EDUC 450: PROFESSIONAL CLINICAL PRACTICE
LONG RANGE PLAN -- EARLY CHILDHOOD & ELEMENTARY
Candidate: Toni DeWitt Cooperating Teacher: Monica King
District: OCSD5 School: Rivelon Elementary
Major: Early Childhood Education Cognate(s): English
Section I: Student Information
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, Description
disabilities, ethnicity, student (of your findings in terms of your
interests, and other relevant students)
factors, etc.)
Gender 10 boys
7 girls
None of the students in the
Reading Levels class can read but certain
students are able to
recognize sight words and
use the pictures to
determine what is
happening.
All students receive free
SES lunch.
Ethnicity All the students in my class
are African-American.
Student Interests Most of the students like
music and arts & crafts.
None of our students have
Disabilities been diagnosed with
learning disabilities. A few
students have allergies and
asthma and one student
has a heart condition. Two
students, from my
observation, have
problems with speech and
will probably need to have
speech intervention.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
Grade: Pre-K
Year: Spring 2018
Sources/Contextual Factors
(e.g. students, community resources, internet,
records, school personnel, family, etc.)
This information comes from observing
and working with the students daily.
This information was gathered from
discussions with my cooperating
teacher and from observing them
during down time and time in the
reading corner.
This information was gathered from
discussions with my cooperating
teacher and other school personnel.
This information was gathered by
observing and working with the
students.
This information was gathered by
observing how they respond and
behave when given the chance to
listen, dance, and sing along to music
and when given the opportunity to
participate in arts and crafts.
This information was gathered from a
discussion with the teacher and from
observation and conversations with
the students.
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?

-All the information gathered on the students is necessary in order to be an effective teacher
and to have a classroom environment that is safe and ready for learning for all students
individually. It is important to understand the gender, abilities and/or disabilities,
socioeconomic status, interests, and ethnicity of the students in order to effectively teach
each student the way they need to be taught. Understanding and combining all of these
aspects will help you create the perfect lesson and type of instruction your students want
and need.

Section II: Long Range Learning and/or Developmental Goals

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

ELA-4K-1.4 Respond to elements of colorful language in stories and poetry.

Snapshots:
Wiggles on his belly to show how the snake “slithers” through the grass.
Demonstrates the difference between “he banged the door shut” and “he shut the door”.
ELA-4K-3.4 Begin understanding how print is used to bring meaning.
Snapshots:
Picks out his names on lists of today’s classroom helpers.
Looks at printed labels on containers in Art Center and identifies where specific materials
are kept.
ELA-4K-3.6 Participate in choral speaking of poems, songs, and stories with repeated
patterns.
Snapshots:
Echoes teacher’s reading of Brown Bear, as she shows the pages in the book.
Repeats, “But he was still hungry” when teacher pauses after each page of The Very
Hungry Caterpillar.
ELA-4k-3.8 Use word beginnings and endings as language play or comprehension clue.
Snapshots:
Plays “Color Bingo” and responds “Brown” when adult asks “What color begins with /br/?”
Adds “jamburger” to friend’s nonsense chant of “hamburger, shamburger” as they wait for
lunch.
ELA-4K-3.13 Identify several letters and their general order in the alphabet.
Snapshots:
Says names of letters when seeing his name or friends’ names written on class lists, cubbies,
etc.
Identifies “ABC comes at the beginning” or “XYZ comes at the end” but otherwise relies on
singing “ABC Song
ELA-4K-3.15 Begin to recognize similarities in sounds at the beginning and ending of words.
Snapshots:
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 Points to each other as partners for new computer game when adult tells group to find
someone whose name begins with the same sound.
Comments that “cut” and “wheat” both end with the /t/ sound but they don’t rhyme as
group retells The Little Red Hen on the flannel board.
ELA-4K-3.20 Identify familiar environmental print such as business logos and traffic signs.
Snapshots:
Identifies a STOP sign in the Blocks Center.
Tells others on the bus “That sign says ‘CVS’ drugstore.”.
ELA-K-3.22 Carry out left-to-right and top-to-bottom directionality on the printed page.
Snapshots:
Looks at the book and runs her finger under the printed text in a left-to-right and top-to-
bottom direction.
Writes words left-to-right and from the top to the bottom of the page in his journal.
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?

-ELA-4K-3.13 Identify several letters and their general order in the alphabet. ELA-4k-3.8 Use word
beginnings and endings as language play or comprehension clue. ELA-4K-3.20 Identify familiar
environmental print such as business logos and traffic signs. ELA-K-3.22 Carry out left-to-right and top-
to-bottom directionality on the printed page. I feel like these are the foundational standards of
English Language Arts. You must understand the alphabet and its sounds in order to do anything else.

Subject: Mathematics

Long Range Learning and/or Developmental Goals

M-4K-1.3 Investigate solutions to simple problems.

Snapshots:
Adds drops of water to sand to try to make a sandbox road firm.
Places two rocks on a balance scale to identify the one that is heavier.
M-4K-1.6 Use appropriate vocabulary to communicate mathematical ideas.
Snapshots:
Says to a friend as they build together in the block center, “Get me a big rectangle to
hold up this side of the bridge.”
Draws a picture of his family and compares it to his friend’s family picture to see who has
more family members.
M-4K-2.1 Count orally forward to twenty and backward from three.
Snapshots:
Counts aloud to twenty when asked.
Says “3-2-1 Go!” when starting a race with cars.
M-4K-2.3 Compare sets of no more than ten objects using the terms “more than” or “same
as”.
Snapshots:
Counts and says, “I have 5 green cubes and 3 red cubes. I have more green.”
Matches her string of beads to her friends and says, “Mine is the same as yours.
M-4K-3.3 Recognize a simple pattern and extend.
Snapshots:
Lines up blocks in a tall-short/tall-short pattern and says we need a tall one next.
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Notices that friends are lining up boy, girl, boy, girl and calls a boy to come up next.
M-4K-6.1 Organize and represent data with real objects.
Snapshots:
Places objects from a basket in one of two columns- under a piece of sandpaper for
rough or under a pebble for smooth.
Takes off one shoe and puts it in a line of shoes with laces or a line of shoes with no laces.

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?

-M-4K-2.1 Count orally forward to twenty and backward from three. M-4K-2.3 Compare sets of no
more than ten objects using the terms “more than” or “same as”. M-4K-3.3 Recognize a simple
pattern and extend. These are the things that are the basis for most of the other standards. Mastering
these foundational standards will allow students to blossom in all other areas in life.

Subject: Science

Long Range Learning and/or Developmental Goals

Goal CD-10: Children observe and describe characteristics of living things and the physical
world.
Goal CD-11: Children explore the natural world by observing, manipulating objects, asking
questions, making predictions, and developing generalizations.
PreK-LS-1.3 Explain that most animals have 5 senses they use to gather information about
the world around them.
PreK-LS-1.4 Use their 5 senses in their exploration and play to gather information.

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?

- Goal CD-10: Children observe and describe characteristics of living things and the physical world.
PreK-LS-1.4 Use their 5 senses in their exploration and play to gather information. These two standards
are the basic things that a child needs in order to learn more about science. By grasping these two
concepts the students are able to connect this subject to real world events.

Subject: Social Studies

Long Range Learning and/or Developmental Goals

Goal CD-6: Children demonstrate knowledge of relationships and roles within their own
families, homes, classrooms, and communities.
Goal CD-7: Children recognize that they are members of different groups (e.g., family,
preschool class, cultural group).
K-3.1 Recognize the significance of symbols of the United States that represent its
democratic values, including the American flag, the bald eagle, the Statue of Liberty, the
Pledge of Allegiance, and “The Star-Spangled Banner.”
K-3.2 Identify the reasons for our celebrating national holidays, including Veterans Day,
Thanksgiving, Martin Luther King Jr. Day, President’s Day, Memorial Day, and

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

Independence Day.

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?

-Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families,
homes, classrooms, and communities. Goal CD-7: Children recognize that they are members of
different groups (e.g., family, preschool class, cultural group). These are the two social studies
standards that I think are the most important for students to grasp in order to understand the rest of
the content.

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 Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks)

Letters and Letter Sounds 15 Lessons

Sight Words 15 Lessons
Rhyming Words 15 Lessons
Reading 15 Lessons

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?
-I began with letters and sounds which is the basis for all other things ELA. Once I felt that
they understood the letters and their sounds individually we were able to begin recognizing
and sounding out sight words. Once you understand a set of sight words we moved on to
rhyming words. You use the words you already know as context clues to figure out and find
new words that sound the same and that expands you vocabulary. Once you vocabulary is
expanded you are able to begin reading.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Standards ARTS PE HEALTH

We do crafts that require
1
coloring, cutting, and pasting
with our letter that we are
focusing on at the time.
Every morning we sing along
2
with our song of the month
during morning
announcements. We also
sing our nursery rhymes and
sing and dance along to an
We dance along to
music to get our bodies
moving. We also do
some exercises.
We dance along to
music to get our bodies
moving. We also do
some exercises.
We discuss different foods and
what we should and should
not eat. We also practice
good hygiene by washing
hands throughout the day
and covering our mouths
when we sneeze and cough.
We read books discussing
important things related to
health.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 educational cd.
Every morning we sing along
3
with our song of the month
during morning
announcements. We also
sing our nursery rhymes and
sing and dance along to an
educational cd.
Every morning we sing along
4
with our song of the month
during morning
announcements. We also
sing our nursery rhymes and
sing and dance along to an
educational cd.
We dance along to
music to get our bodies
moving. We also do
some exercises.
We dance along to
music to get our bodies
moving. We also do
some exercises.
We discuss different foods and
what we should and should
not eat. We also practice
good hygiene by washing
hands throughout the day
and covering our mouths
when we sneeze and cough.
We discuss different foods and
what we should and should
not eat. We also practice
good hygiene by washing
hands throughout the day
and covering our mouths
when we sneeze and cough.

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 Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks
Identifying Shapes 15 Lessons
Representational Math 15 Lessons
Patterns 15 Lessons
Comparisons 15 Lessons

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?
-I began with identifying different shapes. This skill will help them in multiple aspects of education.
Once the students can identify different shapes, they are able to use these shapes to practice
representational math, patterns, and comparisons. Shapes can be used to help children understand
how much each number is worth, to create ‘ab’, ‘abc’, and ‘aabb’ patterns and for grouping and
comparisons such as more than, same as, and less than.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Standards ARTS PE HEALTH

In math, we create crafts
1
that involve certain
numbers that we are
focused on. These crafts
require coloring, cutting,
and pasting.
In math, we create crafts
2
that involve certain
numbers that we are
focused on. These crafts
require coloring, cutting,
and pasting.
In math, we create crafts
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
We do activities that help us
understand math but also
require us to do lots of
movement. For example,
standing in lines that form
shapes.
We do activities that help us
understand math but also
require us to do lots of
movement.
We do activities that help us
We talk about how many
healthy exercises you should
do and how many healthy
fruits and vegetables you
should eat.
We talk about how many
healthy exercises you should
do and how many healthy
fruits and vegetables you
should eat.
We talk about how many
 3 that involve creating
different types of patterns
that we are focused on.
These crafts require
coloring, cutting, and
pasting.
In math, we create crafts
4
that involve comparing
numbers and groups of
numbers that we are
focused on. These crafts
require coloring, cutting,
and pasting.
understand math but also
require us to do lots of
movement. For example,
ordering ourselves by
gender or shirt color to
make a pattern.
We do activities that help us
understand math but also
require us to do lots of
movement. For example,
grouping ourselves and
comparing the amounts of
people per group.
healthy exercises you should
do and how many healthy
fruits and vegetables you
should eat.
We talk about how many
healthy exercises you should
do and how many healthy
fruits and vegetables you
should eat.

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 Unit Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks

5 senses 15 Lessons
Observations 15 Lessons
Seasons 15 Lessons
Animals 15 Lessons

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?
-I started with the basic five senses which is a foundation for other aspects of science. After
doing that I started to focus on observations. Asking students to use their senses for
observations. The seasons is really a continuous lesson because we focus on the different
seasons as they come around when doing the daily calendar and discussing the weather.
Animals are also discussed throughout while reading books learning words that begin with
certain letters. Also when discussing where different animals live.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Standards ARTS PE HEALTH

We sing songs daily and
1
color or draw things that
deal with each subject we
discuss daily.
We sing songs daily and
2
color or draw things that
deal with each subject we
discuss daily.
We sing songs daily and
3
We dance along to music
to get our bodies moving.
We also do some exercises.
We dance along to music
to get our bodies moving.
We also do some exercises.
We dance along to music
We discuss where healthy
foods come from and what
healthy items are made of.
Like fruits from seeds that
grow on trees.
We discuss where healthy
foods come from and what
healthy items are made of.
Like fruits from seeds that
grow on trees.
We discuss where healthy

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 color or draw things that
deal with each subject we
discuss daily.
We sing songs daily and
4
color or draw things that
deal with each subject we
discuss daily.
to get our bodies moving.
We also do some exercises.
We dance along to music
to get our bodies moving.
We also do some exercises.
foods come from and what
healthy items are made of.
Like fruits from seeds that
grow on trees.
We discuss where healthy
foods come from and what
healthy items are made of.
Like fruits from seeds that
grow on trees.

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 Unit Topic:

Unit Length
Standards (i.e., approximate number of lessons/weeks
Who I am? Daily
Where I’m From? Daily
About the USA Throughout the year
Holidays Throughout the year

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?
-These things are discussed daily because these are things that change. We discuss things about
ourselves and our families daily because we discuss the things that go on in the community and in
our home. For example, their parents having another child, or someone who may be sick, or
someone new they may have met, a new place they’ve visited. We discuss holidays and major
events in the USA that are coming up or currently happening. For example, discussing important
African-American figures during Black History month.

Describe ways in which you will integrate the arts, PE and Health in your unit.

Standards ARTS PE HEALTH

We sing songs daily and We dance along to music to We talk about the different
1
color or draw things that get our bodies moving. We foods we eat at home with
deal with each subject also do some exercises. our families and the
we discuss daily. different activities that we
participate in to be active
with our families.
We sing songs daily and We dance along to music to We talk about the different
2
color or draw things that get our bodies moving. We foods we eat at home with
deal with each subject also do some exercises. our families and the
we discuss daily. different activities that we
participate in to be active
with our families.
We sing songs daily and We dance along to music to We talk about the different
3
color or draw things that get our bodies moving. We foods we eat at home with
deal with each subject also do some exercises. our families and the
we discuss daily. different activities that we
participate in to be active

Revised Fall 2013 – ACEI/NAEYC 2010 Standards


We sing songs daily and
4
color or draw things that
deal with each subject
we discuss daily.
with our families.
We dance along to music to
get our bodies moving. We
also do some exercises.

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.
List by subject area.

Teacher Materials Student Materials

English Language Arts Various materials such as: pencil, paper, scissors,
Various materials such as: cd player, glue, and crayons.
smartboard, luminis light, flashcards.
Mathematics Various materials such as: pencil, paper, scissors,
Various materials such as: smartboard, glue, crayons, manipulatives.
luminis light, flashcards.
Science Various materials such as: pencil, paper, scissors,
Various materials such as: smartboard, glue, and crayons.
luminis light, flashcards.
Social Studies Various materials such as: pencil, paper, scissors,
Various materials such as: smartboard, glue, and crayons.
luminis light, flashcards.

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 Bloom’s Taxonomy. Your assessments (or a detailed
description, if authentic) must be attached. On each assessment, indicate the matching learning goal or standard(s).

-In Pre-Kindergarten students are not giving “grades”. When we complete assignments, the papers
are checked based on a symbol grading system. Students receive a smiley face for completing work
with no mistakes, a check mark for completing it with little mistakes, a horizontal line for not
completing their work, and a sad face for not trying to do their work. Students do not take quizzes or
tests at the end of each unit. They are given PALS tests three times a year to check their growth at
the beginning, middle, and end of the year. They are also given CBMS weekly on Fridays to see how
many number san letters they know. In order to assess whether they grasp the content that I am
giving them I give them an independent assignment to complete and ask them question and
receive answers verbally. Some of the questions that I ask them are, “what did we talk about
today?”, “What was the assignment that we did?”, “What number or letter did we focus on?”, “What
sound does a certain letter make?”, “What words start with a certain letter?”, etc.

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 student’s overall
progress and achievement in the class/subject?
- When we have conferences with the parents we show them the test that the students take, we
explain to them what the test is and how it is given, then we show them their child’s most recent test

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

scores and how much growth they have. We show them what the student needs to be focusing on
the most at home. The major tests that our students are given are tests that all pre-kindergarten
students are given based on the curriculum standards.

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 disaggregating 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:

-We keep a chart with the student’s names and how many numbers out of 20 they know and how
many letters out of 26 they know on each date they are tested for CBMs. We also keep the folder
with their answers from the PALS test throughout the year.

B. Procedures for disaggregating and displaying data:

-In the classroom there is a data wall that shows how much the students have grown. This data is
displayed the form of a bar graph. This data wall displays how many letter and numbers 1-20 that
they students know in the fall, winter, and spring.

C. How will you use the data to make instructional decisions?

-With this data we determine what each student needs individually and as a class whether it be
numbers or letters. By doing these tests we also can tell which numbers and letters specifically that
the students need to focus on. We then plan our lessons accordingly. Also we can give the students
extra independent work to do at work or at home to help them with the specific things they are
struggling with.

Section V: Classroom Management

Describe your expectations for student behavior during instruction and during non-instructional routines. Write your
description as if you were explaining these expectations to your students and their parents. List the rules and consequences,
and your procedures for non-instructional activities.

EXPECTATIONS DURING INSTRUCTION

-My expectations for my students during instructional time is to always keep their eyes on the
board or on me. Sit quietly and listen. If the students have a question they know to raise a
quiet hand which means hand up with their mouth closed. When on the learning carpet
students are to sit crisscrossed with their hands in their laps. Students are to follow instructions
as given by the teacher. When finished with their work they are to quietly raise their hand
and wait for a teacher to come check their work. When students do not follow the
directions, they are given a warning. If they continue to not follow directions, they are told to
change their light. The light order is green for behaving well, yellow is a warning, red is bad
behavior, and orange is extremely bad behavior.

EXPECTATIONS DURING NON-INSTRUCTIONAL ROUTINES

-During non-instructional students have almost the same expectations as during instructional
time. When they have play time or down time they are to talk quietly and use their inside
voices. Students are to keep their hands and feet to themselves. The consequences are the
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
same no matter what we are doing. When students do not follow the directions, they are
given a warning. If they continue to not follow directions, they are told to change their light.
The light order is green for behaving well, yellow is a warning, red is bad behavior, and
orange is extremely bad behavior.

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 thing when it comes to classroom management is to be clear and
consistent with your rules and consequences. If you say you are going to do something, do it.
You must also be fair and not punish a student who misbehaves more often more harshly
than a student who doesn’t misbehave often. You must also create a routine for students to
follow daily so that students know when and how to act during different times and activities.
Young children need clearly established rules.

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 child’s learning and
behavioral progress in your class? Also, discuss how you would involve your parents in home-based and school-based
activities.

Procedures for providing initial information

-At the beginning of the semester I sent home a parent letter introduces myself and my
teaching method or philosophy. I invited parents to come to meet me and ask any
questions or express any concerns that they had dealing with me or their child in my
class.

Procedures for involving parents with the learning at home

-When dealing with parents, my cooperating teacher usually send parents an email
through class dojo. If parents do not respond we will try to send a note or make a
phone call home to let parents know what their child needs to work on. We also send
home extra homework for practice and/or flashcards for studying.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 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.

A. Strengths:

B. Weaknesses

C. Time line for evaluating long range plan components.

D. List modifications and adaptations that you think might be needed to improve the procedures.

E. Plan for reflecting on your teaching practices.

Revised Fall 2013 – ACEI/NAEYC 2010 Standards

 Long Range Plan Scoring Rubric
Name: _______________________________ Major: ______________________ Date: _________________________
ACEI/ Component Target (3)
NAEYC
Describes students in-depth according to ability, learning
styles, ethnic group, gender and special needs, etc.;
1.0/1a Description of Students
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
5.2/2c;3b Contextual Factors
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
Learning and evidence of objective taxonomy, skills, and dispositions
3.1/3a
Developmental Goals that support elementary students’ development, learning,
and motivation to learn.
Goals clearly reflect sensitivity to the diversity of students
Learning and
3.2/1c in their development and learning styles, as well as race,
Developmental Goals
ethnicity, culture and exceptional needs.
The content area related to reading, writing, speaking,
viewing, listening, and thinking skills is comprehensively
Units of Instruction covered. The timeline of instructional units reflects
2.1/5a
- English Language Arts 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
Units of Instruction instructional units reflects knowledge of key themes,
2.2/5a
- Science concepts and of skills necessary to plan appropriate
science lessons. The content Is paced so objectives are
covered.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
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) Score
Does not include at least five (5) types
of descriptions; displays minimal
understanding of addressing a variety
of student needs when planning.
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.
Goals lack sensitivity to the diversity
of students.
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.
 The content area related to concepts of number and
operations, algebra, geometry, measurement, and data
analysis and probability is comprehensively covered. The
Units of Instruction
2.3/5a timeline of instructional units reflect knowledge of key
- Mathematics
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
Units of Instruction covered. The timeline of instructional units reflect
2.4/5a
– Social Studies knowledge of key themes, concepts and of skills necessary
to plan appropriate social studies lessons. The content Is
paced so objectives are covered.
Instructional Units Clear integration of visual and performing arts (dance,
2.5/5a – Visual and music, theater and the visual arts) is indicated multiple
Performing Arts times throughout the units.
Instructional Units - Clear integration of health is indicated multiple times
2.6/5a
Health throughout the units.
Instructional Units
2.7/5a PE is clearly integrated several times in each of the units.
– Physical Education
Uses a variety of instructional materials and resources
that directly align and support units; materials/resources
clearly support curriculum enhancement and successful
Instructional Materials
1.0/4c learning experiences to support and enrich student
& Resources
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
Instructional Materials
3.5/4b support is listed and reflects the use of such tools to foster
& Resources
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
4.0/3b Assessment 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.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
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 teacher’s
and students’ uses of tools to reflect an
understanding of its use as a
communication tool.
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.
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
teacher’s use of technology for
instructional presentations.
Assessments given do not match the
learning goals, or no explanations,
descriptions, or assessments are
attached.

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
4.0/3b Student Records 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
3.4/1c Discipline Policy 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
Procedures for Non-
3.4/1c break, emergency drills, school assemblies, field trips, and
Instructional Activities
other movement in the classroom and halls.
Clear, consistent evidence exists that the candidate plans
to provide the family appropriate, culturally sensitive,
Parental reader friendly information concerning goals, instruction,
5.2/2b
Communications 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
Parental
5.2/2b variety of ways to communicate and ways that families
Communications
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
5.1/4d Reflections
process.
Unacceptable/Developing (1) Acceptable/Meets (2)
Candidate demonstrates a limited amount of the Candidate demonstrates most of the attributes of the
attributes of the standard. Performance indicates standard. Performance indicates that the competency
that few competencies have been demonstrated. has been demonstrated including examples, extension,
or enrichment.
Revised Fall 2013 – ACEI/NAEYC 2010 Standards
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 non-
instructional 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.
Candidate demonstrates all of the attributes of the
standard. Performance clearly indicates that the
competency has been mastered, including examples,
extension, and enrichment.
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.
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.
OVERALL SCORE
Target/Exceeds (3)