Purple Haze 36

Standards 3-6 Artifact Guidance

Standard 3 Instructional Strategies

The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

1a. Demonstrating Knowledge of Content and Pedagogy

1e: Designing coherent instruction

3c. Engaging Students in Learning

3f. Demonstrating Flexibility and Responsiveness

Standard 4: Differentiated Instruction

The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences.

1b. Demonstrating Knowledge of Students

Standard 5: Assessment Strategies:

The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population.

1f: Designing student assessments

Standard 6: Assessment Uses

The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents.

3d: Using assessment in instruction

Part I (Context)

Candidate Name:

Grade Level: 3rd

Student Knowledge Summary

· Total Students: 23

· Boys: 9

· Girls: 14

· Ethnic Background:

· African American (AA): 6

· Male: 1

· Female: 5

· Hispanic: 17

· Male: 8

· Female: 9

· ESOL (English for Speakers of Other Languages): 16

· Male: 7

· Female: 9

· EIP (Early Intervention Program): 5

· Male: 1

· Female: 4

This class is diverse, with a significant portion of students (16 out of 23) participating in the ESOL program, highlighting a range of language proficiency levels. Additionally, 5 students are in the Early Intervention Program (EIP), requiring targeted support to aid their academic progress. The group includes a larger number of Hispanic students, making up a majority of the class, and a gender breakdown with more girls than boys. This demographic information will guide differentiated instruction strategies, especially focusing on language development and culturally responsive teaching methods.

Content/Topic: Differentiated Instruction

Content/Topic: Differentiated Instruction with the Distributive Property Standards:

· 3.PAR.3.2: Represent single-digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.

· 3.PAR.3.3: Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100.

Differentiated Instruction Components:

1. Grouping

· Small Group Instruction: Work with a small group of students who need extra help understanding the distributive property. Use hands-on activities to provide further practice and visual explanations.

· Independent Work: Provide extension tasks for students who grasp the concept quickly, like applying the distributive property to more challenging multiplication and division facts.

2. Scaffolding

· Scaffolded Practice: Start with simple problems and progressively introduce more complex ones as students show mastery. Use visual aids such as number lines or area models to help reinforce the concept.

· For visual learners: Use area models and diagrams to show the breakdown of larger multiplication problems.

· For verbal learners: Provide opportunities for students to explain the distributive property in their own words.

Standards and Learning Targets:

Standard(s)	Related Learning Targets(s)
3.PAR.3.1: Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.	· I can describe, extend, and create numeric patterns related to multiplication. · I can make predictions based on the patterns I observe in multiplication.
3.PAR.3.2: Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.	· I can represent single-digit multiplication and division facts using various strategies (e.g., arrays, equal groups, skip counting). · I can explain the relationship between multiplication and division.
3.PAR.3.3 - Apply properties of operations (i.e., commutative property, associative property, distributive property) to multiply and divide within 100.	· I can apply the commutative property to multiply and divide within 100. · I can apply the associative property to multiply and divide within 100. · I can apply the distributive property to multiply and divide within 100.

Part II (Assessment) Assessment must be a teacher created assessment that can be scored using a teacher created rubric.

1. Link to the teacher created assessment:

2. Description of assessment from which data is collected:

3. Describe the process you used to ensure that the assessment aligned to the standard(s)/learning target(s).

4. Reflectively, what are the strengths of this assessment? What are its limitations?

5. Link to the teacher created rubric:

Part III (Data Analysis)

1. Create a graph to organize and display overall performance data for the class for each learning target. Discuss what this bird’s eye view of the data tells you about your students and their performance.

2. Provide a data table detailing the individual performance of each student. Please do not provide identifying student information. Use THIS TEMPLATE for the data table.

3. Using the data from the table, analyze the data for qualitative and quantitative learning patterns. Your analysis should be aligned with each learning target.

a. Guiding Questions (Qualitative)

i. What learning patterns/gaps did you observe at the varying performance levels?

ii. How do the learning patterns/gaps impact student performance?

iii. What is the gap between student work and the exemplar?

iv. What were the most common misconceptions?

b. Guiding Questions (Quantitative)

i. What is the average score?

ii. What percentage of students fall below the threshold for proficient performance?

iii. How many students exhibit similar learning patterns?

Part IV (Focus Students)

Identify three target students on which to focus. Remove identifying information about each student. Identify the students as Target Student 1, Target Student 2, and Target Student 3. Provide work samples for each student. Each sample of student work should be accompanied by a completed rubric and written, actionable teacher feedback.

Ideally, choose students from different performance levels.

1. Link to student work samples:

2. Identify the planned supports that will be provided to each target student to guide them in understanding your feedback and how to apply the feedback for future learning for remediation and/or acceleration.

Target Student 1
Target Student 2
Target Student 3

Part V (Planning the Reteach)

Identify the gap. Explain how you identified the gap?
What is the skill or concept that you will be reteaching?
Objective(s)	By the end of this reteaching session, students will be able to: · · ·
Identify 2-3 key strategies that will be implemented to close the gap. Provide a rationale for the selection of these strategies and cited research to defend these choices.
How did you use the data to decide which students will be involved in the reteach? What will the students be doing that are not directly involved in the reteach? How will you adapt the reteaching session to meet the needs of diverse learners?
How will you assess student understanding after the reteaching session?

Part VI (Reteach Lesson Plan)

Use the template below to write out your reteach lesson plan. Your plan must include direct instruction and student questioning and participation.

Activity (What will the teacher and the students do?)	Rationale (cite relevant research) (What is the intended purpose of this activity? How will it address the deficit area?)	Related Standard(s) (Which standard(s)/Learning Target relate to this activity?)

Part VII (Take it Live)

1. Include a link to a video of your reteach (10-15 minutes).

Post reteach data comparison and analysis

1. Create a graph to organize and display overall post-reteach performance data for the class. Discuss how the post-reteach data compares to the initial data.

2. Provide a data chart detailing the individual performance of each student. Please do not provide identifying student information.

Student Identifier	Pre-reteach score	Post-reteach score	Strategies(s)

Part VIII (Reflection and Implications for Professional Practice)

Reflection:

· What strategies and instructional practices worked well? Be sure to reference video evidence and your research to support your response.

· What strategies and instructional practices did not work as expected? To what do you attribute this result?

· How did you make efforts to engage your students in learning? Be sure to reference video evidence and your research to support your response.

· Of the four standards related to this artifact, in which area does your artifact reflect a strength? Why do you say so?

· Of the four standards related to this artifact, in which area does your artifact reflect a growth area? Why do you say so?

· What implications did the experience have for your professional practice?

· For the next nine weeks, when you repeat this process, what adjustments will you make? Why? Support your analysis of proposed instructional changes with cited research.

· Compare implementation of data informed instruction and differentiated instruction during the process of completing your second submission to the process for your first submission. Be sure to include a discussion of what you did differently, how you improved, what you did well, how you can continue to grow, and your next steps.