the project.

Project goal outcomes must be MEASURABLE … language of the goal should reflect this.

The learning goal should be challenging, varied, and appropriate.

  • Corresponding Common Core/NCSCOS Competency Goal and Objectives:

Align the learning goal with the relevant Common Core/NCSCOS competency goals, objectives, and thinking skills. If your subject has no state-level standard, use whatever local standard is applicable (LEA pacing guide goals, etc.)

  • Corresponding 21st century skills (as established by the Partnership for 21st century skills):

Align the learning goal with the relevant 21st century skills, as shown in Appendix B.

Examples of Project Learning Goal, State Standards, and 21st century skills table:

Project Goal / Corresponding Common Core/Essential Standard(s) and Clarifying Objective(s) / Corresponding 21st century skills
(Elementary Example)
Students will be able to measure various objects using a non-standard unit of measure and score at least 80% on the post-assessment. / 1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. /
  • Creativity and Innovation
  • Critical Thinking and Problem Solving

(Secondary Life Science Example)
Students will create an artistic representation the physical and chemical structure of cell molecules and score at least 20 of 25 points on the accompanying rubric. / Bio.1.1.1
• Identify these cell organelles in diagrams of plant and animal cells. (middle school review)
• Explain how the structure of the organelle determines it function. (Example: folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration).
• Summarize how these organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules. (Example: DNA codes for proteins which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria). /
  • Productivity and Accountability
  • Creativity and Innovation
  • Health Literacy

(Foreign Language Example)
Students will be able to compose in French (orally and in written form) a weather report for their city and score at least 80% on the accompanying rubric. / NM.COD.3.1
Use memorized words and phrases about the weather, date, seasons, numbers, and daily classroom activities to give a spoken or written presentation. /
  • ICT Literacy
  • Global Awareness
  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Social and Cross-Cultural Skills
  • Information Literacy
  • Communication and Collaboration

(Art Example)
Students will be able to design a clay mask that illustrates their cultural heritage and score at least 48 out of 60 points on the rubric provided. / Visual Arts 1 Competency Goal 4:
The learner will choose and evaluate a range of subject matter and ideas to communicate intended meaning in artworks. (National Standard 3)
4.01 Demonstrate the use of life surroundings and personal experiences to express ideas and feelings visually.
4.03 Invent original and personal imagery to convey meaning and not rely on copying, tracing, patterns or duplicated materials. /
  • Global Awareness
  • Creativity and Innovation
  • Critical Thinking and Problem Solving
  • Communication and Collaboration
  • Initiative and Self-Direction

(Elementary Example)
Based on their knowledge of weather studied in class, students will be able to work with a partner to produce an accurate weather forecast and score at least 8 out of 10 points on the scoring rubric. / K.E.1.1
Students know how to use observation skills to note characteristics of their environment on a daily basis. Students know that the weather may be sunny one day and cloudy another day. Students know how to compare their observations and describe how each observation is similar to or different from a previous observation. /
  • Critical Thinking and Problem Solving
  • Information Literacy
  • Communication and Collaboration
  • ICT Literacy
  • Initiative and Self-Direction
  • Social and Cross-Cultural Skills

Component 3: Project Learning Goal – ISL Project
Not Met / Proficient / Accomplished
The instructional goal is confusing or unclear, developmentally inappropriate, is not measurable, or lacks alignment with state standards and 21st century skills. / The instructional goal is clearly stated, developmentally appropriate, measurable, and clearly aligned with state standards and 21st century skills. / The Instructional goalis clearly stated, developmentally appropriate, measurable, and clearly aligned with state standards and 21st century skills with criteria for success included.
Aligned with NC Teacher Candidate Evaluation Rubric Standard/Descriptor -- 1.a.1 Summative Rating
Acknowledges the importance of high school graduation for students. Identifies the types of data that are commonly available to and used in schools.
Demonstrates how teachers contribute to students’ progress toward high school graduation by following the North Carolina Standard Course of Study. Uses data to identify the skills and abilities of students. / Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard Course of Study. / Takes responsibility for student progress toward high school graduation by aligning instruction and assessment with the North Carolina Standard Course of Study.

Assessment Methods

ISL Project Standard: The candidate uses multiple assessment modes and approaches aligned with learning goal to assess student learning before and after instruction.

Components

4A.ASSESSMENT METHODS ALIGNMENT AND OVERVIEW

Directions: Create a table that includes the following headings:

  • Learning Goal

List Project Learning Goal as determined in # 3.

  • Assessments for Project

For your Learning Goal, create 2 entries:

  • Pre-Assessment
  • Post-Assessment
  • Format of Assessment

For each assessment heading above (Pre-and Post-), list the corresponding assessment activities used to judge student performance before (pre-) and after (post-) instruction. Giving evidence of a variety of items used to assess student performance levels is expected. Remember that assessments should accurately measure and monitor student knowledge, skills, and reasoning ability based on your ISL Project Learning Goal*.

*Cautions:

  • Your pre- and post- assessments must measure growth in a like manner. You cannot use a K-W-L chart on your pre assessment and a test score on your post assessment; that would show achievement, but not growth.
  • You have to be able to show, with data, that the students started at one level, and because of your instructional interventions, have shown knowledge or skill growth.
  • Be careful that your assessments do not make it easy for students to guess the correct answers, as this could affect your ability to show positive growth on the post-assessment.
  • Preliminary Assessment Adaptations

Indicate any special instructions to remember as you administer your assessments. This is based on your contextual factors, knowledge of the activity, knowledge of student needs, etc.