*District Intern Induction SELF-ASSESSMENT FOR INQUIRY 2 – English Learners
(Use this page only once for both the pre and post assessment of this Induction Standard & Inquiry 2)
Name: / Inquiry 2 –English LearnersLanguage of
Standard 6-English Learners / PRE - Inquiry Date: / POST - Inquiry Date:
e. To ensure academic achievement and language proficiency for English learners, PTs adhere to legal & ethical obligations for teaching ELs including the identification, referral and re-designation processes.
f. PTs implement district policies regarding primary language support services for students.
g. PTs plan instruction for ELs based on the students’ levels of proficiency and literacy in English and primary language as assessed by multiple measures such as the CELDT, the CST, and local assessments
h. Based on teaching assignment & the adopted language program instructional model(s), PTs implement one or more of the components of English Language Development: grade-level academic language instruction, ELD by proficiency level, and/or content-based ELD
i. PTs instruct English Learners using adopted standards-aligned instructional materials.
a. PTs differentiate instruction based upon their students’ primary language and proficiency level in English considering the students’ culture, level of acculturation, and prior schooling. / Identify one or two area(s) of strength in the Standard 6-English Learners.
How do you know that this area(s) is a strength? Thoroughly describe and give examples of what you do in your classroom that demonstrates that this area(s) is a strength.
Identify one or two area(s) of needed growth in the English Learners Standard.
If you improved in this area(s) how might student, achievement be maximized for all students?
/ 1. Now that you have completed this Inquiry, what one or two areas of growth might you continue to refine in Standard 6-English Learners?
2. Now that you have completed this Inquiry, what one or two areas of growth might you continue to refine in the CSTPs?
3. If you improved in your targeted growth areas indicated in # 1 & # 2 above, how would this benefit/impact all your students?
C-1 Individual Induction Plan – Inquiry 2- English Learners
Participating Teacher / Support Provider / District / SchoolæWhich Induction Standard(s) will be addressed? Standard 6 - English Learners
FOCUS OF THE INQUIRY: Determining what I need to know and be able to do / PLAN
*1. Based on findings from the Self-Assessment of Standard 6-English Learners indicate an area of needed growth.
/ *3. Develop a focus question for this inquiry that incorporates some aspect of Standard 6- English Learners and the CSTPs.
*2. Based on findings from the Initial Assessment of Teaching Practice, list the CSTP which indicate your area of needed growth.
/ 4. What are the anticipated, measurable outcomes for student learning?
ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom (*Attach no more than one page of evidence for each action step) / PLAN/TEACH
5. Date of research: / 6. Research: Describe resources used: Talked to colleague; Research on-line; PD, etc.
· *List 9 hours of PD completed that support your inquiry
· *Also, list other non-PD action steps that support your inquiry (No minimum hour requirement) / 7. Application: How new knowledge was implemented in your practice. / 8. Results: Impact on teaching and/or student achievement.
REFLECTION/APPLICATION / REFLECT
9. As a result of the Inquiry process, what was the impact on (list specific evidence):
· Instructional/classroom practices
· Student achievement
10. Describe how you will apply new learning to future practice.
/ APPLY
1
Inquiry 2 - English Learners ( * = District Intern Induction Modification)
Essential Components for InstructionDirections: With a support provider discuss and record the information below to ensure all essential components are included in your instructional series.
Participating Teacher: / Support Provider
Subject matter focus:
Grade/Period: / Beginning Date:
Ending Date:
Anticipated number of lessons in series?
Content Standard(s) being addressed: (Use student friendly language)
What are the learning goals?
How will the learning goals be communicated to the students? Families?
Assessment
Instructional Elements / Record Your Responses Here:Describe the entry level assessment you will use to measure the understanding of the content standard. Be sure to consider EL/SEL, students with special needs, and those with diverse learning styles.
What method/criteria will you use to interpret the results? (i.e. scoring guide, rubrics, etc.)
Describe the summative assessment you will use to measure the understanding of the content standard.
What method/criteria will you use to interpret the results? (i.e. scoring guide, rubrics, etc.)
What progress monitoring assessments will you use during this lesson series?
What vocabulary is needed to allow students to access the content of this lesson series?
What strategies will you use for vocabulary development?
Application of Research
Instructional Elements / Record Your Responses Here:How might you apply the insights and knowledge gained from the IIP Action Plan to the Unit of Study? (IIP, Cells 5-8)
Accommodations/Modifications
Instructional Elements / Record Your Responses Here:Considering the ELD/language proficiency levels in your class, how do you plan instruction so that all students gain mastery of curricular standards?
What specific accommodations or modifications are required during this lesson series for your students:
· with an IEP?
· with a 504 Plan, SST, at risk, etc.
· who are ‘in the middle’?—they don’t qualify for a special program but need targeted support in order to succeed
· who need enrichment/ advanced instruction?
Referring back to the information you have gathered which of your students fall into each of these categories for the instructional unit you are about to begin?
· Core
· Strategic
· Intensive
What specific strategies and assessments are you going to use for each of these targeted groups?
How will you document your strategies and the results attained for each student?
What strategies are you utilizing to ensure that you are providing culturally relevant and responsive educational opportunities during this unit?
What strategies (graphic organizers, cooperative learning groups, etc.) will you use to help students learn this essential information
Do I have students who have been referred to the Student Success Team? If so, what recommendations have they made that should be integrated into this lesson series?
Learning Environment
Instructional Elements / Record Your Responses Here:What classroom environment/design do you need to consider for these lessons to ensure engagement of all students?
How will you help students make real life applications?
Within this lesson series, what classroom environment issues or instructional strategies must be considered to foster students’ physical, cognitive, emotional and social well being? to promote respect and help students value differences?
Materials and Resources
Instructional Elements / Record Your Responses Here:What materials will be needed for this lesson series?
How do these materials support your EL students in learning the curriculum and content standards?
How will you utilize technology to assess, plan, and deliver instruction so that all students can learn the content of your lesson series?
What technology will the students use during the series? How will this enhance student learning?
What support do I need to assist my students (EL/SEL, Special Populations, and diverse student population) in learning the curriculum and content standards? (resource personnel, assistive technology, etc.)
How do the materials I am using support culturally relevant and responsive learning opportunities?
Participating Teacher: Date:
C- 3 Entry-Level Assessment Resource (Part 1)æ
æDistrict student assessment data may be substituted for C-3– Part 1
DIRECTIONS: Give the entry-level assessment to your students. Collect the student responses and follow the process of analysis outlined below.
Attach a copy of the assessment and scoring guide for the entry-level assessment.
1. Review the entry-level assessment directions and questions (items) and the scoring guide.
2. Read each student response and sort responses into two levels of performance.
student responses basic or proficient or advanced
student responses below basic or far below basic
3. Sort student responses at or above grade level into two levels of performance.
student responses basic
student responses proficient or advanced / 4. Sort student responses below grade level into two levels of performance.
student responses below basic
student responses far below basic
DIRECTIONS: Record students’ names in the respective performance level column.
Far Below Basic / Below Basic / Basic / Proficient or
Advanced
Participating Teacher: Date:
C -3 Entry-Level Assessment Reflection (Part 2)
DIRECTIONS: Based on the entry-level assessment results, complete the following questions.
Attach copies of the entry-level assessment responses for your three focus students. These written work samples must be different than the samples from the observed lesson and the summative assessment.
1. What do the assessment results tell you about what students understand or can do before instruction begins?
Far Below Basic:
Below Basic:
Basic:
Proficient or Advanced:
2. List what you will do differently for the student who has demonstrated proficiency or is advanced?
3. What will you do next for the student who is far below or below basic? What additional support will be needed?
C -4 Focus Student Selection
DIRECTIONS: Identify three students as a focus for each inquiry.Using the entry-level assessment data, select students representing the range of abilities in your class for this lesson series. In the box below record first name and last initial of selected students, ensuring there is representation across all levels.
* Proficient is considered at grade level according to California standards.
Attach copies of the entry-level assessment responses for your three focus students.
Must include / Far Below orBelow Basic / Basic / Proficient or Advanced
Focus Student 1:
English Learner
Focus Student 2:
Special Populations
Focus Student 3:
Choice
Focus Student 1: / English Learner
What support do you anticipate this student will need (instructional, behavioral)?
Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…
*How will you differentiate instruction for focus student 1?
Focus Student 2: / Special Populations
What support do you anticipate this student will need (instructional, behavioral)?
Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…
*How will you differentiate instruction for focus student 2?
Focus Student 3: / Choice
What support do you anticipate this student will need (instructional, behavioral)?
Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…
*How will you differentiate instruction focus student 3?
Participating Teacher: Date:
C-5 Lesson Plan Template for Observation (Optional)
Use the lesson plan template provided below or a district aligned lesson plan when your support provider observes a lesson within the series. *If you use your own lesson plan format, please include how you will differentiate instruction for your 3 focus students.
Date of lesson: / Content Standard: / Induction Standard:
Time Allocation: / *Sequence of Lesson:
Introduction: / *In this column, indicate how you will differentiate instruction for each of your 3 focus students. You must show differentiation in at least one part of the lesson for each of your focus students.
Direct Instruction:
Modeled Instruction:
Guided Practice/Checking for Understanding:
Independent Practice:
Attach the assessed work from the three Focus Students.
*DISTRICT INTERN CLASSROOM OBSERVATION RECORD– Inquiry 2 English Learners
Teacher’s Name______Cohort______
Date______Time______Class/Grade______
Support Provider/Observer ______
Focus Question: ______
Related CSTP: ______
Induction Standard Focus: ______
Prior to classroom observation, participating teachers will provide the Support Provider with a copy of the lesson plan and a copy of a seating chart. The seating chart should designate focus students.
Observation notes should be written in objective observable terms (free from judgment). Notes can be written in phrases and should capture the essence of what the student(s) and teacher say and do, especially as the activity relates to the PT focus question and focus students.
Upon arrival, the Support Provider will make general notes below about the overall classroom environment.
CLASSROOM ENVIRONMENT NOTES:
*CLASSROOM OBSERVATION NOTES – Inquiry 2 English Learners
Teacher’s Name______Cohort______
AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart the evidence by marking the CSTP/element and/or Standard that applies.
Time / Teacher says and does… / Students say and do…
*CLASSROOM OBSERVATION NOTES – Inquiry 2 English Learners- continued
Teacher’s Name______Cohort______
AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart the evidence by marking the CSTP/element and/or Standard that applies.
Time / Teacher says and does… / Students say and do…
*CLASSROOM OBSERVATION NOTES – Inquiry 2 English Learners– continued
Teacher’s Name______Cohort______
AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart the evidence by marking the CSTP/element and/or Standard that applies.
Time / Teacher says and does… / Students say and do…Participating Teacher: Date:
C-6 Inquiry Observation (Part 2)
Focus student 1- English Learner:
Indicate how instruction was differentiated for focus student 1:
Focus student 2-Special Needs:
Indicate how instruction was differentiated for focus student 2:
Focus student 3- Choice:
Indicate how instruction was differentiated for focus student 3:
A seating chart may provide information for additional note taking
Participating Teacher: Date:C-7 Analysis of Student Work
DIRECTIONS: After the support provider observation, review student work completed from the lesson observed. Attach copies of the three focus students’ graded/scored work. Remove last names for confidentiality. These written work samples must be different than the samples from the entry-level assessment and the summative assessment.
Describe what your students were able to achieve in relation to the academic content standards taught and your learning goals.
Class:
Focus student 1: English Learner
Focus student 2: Special Populations
Focus student 3: Choice
C-8 Summative Assessment (Part 1) æ
æDistrict student assessment data may be substituted for C-8 – Part 1
DIRECTIONS: Complete the instructional unit and give the summative assessment to your students. Collect the student responses and analyze the results. Attach a copy of the assessment and scoring guide for the summative assessment.
1. Review the summative assessment directions and questions (items) and the scoring guide.
2. Read each student response and sort responses into two levels of performance.
student responses basic or proficient or advanced
student responses below basic or far below basic
3. Sort student responses at or above grade level into two levels of performance.
student responses basic
student responses proficient or advanced
4. Sort student responses below grade level into two levels of performance.
student responses below basic
student responses far below basic
DIRECTIONS: Record students’ names in the respective performance level column.
Far Below Basic / Below Basic / Basic / Proficient or Advanced