EDUC 450: PROFESSIONAL CLINICAL PRACTICE LONG RANGE PLAN

Candidate: Barry White Jr District: 5 Major: Elementary Education

Cooperating Teacher: Ms. Kennedy School: Whittaker Elementary Cognate(s): English Section I: Student Information

Grade: 4 grade Year: Spring 2014

th

Describe the student information that you feel will have the most impact on the way you plan and deliver instruction. Important Student Information Factors (e.g. gender, SES, reading levels, disabilities, ethnicity, student interests, and other relevant factors, etc.) Gender Description (of your findings in terms of your students) Male: 36 Females: 46 Sources/Contextual Factors (e.g. students, community resources, internet, records, school personnel, family, etc.)

This information was gathered from making classroom observations. As well as, referring to the classroom roster. I also gathered information from
This information was gather from Mr. Gordon the assistant Principal from the front office

SES

Reading Levels

Free Lunch: 74 Reduced Lunch: 2 Regular Lunch: 0 Catlin: 69 Kennedy: 75 Robinson: 75 Perkins: 69 Students reading levels ranges from PP-5.6. I have students th from Pre-K level to 5 grade level.

This information was gathered from the fourth grade homeroom teachers. Teachers use spiral review assements test to collect the data needed.

Resource

Ethnicity OHI (Other Health Impaired)

I have 5 resource students four of them are diagnosed as resource and special needs African American: 82 Hispanic: 0 White: 0 I have four OHI students

This information was gathered from the school resource teacher, Mrs. C.Y. Charley. This information was gathered from the fourth grade homeroom teachers. This information was gathered from the school resource teacher, Mrs. C.Y. Charley.

Reflect on the student Information: Why do you feel that this student information is of primary importance, and (2) how did and will you use this student information to guide the development of your long and short range plans?

From reviewing this information that I received from my mentor teacher, Ms Kennedy and different reliable sources, I feel this information is very important when planning my instructional lessons. The students are diverse academically and economically. When preparing my Long Range Plan and Short Range Plans, Im going to refer back to this data. With this data, I will be able to maximize my instructional time and manage my non-instructional time effectively.

Section II: Long Range Learning and/or Developmental Goals

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe the long range learning/developmental goals (standards) that you have established for your students in each of the four content areas. Make sure that you include goals that address the cognitive, psychomotor and affective domains and diversity for students.

Subject: English Language Arts

Long Range Learning and/or Developmental Goals

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture in context. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Integrate information gained from illustrations and other visual elements in a text with the words to demonstrate understanding of how the characters, setting, and plot interact and develop Explain major differences between poems, drama, and prose, and refer to the core structural elements of poems (e.g., stanza, verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, acts, scenes, stage directions) when writing or speaking about a text. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

My end goal is for my students to achieve great results on the state test also known as (PASS), the District test (Benchmark), and criterion-reference test (classroom assessments). The standards are set forth by the state and district to prepare the students for success. I believe all the developmental goals I have placed above are important in achieving th that end goal. I will apply the skills I have obtained to making sure my students are prepared to move on to the 5 grade on the reading level they are supposed to be on as indicated by the state and district standards.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

The student will demonstrate through the mathematical processes an understanding of decimal notation as an extension of the place-value system; the relationship between fractions and decimals; the multiplication of whole

Revised Fall 2013 ACEI/NAEYC 2010 Standards

numbers; and accurate, efficient, and generalizable methods of dividing whole numbers, adding decimals, and subtracting decimals. The student will demonstrate through the mathematical processes an understanding of numeric and nonnumeric patterns, the representation of simple mathematical relationships, and the application of procedures to find the value of the unknown. The student will demonstrate through the mathematical processes an understanding of elapsed time; conversions within the US Customary System; and accurate, efficient and generalizable methods of determining area. The student will demonstrate through the mathematical processes an understanding of the impact of data-collection methods, the appropriate graph for categorical or numerical data, and the analysis of possible outcomes for a simple event.
Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I know my end goal is for my students to achieve great results on the state test (PASS), District test (Benchmark), and criterion-reference test (classroom assessments). The standards are set forth by the state and district to prepare the students for success. I believe all the developmental goals I have placed above are important in achieving that end goal. I th will apply the skills I have obtained to making sure my students are prepared to move on to the 5 grade on the reading level they are supposed to be on as indicated by the state and district standards.

Subject: Science

Long Range Learning and/or Developmental Goals

The student will demonstrate an understanding of scientific inquiry, including the processes, skills, and mathematical thinking necessary to conduct a simple scientific investigation.

The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments. (Life Science)

The student will demonstrate an understanding of the properties, movements, and locations of objects in the solar system. (Earth Science

The student will demonstrate an understanding of weather patterns and phenomena. (Earth Science)

Reflect on the long range learning and/or developmental goals: Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I know my end goal is for my students to achieve great results on the state test (PASS), District test (Benchmark), and criterion-reference test (classroom assessments). The standards are set forth by the state and district to prepare the students for success. I believe all the developmental goals I have placed above are important in achieving that end goal. I th will apply the skills I have obtained to making sure my students are prepared to move on to the 5 grade on the reading level they are supposed to be on as indicated by the state and district standards.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Subject: Social Studies

Long Range Learning and/or Developmental Goals

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World

The student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of Native Americans, Europeans, and Africans The student will demonstrate an understanding of the conflict between the American colonies and England.

The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.

Reflect on the long range learning and/or developmental goals): Of the long range learning and/or developmental goals you have established, which goals do you believe are the most important for all students to achieve, and why?

I know my end goal is for my students to achieve great results on the state test (PASS), District test (Benchmark), and criterion-reference test (classroom assessments). The standards are set forth by the state and district to prepare the students for success. I believe all the developmental goals I have placed above are important in achieving that end goal. I th will apply the skills I have obtained to making sure my students are prepared to move on to the 5 grade on the reading level they are supposed to be on as indicated by the state and district standards.

Section III: Instructional Units Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: English Language Arts Unit Length (i.e., approximate number of lessons 1 day

Unit Topic or Description

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms

4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

1 day

1 day

4-3.3 Interpret the meaning of idioms encountered in texts.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

2 days

4-1.6 Interpret the effect of the authors craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts

3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text

1 day

4-1.5 Analyze the impact of characterization and conflict on plot

1 day

4-1.8 Classify works of fiction (including fables tall tales, and folktales) and works of nonfiction (including biographies and personal essays) By characteristics

3 days

4-2.8 Analyze informational texts to identify cause- and - effect relationships

1 day

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide allows the teacher to know when to teach a standard and how much time is recommended to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher, I decided to place these standards in the above sequence because each standard ties in with another standard.
Describe ways in which you will integrate the arts, PE and Health in your unit.

I will integrate arts, PE and health in my unit by using media and technology in my lesson plans. For example my lesson on similes will include a Prezi presentation called the treasure hunt, where for every right answer the students will be able to move through the maze in efforts to find the treasure at the end. Students will divide up into groups and be asked to come up with 3 similes each. However in between each group speaking the students will be making a beat on their desk and will stop every time one group has to speak and then start again making it creative and engaging to keep the beat going. During the power point presentation I played a few country songs that had similes highlighted in the lyrics. The students singed along as I played the song than pointed on the similes in each verse.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Mathematics Unit Length (i.e., approximate number of lessons

Unit Topic or Description -- Key Element

4-2.7 Compare decimals through hundredths by using the terms is less than, is greater than, and is equal to and the symbols <, >, and =. 4-2.12 Generate strategies to add and subtract decimals through hundredths. 4-2.2 Apply divisibility rules for 2, 5, and 10. 4-2.4 Explain the effect on the product when one of the factors is changed. 4-2.3 Apply an algorithm to multiply whole numbers fluently. 4-2.5 Generate strategies to divide whole numbers by single-digit divisors. 4-3.1: analyze numeric, nonnumeric, and repeating patterns involving all operations and decimal patterns through hundredths. 4-3.2 Generalize a rule for numeric, nonnumeric, and repeating patterns involving all operations. 4-3.3 Use a rule to complete a sequence or a table. 4-3.4 Translate among, letters, symbols, and words to represent quantities in simple mathematical expressions or equations. 4-3.5 Apply procedures to find the value of an unknown letter or symbol in a whole-number equation. 4-3.6 Illustrate situations that show change over time as either increasing, decreasing, or varying. 4-6.1 Compare how data-collection methods impact survey results. 4-6.2 Interpret data in tables, line graphs, bar graphs, and double bar graphs whose scale increments are greater than or equal to 1.

1 week 1 week 1 week 1 week 2 weeks 2 weeks 1 week 1 week 1 week 1 week 1 week 1 week 1 week 1 week

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide allows the teacher to know when to teach a standard and how much time is recommended to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher, I decided to place these standards in the above sequence because each standard ties in with another standard. Although I am expected to spend 1week -2 weeks on a certain skill, I will spiral teach previous covered standards to keep the students assist the students with retaining the information

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Science

4-4.5: Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. 4-4.3: Compare daily and seasonal changes in weather conditions

2 weeks

Revised Fall 2013 ACEI/NAEYC 2010 Standards

(including wind speed and direction, precipitation, and temperature) and patterns. 4-1.2: Use appropriate instruments and tools (including a compass, an anemometer, mirrors, and a prism) safely and accurately when conducting simple investigations. 4-4.5: Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments. 4-4.3: Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature) and patterns. 4-1.3: Summarize the characteristics of a simple scientific investigation that represent a fair test (including a question that identifies the problem, a prediction that indicates a possible outcome, a process that tests one manipulated variable at a time, and results that are communicated and explained). 4-4.1: Summarize the processes of the water cycle (including evaporation, condensation, precipitation, and runoff). 4-4.2: Classify clouds according to their three basic types (cumulus, cirrus, and stratus) and summarize how clouds form. 4-4.4: Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns. 4-4.6: Predict weather from data collected through observation and measurements 4-5.1 Summarize the basic properties of light (including brightness and colors). 4.5.2: Illustrate the fact that light, as a form of energy, is made up of many different colors. 4-5.3 Summarize how light travels and explain what happens when it strikes an object (including reflection, refraction, and absorption).

2 weeks

2 weeks

1 week 1 week

1 week 2 weeks

1 week

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide allows the teacher to know when to teach a standard and how much time is recommended to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher, I decided to place these standards in the above sequence because each standard ties in with another standard. Although I am expected to spend 1week -2 weeks on a certain skill, I will review previous covered standards to keep the students assist the students with retaining the information

Describe the instructional units, in sequence, for each content area for your class. Make sure that you integrate the arts (dance, music, theater, and visual arts), health and physical education in your units. Subject: Social Studies

4-1.1 Summarize the spread of Native American populations through the Landbridge Theory. 4-1.2: Compare the everyday life, physical environment, and culture of the major Native American groupings; including, the Eastern Woodlands, the Plains, the Southwest, the Great Basin, and the Pacific Northwest 4-1.3: Explain the political, economic, and technological factors that led to the exploration of the New World by Spain, Portugal, France, the

1 week 1 week

1 week

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Netherlands, and England; including, the competition between nations, the expansion of international trade, and the technological advances in shipbuilding and navigation. 4-1.4: Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers; including, Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle. 4-2.1: Summarize the cause-and-effect relationships of the Columbian Exchange. 4-2.2: Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles. 4-2.4: Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and Indian Wars, the slave revolts, and the conduct of trade. 4-3.1: Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses.

1 week

1 week 1 week

1 week

1 week

Reflect on the instructional units: How did you determine your instructional sequence and the amount of time to be spent on each unit of instruction?

The sequence of my instruction was guided by OCSD 5 pacing guide, South Carolina State Standards and the Orangeburg Consolidated School District Five Benchmark Exam Schedule. OCSD 5 pacing guide allows the teacher to know when to teach a standard and how much time is recommended to for each standard. After reviewing the OCSD 5 pacing guide and conferencing with my mentor teacher, I decided to place these standards in the above sequence because each standard ties in with another standard. Although I am expected to spend 1week -2 weeks on a certain skill, I will spiral teach previous covered standards to keep the students assist the students with retaining the information
Section III B: Materials and Resources Make a list of all of the materials that will be needed to teach the unit. As you plan for the use of technology, make sure that list and explain how you will use software, computer programs, Smart boards, etc., along with power points that you may use.

Teacher Materials Smartboard Interactive Power Point

Student Materials NOTEBOOKS

South Carolina Pass Coach Workbooks (ELA, Math, Science, Social Studies) Study Island Website Program (Username and Password) South Carolina Coach Practice Test Workbooks (ELA, Math, Science, Social Studies)
Pencils

Study Island Internet4classrooms.com

PASS COACH Comprehensive Reading

South Carolina Buckle Down Workbooks (ELA, Math, Science, Social Studies)
Homework sheets

READING Comprehension PRACTICE TEST PREPARATION BOOKS

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Section IV: Assessment of Student Performance Describe (1) the major course assessments (include formative and summative assessments), (2) the evaluation criteria for this class/subject, and (3) the way(s) in which you will report overall student progress and achievement. You must present multiple modes of assessments that address multiple levels of Blooms Taxonomy. Your assessments (or a detailed description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

Assessments (Indicate whether formative or summative)

Evaluative Criteria

Student Progress/Achievement Reporting Method(s) Grade book/Reading Comprehension practice activity sheets/ Power Teacher Grade book/Sentence Starter worksheet/Power Teacher/ Newsletter Grade book/Study island practice activity/ Power teacher/ News letter Grade book/Study island authors craft/ Power Teacher/ News letter

Matching Standard

Grading scale A 100-93 B 92-85 C 84-77 D 76-70 69 AND BELOW F

ORAL QUESTIONING, TAKE HOME TEST

4-1.4 Distinguish among devices of figurative language (including simile) 4-1.4 Distinguish among devices of figurative language (including metaphor )

Grading scale UNIT TEST A 100-93 B 92-85 C 84-77 D 76-70 69 AND BELOW F

4-1.6 interpret the effect of an authors craft for example word choice, sentence structure, the use of figurative language and the use of dialogue).

QUIZ / TEST/ Performance test

Grading scale A 100-93 B 92-85 C 84-77 D 76-70 69 AND BELOW F

Grade book/ Power teacher/ News letter

4-1.4 Distinguish among devices of figurative language (personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

Reflect on student performance: (1) How did you determine that your major assessments are appropriate for evaluating student progress and achievement, and (2) What did or will you do to help your students and their parents understand (a) the evaluation criteria you have established for this class/subject as well as (b) the reports regarding the students overall progress and achievement in the class/subject?

Section IV B: Assessment of Student Performance Record Keeping Describe your system for maintaining records of student progress and achievement for this subject. Also, discuss your procedures for aggregating and displaying the data. Discuss how you will use the data to make instructional decisions.

A.

System for maintaining records of student progress and achievement:

My system for maintaining records of students progress and achievement for the subject is to record the students grades in th e grade book. I will also send home folders every other Tuesday to allow parents to see the students overall progress in the classroom. The data will be displayed via a whole-class average. For those students that didnt score 80% or higher they will come back to me during recess/free-time to get intervention. If the majority of the class isnt showing mastery in the content then I w ill reteach the lesson with a different approach Procedures for aggregating and displaying data:

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I will aggregate data by using the computer system that is provided. For example, I will use AR Enterprise to aggregate reading scores and data in reference to each child in the classroom, as well as the classroom as a whole. Data has been displayed every nine weeks for each particular subject. I plan to continue this method of displaying data. Data will be displayed on the wall next to the door. How will you use the data to make instructional decisions?

I will use the data I collect from test and observations to alter or adjust my lessons so that I can ensure the students are learning the content being taught to them. If I need to reteach or touchback on an area that is causing the students problems, I will know from collecting the data and be able to plan my lessons in an appropriate way that will address the issues arising in certain areas as well as stay on pace for the developmental goals I have set in my long range plan.

Section V: Classroom Management

The classroom Expectations are as follows; 1. 2. 3. 4. 5. Listen and follow directions the first time Raise your hand and wait for permission to speak Keep hands, feet, objects and negative comments to yourself Have your supplies and be on time Complete and submit all assignments on time with excellence

Classroom consequences

1. 2. 3. 4. 5.

Verbal warning (Reteach the behavioral Expectation) Individual conference with the students (decrease conduct grade to Satisfactory) Rule reflection corner (student explains in writing which rule was broken and they can change it Write definitions from words from the dictionary during recess or PE time Call parents

Rewards Verbal praise from teacher cheers and chants positive notes to parents lunch with principal homework pass fun Friday extra computer time suckers and stamps

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES RULES AND CONSEQUENCES

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Non-instructional routines. Bathroom: students are allowed to use the restroom during homeroom. The students arent allowed to use the restroom during instructional time unless there is an emergency. Entering/Exiting Class: students are to enter the classroom quietly with only one pencil in their hand and place their head on the desk. When students are exiting the classroom, they are to exit by the row that they sit in. The rows are the days of the week (Monday-Friday).

Hallway Conduct: students are expected to walk in a single filed line in the order of the rows. Students will not talk or horse-play while walking in line Lunch Students are not to talk In the lunch room they are to eat quietly and listen to the music that is playing In the cafeteria. Two students whip the table down after the class exits the lunch room.

Collecting Work: Students will be told what to do with their work when finish. Sometimes students will place their work under their desk and sometimes students work will be picked up by other students.

Make-up Work: Any student who is absent will have an opportunity to make up the work.
Reflect on classroom management: What are the most important considerations in managing the classroom to maximize instructional time, and why do you believe them to be important?

The most important considerations in managing the classroom to maximize instructional time are making sure there is classroom structure and making sure every student is aware of the expectations. Anytime a teacher has to constantly stop to handle non-instructional issues it takes away instructional time. I believe these are important considerations because a classroom without order and structure is more likely to be chaotic and little to no learning will take place.

Section VI: Parent Communications Describe your procedures for providing initial information about your goals and expectations for student learning, plans for instruction and assessment, rules for student behavior to your parents and overall recommendations for involving your parents with learning at home. How do you plan to periodically inform your parents about their childs learning and behavioral progress in your class? Also, discuss you would involve your parents in home-based and school-based activities. Procedures for providing initial information

Teacher sends a welcome letter to parents at the beginning of the school year. I also sent a letter home to the parents stating I would be student teaching in the class this semester. The welcome letter that I will provide for my students and parents will contain a small synopsis about myself, goals and expectations for students learning The Teachers also hold parent teacher conferences. The 4th grade hall holds a parent night where they discuss whats going on in their grade and inform parents of upcoming activities.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Parents/guardians will be sent weekly newsletters of whats going on at the school and in the classroom. At the end of each week I will send home copies of students work during that week to the parents to be looked over and signed to verify they saw how their child has been performing for the week. On Monday I will collect he papers with the signatures to make sure the student has been showing their parents or guardians what they have been doing that week. The newsletters will also consist of beneficial information such as strategies and questions that parents can use to enhance learning and provide practice for students while at home. This will also assist in getting parents involved and concerned about their childs education. I will provide homework for parents to assist students. Useful websites are also given for assistance.

Procedures for involving parents with the learning at home Section VII: Reflecting and Revision Procedures

Reflect on your long range plan and determine what might be, or what you think may be strengths and weakness. Decide what modifications or adaptations might be needed to your plan. Decide how often you think you might need to reflect on your teaching practices.

Strengths:

My strengths are the ability to use my long range plan and students data to prepare interesting lessons for my students. After collecting important and useful information about my students I will be able to alter or adjust my lesson plans and either review certain topics or change up my approach in delivering the content. Also another strength of mine is the creative I possess in preparing my lessons. Particularly with the power point I tend to use Prezi an exciting and engaging way of presenting different slides to students in the classroom.

A.

Weaknesses One weakness that I believe is the amount of time that Im expecting to spend completing the standards. I feel that the time frame seems short and if students dont understand the content, I would have to extend the time for a particular standard(s). Although the district has set a pace for students to learn certain standards at exact times when you are actually teaching the students you learn when they havent grasp the content and have to go back and review certain topics with them in or der to effectively reach them.

B.

Time line for evaluating long range plan components.

I will evaluate my long range plan weekly. I may have to modify the amount of time that I have projected to cover each standard and unit. I may have to stay on certain standards and depending on my students progress, I may be able to move through some standards swiftly or in a timely manner depending on the difficult it presents to my students and their current level in the class.

C.

List modifications and adaptations that you think might be needed to improve the procedures. Time management in teaching the content through the lessons for each standard. Lessen non instructional time so that I can maximize instructional time more efficient. Data collection and organizing.

D.

Plan for reflecting on your teaching practices.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

I will use my reflective lesson plan to reflect on my teaching practices during the week. At times, I will reflect on my teaching practices every Friday after all my classes have finished the weekly assessment. If the students dont score an 80% or above collective, I will be forced to reteach the content. Also, if while teaching, I come across an area where the students just do nt understand the material because of the lack of knowledge in a previous area, it is possible that I readjust the ordering of the standards to provide the students with the needed content.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

Long Range Plan Scoring Rubric

ACEI/ NAEYC

Component

Target (3)
Describes students in-depth according to ability, learning styles, ethnic group, gender and special needs, etc.; suggests several ways to plan lessons to accommodate differences. Data is collected from multiple sources, including IEPs, test scores, school records, student interest surveys, school personnel, students, etc. Candidate reflects an understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least four (4) or more standards which exhibit evidence of objective taxonomy, skills, and dispositions that support elementary students development, learning, and motivation to learn.

Acceptable (2)
Describes students according to their differences, but is unclear about ways to accommodate differences when planning. Data is collected from at least three types of sources and the candidate shows some understanding of the importance of collaborative relationships with families, school colleagues and agencies in the community. Includes at least three (3) standards which exhibit knowledge of objective taxonomy, skills, and dispositions relevant and meaningful to specific age groups. Goals reflect an understanding of the diversity of students in their development and learning styles and reflect at least two of the following: race, ethnicity, culture or exceptional needs. The content area has 90% of the key elements covered, reflecting knowledge of key themes, concepts and of English language arts skills. The content is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content is paced so objectives are covered.

Unacceptable (1)
Does not include at least five (5) types of descriptions; displays minimal understanding of addressing a variety of student needs when planning.

Score

1.0/1a

Description of Students

5.2/2c;3b

Contextual Factors

Used primarily secondary source data (records) to obtain data. No school or community data included. Includes standards, but lacks appropriate depth of knowledge of taxonomy, skills, and dispositions relevant and meaningful to specific age groups.

3.1/3a

Learning and Developmental Goals

3.2/1c

Learning and Developmental Goals

Goals clearly reflect sensitivity to the diversity of students in their development and learning styles, as well as race, ethnicity, culture and exceptional needs.

Goals lack sensitivity to the diversity of students.

2.1/5a

Units of Instruction - English Language Arts

The content area related to reading, writing, speaking, viewing, listening, and thinking skills is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, of concepts, and of English language arts skills. The content is paced so objectives are covered. The content area related to concepts of physical, life, and earth science is comprehensively covered. The timeline of instructional units reflects knowledge of key themes, concepts and of skills necessary to plan appropriate science lessons. The content Is paced so objectives are covered.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts and of English language arts skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of science skills. The content is not paced so objectives are covered.

2.2/5a

Units of Instruction - Science

Revised Fall 2013 ACEI/NAEYC 2010 Standards

2.3/5a

Units of Instruction - Mathematics

The content area related to concepts of number and operations, algebra, geometry, measurement, and data analysis and probability is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area related to concepts of history, geography, and the social sciences is comprehensively covered. The timeline of instructional units reflect knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Clear integration of visual and performing arts (dance, music, theater and the visual arts) is indicated multiple times throughout the units. Clear integration of health is indicated multiple times throughout the units. PE is clearly integrated several times in each of the units.

The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate mathematics lessons. The content Is paced so objectives are covered. The content area has at least 90% of the key elements covered, reflecting knowledge of key themes, concepts and of skills necessary to plan appropriate social studies lessons. The content Is paced so objectives are covered. Visual and performing key elements are integrated at least twice within each unit outline. Health key elements are integrated at least twice within each unit outline. PE key elements are integrated at least twice within each unit outline. Materials list is adequate to support units. List represents variety. Materials list tends to be general in nature and does not focus comprehensively on student characteristics, enrichment, enhancement, and students needs. No evidence of the use of community resources. Technology listed includes the teachers and students uses of tools to reflect an understanding of its use as a communication tool.

The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of mathematics skills. The content is not paced so objectives are covered. The content area is addressed; however, little evidence supports the direct alignment with the knowledge of key themes, concepts, and of social studies skills. The content is not paced so objectives are covered. Visual and performing arts key elements are not included in each unit. Health key elements are not included in each unit. Physical Education key elements are not included in each unit. Materials list is inadequate and tends to represent traditionally supplied materials. Materials are general and do not directly support or enrich curriculum units. Student needs and characteristics do not appear to drive the choices of materials and resources. No community resources are used. Technology listed includes only the teachers use of technology for instructional presentations.

2.4/5a

Units of Instruction Social Studies

2.5/5a

Instructional Units Visual and Performing Arts Instructional Units Health Instructional Units Physical Education

2.6/5a

2.7/5a

1.0/4c

Instructional Materials & Resources

Uses a variety of instructional materials and resources that directly align and support units; materials/resources clearly support curriculum enhancement and successful learning experiences to support and enrich student development, characteristics, acquisition of knowledge, and motivation to learn. Evidence of the use of community resources is provided. Technology, to include hardware, software and assisted support is listed and reflects the use of such tools to foster inquiry, collaboration and interaction. Formative and summative assessments, use direct and indirect methods, match learning goals, instructional activities, and represent a variety of assessment strategies. The strategies are appropriate for the content to be covered and the students ability and developmental levels. Criteria for the weighting process and evaluating results are clear, concise and promote intellectual, social, emotional, and the physical development of students. Higher level thinking and student reflection are promoted.

3.5/4b

Instructional Materials & Resources

4.0/3b

Assessment

Formative and summative assessments match learning goals and the content to be covered, but the majority are traditional paper and pencil types. Criteria for evaluating results are clear. Assessments reflect an emphasis on knowledge and application.

Assessments given do not match the learning goals, or no explanations, descriptions, or assessments are attached.

Revised Fall 2013 ACEI/NAEYC 2010 Standards

4.0/3b

Student Records

Procedures for recording, aggregating and displaying data indicate that records are organized, well maintained and easy to interpret; procedures are easy to follow to plan, to evaluate, strengthen instruction, make content knowledge decisions, and make individual progress decisions. Use of data for differentiated instruction is clear. States explicit expectations of students and consequences for misbehavior. Rules and consequences are limited to 5 or less, are age appropriate, focus on behaviors rather than students, and support a positive learning environment. Instructional procedures represent essential routines for promoting efficiency and minimal loss of time for learning. Offers detailed directions for such activities as restroom break, emergency drills, school assemblies, field trips, and other movement in the classroom and halls. Clear, consistent evidence exists that the candidate plans to provide the family appropriate, culturally sensitive, reader friendly information concerning goals, instruction, rules and assessment on an initial and periodic basis; reflects on decisions and involves students, families, and the learning community to enhance learning. Plans indicate evidence of collaboration with the learning community to foster and support communication; a variety of ways to communicate and ways that families can be involved at the school and home are given to promote the growth and well-being of children. Plans specifically indicate opportunities for reflecting on teaching practices to improve the teaching and learning process.

Procedures for maintaining recorded data are clear, with some strategies for developing, aggregating and displaying data for decision making. Some information is given for using data to make decisions and to promote the relationship between data collection and reflective decision-making. Rules and consequences are age appropriate, represent support for a positive learning environment, and are limited to 5 or less. Instructional procedures cover most of the areas that promote minimal loss of instructional time. Provides adequate directions for noninstructional activities. Adequate evidence exists that the candidate plans to establish an open line of communication on an initial and periodic basis, regarding pertinent information involving students, families, and the learning community to enhance learning; sensitivity to diversity is clear. Adequate collaboration regarding communication with the learning community is evident. Some evidence of opportunities to reflect on teaching practices to improve the teaching and learning process.

Procedures for maintaining recorded data are somewhat clear, but little to no plan is developed for aggregating and displaying data for decision making. Plan for using data to make decisions is unclear. No relationship between data collection and reflective decision-making. Rules and consequences are negative in nature and are not aligned with age appropriate practices. More than 5 rules are given. Rules allow for a loss of instructional time. No procedures for non-instructional were given. Uses minimal, to no attempts to involve the family in learning goals at the home or at school. Fails to provide specific examples of periodic communication methods. Sensitivity to diversity is unclear.

3.4/1c

Discipline Policy

3.4/1c

Procedures for NonInstructional Activities

5.2/2b

Parental Communications

5.2/2b

Parental Communications

No procedures for continuous communication involving the learning community. The candidate does not provide reflections or suggest recommendations for improving the process of teaching and learning.

5.1/4d

Reflections

OVERALL SCORE
Unacceptable/Developing (1)
Candidate demonstrates a limited amount of the attributes of the standard. Performance indicates that few competencies have been demonstrated.

Acceptable/Meets (2)
Candidate demonstrates most of the attributes of the standard. Performance indicates that the competency has been demonstrated including examples, extension, or enrichment.

Target/Exceeds (3)
Candidate demonstrates all of the attributes of the standard. Performance clearly indicates that the competency has been mastered, including examples, extension, and enrichment.

Revised Fall 2013 ACEI/NAEYC 2010 Standards