T-Chart

HLP #6: Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes.

Scenario Guide

Synopsis

Middle School Classroom

Learner Challenge

You are a middle school teacher preparing to teach a poetry fluency lesson plan to a diverse group of students in an inclusion classroom. Harrison is one of your students; he has a specific learning disability in reading. The lesson will focus on a literacy standard.

Objective

Teachers will integrate HLP #6 (assessment) into a lesson, they create. Then they will teach an explicit instruction lesson that incorporates evidence-based strategies that promote assessment data, analysis of instructional practices, and modifying instruction to improve student outcomes in the area of literacy.

To hit this objective teacher candidate will:

· Develop appropriate instructional goals based on existing student data.

· Evaluate student data to adjust instruction.

· Manage and engage ongoing data collection during the teaching of the lesson.

· Utilize curriculum-based measures, informal classroom assessments, observations of student academic performance and behavior, and/or self-assessment of classroom instruction.

· Facilitate discussions with key stakeholders (students, parents, etc.)

· Set goals for own teaching based on valid hypotheses from instruction.

Materials to submit to simulation and/or instructor

· Teacher created lesson plans & accompanying documents (i.e., graphic organizers, PowerPoint, etc.)

Scenario Overview

Teacher candidate will teach one explicit instruction lesson in literacy to support the use of assessment data to improve student outcomes.

Ideal Simulation Configuration: Avatars

Middle School -OR- Elementary

Learner Audience

· Pre-service Teachers/ Teacher candidates

· Non-credentialed Teachers

· Novice Teachers

Sample Standards for: 6th grade Reading (Speaking & Listening)

6.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. (Select one of the sub-standards below)

a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.