The Assessment Plan Project is the key assessment for the EDPT 514 course. It is assigned in lieu of a final exam and each student’s scores earned will be submitted as part of the Council for Exceptional Children Specialized Professional Association report. Each component of the project must be completed including the three Lessons for the Unit Plan. The lessons serve as the intervention for strengthening the skill areas of weakness depicted within the pre-test data. The pre and post – test data should be presented in a graphic format. The responses to each question can be written underneath the questions.  

Choose a boy and girl student

Grade 5

EDPT 514: Assessment Strategies for Diverse Learners

Assessment/Impact Project

Cover Page

Submitted to: Dr. E. Foster

Submitted by: (your first and last name should be written in this space)

2021 Spring Semester

Assessment Component I: Learning About Students: Whole Class and Two Focus Students

An important step in planning assessment is to learn about your students. Provide information about the whole class and two focus students in the sections below. Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this project.

Whole Class Information:

Total Number of Students:

Number of Females:

Number of Males:

Age Range of Student:

Racial Composition (Ethnicity of Students): Black__ White__ Asian__ Hispanic __ Native American __ Island Pacific __ Other ___

Focus Students: Select two students from the class you described above. Select one student who is an English Language Learner and one student who has an identified special need that warrants accommodations/modifications. Complete the information below about the students including a response for each question.

· a description of what you learned for each of the students, and

· an explanation of how the information will influence your academic instructional planning, including assessment

Component I: Focus Students

1. Focus Student 1: An English Language Learner / English as a Second Language (may use an ELL/ESL student who is in a setting different from your school site such as a church-based program or Boys and Girls Club)

Gender:

Age

1. Why did you select this student?

2. What have you learned about this student’s linguistic background?

3. What have you learned about this student’s academic language abilities in relations to this academic content area?

4. What have you learned about this student’s content knowledge and skills in this subject matter?

5. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?

6. What have you learned about this student’s cultural background including family and home relevant to this academic content area?

7. What have you learned about this student’s interests and aspirations relevant to this academic content area?

8. Discuss other information relevant to this academic content area that you have learned about the student, (e.g., attendance, extracurricular activities, etc.)

B. Focus Student 2: A student with an identified Special Need (Specific Learning Disability)

Gender:

Age:

1. Why did you select this student?

2. How is the instructional challenge that he or she presents different from that of the other student?

3. What have you learned about this student’s content knowledge and skills in this subject matter?

6. What have you learned about this student’s physical, social, and emotional development relevant to this academic content area?

7. What have you learned about this student’s background including family and home relevant to this academic content area?

8. What have you learned about this student’s interests and aspirations relevant to this academic content area?

9. Discuss other information relevant to this academic content area that you learned about the student, (e.g., attendance, extracurricular activities, etc.)

Component II: Assessment Selection/Pre-test

To plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure.

Candidates are required to administer a pre-test (an entry level of assessment) prior to the beginning of the unit. Use a graph to show each student’s score on the pre-test. Use the students’ initials or code names on the graph instead of actual names. Attach a copy of the assessment, the assessment directions, answer key, rubric, and or scoring guide to this document in Component II.

Component II Phase of Assessment: Use the chart below to identify the phase of assessment that you are currently involved in with your students. Address the description of the assessment and questions that will be asked during the assessment phase.

5. For what purpose will your pre-test assessment be used within this unit? Choose one:

Entry Level ____

Progress Monitoring ____

Summative ____

6. Identify and describe the type of pre-test assessment that will be used.

7. What pre-requisite skills will your students need to know and/or be able to do to complete the assessment?

8. What evidence of student learning will you collect?

9. In what ways will the evidence document student achievement of the academic learning goal(s)?

10. How will the student assessment evidence be measured or scored?

11. Think about how you will sequence your implementation of the assessment. Describe your plan for implementing the assessment in the order in which it will occur. Address each of the following and provide a rationale for each of your decisions:

· Teaching strategies including communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment.

· Student activities

· Student grouping

· Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

12. In what ways will you use the assessment results/data?

13. In what ways will you share the assessment results with students, families, and other colleagues and support personnel, when appropriate?

Assessment Component II: Assessment Adaptations for Two Focus Students

Directions: Consider your plan for assessment and what you learned about the two focus students and the implications for instruction and assessment that you identified. Respond to the questions below about the two students.

1. What will Focus Student 1 need to know and be able to do to complete this assessment?

2. What will Focus Student 2 need to know and be able to do to complete this assessment?

Component II Assessment Modifications: For the two students, determine what modifications you will make to this assessment that you have planned for the whole class. Describe those modifications for each of the two focus students. If you determine that no modifications are needed for a part of the plan for assessment, indicate that decision.

A. Modifications for Student 1: An English Language Learner /ESL

1. Evidence of student learning you will collect.

2. How the student assessment evidence will be measured or scored.

3. The implementation of the assessment including:

· Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment.

· Student activities
· Student grouping

· Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room.

4. Ways you will use the assessment results.

5. Ways you will share the assessment results with students, families, and other colleagues and support personnel, when appropriate.

B. Modifications for Student 2: A student with an identified Special Need (L D)

1. Evidence of student learning you will collect.
2. How the student assessment evidence will be measured or scored.

3. The implementation of the assessment including:

· Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures for completing the assessment.
· Student activities
· Student grouping
· Materials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room.
4. Ways you will use the assessment results.
5. Ways you will share the assessment results with students, families, and other colleagues and support personnel, when appropriate.

Assessment Component II: Giving the Assessment to the Whole Class, Including the Two Focus Students

Directions: Give the assessment to your class. Collect and score all the evidence of student learning from the assessment. Consider all the assessment responses and select three responses that represent the range of achievement within the class. Label these responses as Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student 1 and Student 2. Submit all five assessment responses. Review carefully the evidence of student learning you are submitting.

Briefly explain why you selected each of the following responses to represent the range of responses in the class:

Student 1

Student 2

Student 3

Student 4

Student 5

Component III: Assessment Results to Guide Planning for the Whole Class

To plan utilizing classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study and identifies the student academic learning goals to measure.

Select a class, a content area, and a unit of study (Unit Plan) to work with as you complete this project. The unit plan should include 3-5 interrelated lessons designed to enhance skill weaknesses identified within the pre-assessment results. Respond to the components below about the unit and the assessments. As you move through the unit of study, use progress-monitoring assessments to measure the students’ performance on the skills and lessons from the unit. Provide a copy of each progress monitoring assessment that you administer to the class.

Component III A: Academic Content Area Selection for Unit Plan

Unit Title:

Grade Level:

Content Subject Area:

1. List the Louisiana Believes Standard(s) that will be covered within this unit plan.

2. Describe the unit plan.

3. What is (are) the academic learning goal(s) for this unit plan?

4. At what point in the sequence of the unit are you currently teaching: Check one:

at the beginning of the unit

between the beginning and the end of the unit

at the end of the unit

Lessons Included Within the Unit Plan: Follow the 5 E Format below for each Lesson Plan

Title of Lesson:

Date:

Subject / grade level:

Materials:

Louisiana Believes Standard(s)

Lesson objective(s):

Differentiation strategies to meet diverse learner needs:

ELL:

Exceptional Needs Learner:

ENGAGEMENT
· Describe how the teacher will capture students’ interest.
· What kind of questions should the students ask themselves after the engagement?

EXPLORATION
· Describe what hands-on/minds-on activities students will be doing.
· List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration

EXPLANATION
· Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
· List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

ELABORATION
· Describe how students will develop a more sophisticated understanding of the concept.
· What vocabulary will be introduced and how will it connect to students’ observations?
· How is this knowledge applied in our daily lives?

EVALUATION
· How will students demonstrate that they have achieved the lesson objective?
· This should be embedded throughout the lesson as well as at the end of the lesson

Title of Lesson:

Date:

Subject / grade level:

Materials:

Louisiana Believes Standard(s)

Lesson objective(s):

Differentiation strategies to meet diverse learner needs:

ELL:

Exceptional Needs Learner:

ENGAGEMENT
· Describe how the teacher will capture students’ interest.
· What kind of questions should the students ask themselves after the engagement?

EXPLORATION
· Describe what hands-on/minds-on activities students will be doing.
· List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration

EXPLANATION
· Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
· List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

ELABORATION
· Describe how students will develop a more sophisticated understanding of the concept.
· What vocabulary will be introduced and how will it connect to students’ observations?
· How is this knowledge applied in our daily lives?

EVALUATION
· How will students demonstrate that they have achieved the lesson objective?
· This should be embedded throughout the lesson as well as at the end of the lesson

Title of Lesson:

Date:

Subject / grade level:

Materials:

Louisiana Believes Standard(s)

Lesson objective(s):

Differentiation strategies to meet diverse learner needs:

ELL:

Exceptional Needs Learner:

ENGAGEMENT
· Describe how the teacher will capture students’ interest.
· What kind of questions should the students ask themselves after the engagement?

EXPLORATION
· Describe what hands-on/minds-on activities students will be doing.
· List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration

EXPLANATION
· Student explanations should precede introduction of terms or explanations by the teacher. What questions or techniques will the teacher use to help students connect their exploration to the concept under examination?
· List higher order thinking questions which teachers will use to solicit student explanations and help them to justify their explanations.

ELABORATION
· Describe how students will develop a more sophisticated understanding of the concept.
· What vocabulary will be introduced and how will it connect to students’ observations?
· How is this knowledge applied in our daily lives?

EVALUATION
· How will students demonstrate that they have achieved the lesson objective?
· This should be embedded throughout the lesson as well as at the end of the lesson

Component IV: Post-test

Administer a summative assessment (post-test) at the end of the unit. Provide a graph to compare and contrast each student’s score on the pre and post-test. The post-test is the same as the pre-test.

Assessment Component V: Analyzing Evidence of Student Academic Learning and the Assessment

Directions: Think about the evidence of student academic learning from the assessment. Answer the prompts below for the whole class and for the two focus students. Remember to cite specific evidence from the five responses that you have submitted. (This includes responses from the two focus students and from the three students you selected to represent the range of achievement with the class.)

Assessment Component V- A: For the Whole Class

1. What did you learn overall about the students’ progress toward achievement of the academic learning goal(s) for this part of the unit?

2. Describe the extent to which the assessment that you planned allowed students to demonstrate achievement of the academic learning goal(s) for this part of the unit.

3. Would you make any changes to the directions or to the format of the assessment? Why?

4. Would you collect different or more evidence if you were to do this assessment again? Why?

5. Was the implementation and timing of this assessment appropriate for this class? Why?

6. In what ways would a different type of assessment (verbal response, multiple choice, short essay, oral presentation, performance task, etc.) than what you used allow students to demonstrate their achievement of the academic learning goal(s) for this unit?

Assessment Component V –B: For Student 1: An English Language Learner/ESL

1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?

2. To what extent did the student achieve the academic learning goals for this part of the unit?

3. How well did the student’s assessment response correspond to the work the student does on a daily basis? (Was the response that you expected from the student?

4. What different or additional type of evidence might you need to collect for the student?

Assessment Component V- C: Student 2: A student with an identified Special Need

1. To what extent were the assessment directions and format clear and easy to follow for the student? How do you know?

2. To what extent did the student achieve the academic learning goals for this part of the unit?

3. How well did the student’s assessment response correspond to the work the student does on a daily basis? (Was the response that you expected from the student?

4. What different or additional type of evidence might you need to collect for the student?

5. What did the student’s response tell you about his or her academic strengths and/or needs?

Assessment Component VI: Reflection on Assessment Implementation and Student Learning

Directions: Consider what you have learned about your students, what you wanted them to learn, their responses to the assessment, and your analysis of the evidence of student learning. Answer the questions below.

1. If you were given an opportunity to use the assessment again, what part(s) would you keep and what part(s) would you change? Why?

2. If you were given an opportunity to implement the assessment again, what would you do the same and what would you do differently? Why?

3. What additional information about your students did you learn as a result of this assessment experience?

1. How will you use what you have learned from this assessment experience when you plan instruction and assessment in the future?

5. What are your goals for increasing your knowledge and skill in assessment? How will achieving these goals help you become a more effective teacher?

Notes of Importance:

· The responses to each component of the project must be computer generated, New Times Roman font style and in a 12 font size.

· Include a copy of the pre and post assessments. Include graphs that illustrate students’ performance on the pre and post assessments.

· Include selected student work samples for progress monitoring.

· The project should be submitted via Canvas.

*This project is an adaptation of the copyrighted CCTC (CA- TPA), 2003

The Assessment Plan Impact Project is due on April 15, 2021.