TWS Standard 1: Contextual Factors: School and Community Demographics, Classroom Demographics, Building Trust Relationships, and Classroom

Community, District, and School Factors

Geographic Location

City and state -

Population of city -

Stability of community (state of growth, decline, or stability) -

Perception of the level of community support for education -

District

Name of school district and grades served -

Number of schools -

Number of students enrolled in district -

Percentage of students in district receiving free or reduced-price lunch -

School

Name of school and grades served -

Number of students enrolled in school -

Percentage of students in school receiving free or reduced lunch -

Academic achievement ranking/label -

Classroom Factors

Demographics

Grade level(s) and content area(s) -

Total number of students -

Number of boys/number of girls -

Ages represented -

Cultures/ethnicities represented -

Socioeconomic information -

Environment

Physical room arrangement -

Classroom resources -

Level of parental involvement -

Availability of and/or access to technology -

Student Factors

Number of students receiving educational services outside of the classroom (e.g., reading/math intervention, speech services, special education services) -

Number of students whose primary language is other than English -

Number of students with Individual Education Plans -

Number of non-labeled (e.g., non-IEP, non-ADA Section 504) students who are behaviorally or academically challenged -

Other -

Research Connection

Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal. For example, you may add a reference for why student demographics are important to consider in the process of instructional planning goals.

Reference:

Three to five bullet summary of the literature source:

Instructional Implications

Based on the contextual characteristics of the community, classroom, and students, describe in one to three paragraphs the possible impact those characteristics could have on the planning, delivery, and assessment of your unit.

Unit Topic -

National or state academic content standards –

Learning goal (LG) –

One to three measurable objective(s) -

Research Connection

Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal.

Reference:

Three to five bullet summary of the literature source:

Pretest – include scoring criteria

(Copy and paste below)

Pretest Data: Whole ClassPre-Test:Administer, collect, and score pre-test.

Enter data in the Table for Whole Class Pre-Test Results by LG.

Complete - Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete . . .” or “Insert”.

(Remove the example data and fill in your data as number of students)

LG

Exceeds

92-100%

1

Meets

80-91%

2

Approaches

60-79%

8

Falls Far Below

59% and below

10

Pretest Analysis: Whole Class

Based on the data above, what changes, if any, will you make to the previously identified information:

National or state academic content standards –

Learning goal –

Measurable objectives -

Based on the whole class pretest data, describe in one to three paragraphs the possible impact this data could have on the planning, delivery, and assessment of your unit.

Research Connection

Locate one literature source that expounds upon one of the topics described in this standard. The reference may be found in a peer-reviewed or a professional journal.

Reference:

Three to five bullet summary of the literature source:

Post-Test– include scoring criteria

(Copy and paste below)

Unit Scope and Sequence

Lesson Topic

Sequence of Lesson: instructional and Engagement Strategies

Measurement of Learning

Adaptations: Determined by the Student Factors

Day 1

Day 2

Day 3

Day 4

Day 5

Instructional Decision-Making

In one paragraph, describe a student’s learning or response that caused you to rethink your plans.

In one paragraph, describe what you did next, including why you thought this would improve student progress, and what effect, if any, it had on the student(s).

Post-Test Data: Whole Class

Pre-Test: (Remove the example data and fill in your data as number of students)

LG

Pre-Test

LG

Post-Test

Exceeds

92-100%

1

6

Meets

80-91%

2

5

Approaches

60-79%

8

6

Falls Far Below

59% and Below

10

4

Post-Test Analysis: Whole Class

Based on the whole class post-test data, write a one paragraph interpretation of the students’ learning:

Based on the whole class post-test data, write one paragraph analyzing the effectiveness of your instruction and your assessment:

Post-Test Data: Subgroup Selection

Pre-Test:Administer, collect, and score pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete - Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete . . .” or “Insert”.

Analyze the common characteristics of the students. Based on those characteristics, select one subgroup to analyze. List the subgroup.

Brief rationale for your selection (one to three sentences) -

Post-Test Data: Subgroup

(Remove the example data and fill in your data as number of students)

LG

Pre-Test

LG

Post-Test

Exceeds

92-100%

0

1

Meets

80-91%

1

3

Approaches

60-79%

2

2

Falls Far Below

59% and Below

4

1

Post-Test Data: Remainder of Class

(Remove the example data and fill in your data)

LG

Pre-Test

LG

Post-Test

Exceeds

92-100%

1

3

Meets

80-91%

3

5

Approaches

60-79%

6

4

Falls Far Below

59% and Below

4

2

Post-Test Analysis: Subgroup and Remainder of Class

Analyze the data of the subgroup as compared to the remainder of the class. In one paragraph, describe the finding of your analysis with respect to the effectiveness of your instruction.

Post-Test Data: Single Student

(Remove the example data and fill in your data as total score)

LG

Pre-Test

45

Post-Test

88

Post-Test Analysis: Single Student

Based on the single student data, write a one paragraph interpretation of the student’s learning:

Based on the single student data, write one paragraph analyzing the effectiveness of your instruction and your assessment:

Overall Analysis

Whole Class

Subgroup

Remainder of Class

Single Student

Percentage Exceeding LG after Post-Assessment

Percentage Meeting LG after Post-Assessment

Percentage Approaching LG after Post-Assessment

Percentage Falling Far Below LG after Post-Assessment

Percentage Showing no Change/ Regression from Pre-Post Assessment

Summary Paragraphs of Overall Analysis

(One paragraph per prompt)

Considering the students who met or exceeded the scoring criteria for the LG, identify the most successful learning activity/activities and provide a rationale by explaining plausible reasons for the success.

Considering the students who approached or fell far below the scoring criteria for the LG, identify the least successful learning activity/activities and provide a rationale by explaining plausible reasons for the failure.

Identify the group (whole class, subgroup, remainder of class) with the most overall success on the LG and provide a rationale by explaining plausible reasons for the success.

Identify the group (whole class, subgroup, remainder of class) with the least overall success on the LG and provide a rationale by explaining plausible reasons for the failure.

Improved Practice

Based on your experience of developing and delivering your Teacher Work Sample, list three implications for your future teaching practices.

1.

2.

3.

Professional Development

Based on your experience of developing and delivering your Teacher Work Sample, construct and describe three professional goals.

1.

2.

3.