Massachusetts Department of Ese - Cap Summative Assessment Form

6/11/2018 Massachusetts Department of ESE - CAP Summative Assessment Form

News and Announcements Posted on Apr 23, 2018: Attention CAP Managers:
Please note that CAP data must be completed and submitted to ESE by July 15. For Your Program Supervisor
is Cynthia Grammer.
more information: http://www.doe.mass.edu/edprep/cap/qrgdatacollection.pdf
Your Supervising
Practitioner is
Welcome, Isabelle Sufler | Main Screen | Edit Profile | FAQ | Logout Gregory Gazzola.
Summative Assessment Rubric Element I.A.4
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill, Met?
Element action or behavior as described in the student, subset of children, all students) the time, sometimes, once) that the skill,
proficient performance descriptor. to which the skill, action or behavior is action or behavior is demonstrated with
demonstrated with quality. quality.
Proficient Proficient Needs Improvement Yes No

Rating Description: Develops well Rating Description: Develops well Rating Description: Develops lessons with
structured lessons with challenging, structured lessons with challenging, only some elements of appropriate student
1.A.4: WellStructured Lessons measurable objectives and appropriate measurable objectives and appropriate engagement strategies, pacing, sequence,
student engagement strategies, pacing, student engagement strategies, pacing, activities, materials, resources, and
sequence, activities, materials, resources, sequence, activities, materials, resources, grouping.
technologies, and grouping. technologies, and grouping.
Formative Assessment Result:
Formative Assessment Result: Formative Assessment Result: Proficient
Proficient Proficient
Calibrated Element 1.A.4 Feedback for Teacher Candidate: Ms. Sufler is prepared with her materials ready for class and develops wellstructured lessons. She should continue to
implement student engagement strategies that align with the objective. As stated in her goal, Ms. Sufler has worked on developing and implementing strategies that target differentiation
in her lessons to engage all students in learning. Her use of grouping strategies has improved the pacing in the class and has kept students engaged.
Formative Assessment Feedback: As observed, Ms. Sufler’s lessons are well developed and implemented with challenging, measurable objectives and appropriate student engagement strategies. She continues
to improve in gaining, maintaining, and regaining student’s attention to the task at hand. Her materials are prepared in advance and include wellorganized visuals. She frames the learning that is to take place in her lessons
by communicating the lesson objective orally, giving a written agenda, using activators and keeping to her planned lesson, however, stopping where necessary to ensure student success. As a result, students are actively
engaged throughout the lessons.

Announced Obs. #1 Calibrated Evidence: Ms. Suffler framed the learning that was to take place in her lesson by:· Communicating orally and aligning the activities to the objective. (“Students will be able to
respond individually to the sung prompt in a singing voice, as opposed to a speaking voice, using their head voice and matching pitch.”) · Planning and communicating a well structured and organized lesson that included a
variety of activities (A singing assessment with a measurable outcome, movement, discussion/explanation of musical terms, and multiple opportunities for student demonstration.) In this way, students had a clear blueprint
of what the expectations were for the class. Ms. Suffler used a variety of attention moves to keep students focused on the work: · Naming (e.g., Used first names of students at all times) · Signals (rhythm clapped, and
students would repeat) · Visuals (accompanied vocabulary throughout the lesson) Ms. Suffler paced the lesson appropriately: · Students are getting to their spots on the rug (2 min.) · “The Man with the Violin” book (3 min.)
· “Sally Go Round the Sun” (2 min.) · “What’s Your Favorite Color?”(2 min.) · “ Lucy Locket” (14 min.) · “Cut the Cake” (6 min.) As a result, students were productively engaged throughout the lesson.

Unannounced Obs. #1 Calibrated Evidence: Ms. Stufler established clear routines for the beginning of class using students as “teachers” to assist in reading directions and expectations. • Greeted students as
they entered • Reviewed class expectations • Agenda was posted and given verbally • Technology and visual aids set up ahead of time Her lesson was well structured and organized with activities that included informal
assessment opportunities for observing student progress on xylophones, individual student demonstration, and a tiered xylophone part section according to a range of abilities, (accompaniment and melody). The pacing of
her lesson was well thought out and ageappropriate.

Announced Obs. #2 Calibrated Evidence: Ms. Sufler developed and implemented a well thought out and organized lesson plan. All activities aligned with the objective. For example, the Bb Scale notes were
notes used in “Donkey Round,” and the emphasis was on note fingerings and sound production (mezzo piano). Measurable Objective: Students will be able to play individually and as a group with a clear tone, working
toward a mezzo piano sound and correct fingerings. Ms. Sufler’s visuals are vivid and appropriate for all students. Technology was used to display fingering and notes on the staff of the Concert Bb scale. Students were
observed utilizing the visuals throughout the lesson.

Unannounced Obs. #2 Calibrated Evidence: Ms. Sufler developed a wellwritten lesson plan aligned all activities with the objective. “ In ‘Take On Me,’ students will be able to play eighth, quarter and half note
rhythms together.” Ms. Sufler, tied the warmup, playing of the minor scale, to the piece. This gave credibility to the learning of scales. Students were made aware of not only what they would be doing in class for the day,
however, why they were learning what they were learning. In this way, students were engaged throughout. Ms. Sufler utilized an appropriate peer grouping strategy to add extra practice in a limited amount of time. Students
were grouped with a partner. One student counted while the other student pointed to the music before switching. This allowed Ms. Sufler to circulate and spot check as well as give the student extra practice.
Summative Assessment Rubric Element I.B.2
Readiness
Quality ability to perform the skill,
Element student, subset of children, all students) the time, sometimes, once) that the skill, Met?
action or behavior as described in the
to which the skill, action or behavior is action or behavior is demonstrated with
proficient performance descriptor.

Rating Description: Organizes and Rating Description: Organizes and Rating Description: May organize and
analyzes results from a variety of analyzes results from a variety of analyze some assessment results but only
1.B.2: Adjustment to Practice assessments to determine progress toward assessments to determine progress toward occasionally adjusts practice or modifies
intended outcomes and uses these findings intended outcomes and uses these findings future instruction based on the findings.
to adjust practice and identify and/or to adjust practice and identify and/or
implement appropriate differentiated implement appropriate differentiated Formative Assessment Result:
interventions and enhancements for interventions and enhancements for
students. students.
Proficient
Formative Assessment Result: Formative Assessment Result:
Calibrated Element 1.B.2 Feedback for Teacher Candidate: Ms. Sufler continues to improve on developing, implementing and analyzing a variety of informal and formal assessments
to determine the progress of her ensembles. She identifies most areas of concern in the piece during rehearsal. She stops the ensemble and implements strategies to correct the issue.
She continues to give specific feedback and appropriate music terminology. Her questioning techniques assist students in identifying confusion. Moving forward, Ms. Sufler should
continue to develop higherlevel thinking based questions of inquiry for her students.

Formative Assessment Feedback: Ms. Sufler continues to check regularly for understanding. She organizes and analyzes results in realtime and from week to week and class to class to determine progress
towards intended outcomes As observed; she asks recall and comprehension questions to try and unscramble confusion. Her questions have a purpose and lead to higherlevel thinking questions. She also uses
questioning and positive teacher language to assess and reinforce students’ understanding.

Announced Obs. #1 Calibrated Evidence:

https://desecap.com/summ_asmtRO?capid=4828WQD61005 1/4

Unannounced Obs. #1 Calibrated Evidence:

Announced Obs. #2 Calibrated Evidence: Ms. Sufler organizes and analyzes results in realtime and from week to week and class to class to determine progress towards intended outcomes. She realized the
lesson objective was too difficult for all and changed it to students being able to play the first five notes instead of the entire scale. She models appropriately and uses students to model as well. For example, as everyone
played together, Ms. Safler noticed that there were errors. She asked a student she noticed that played it correctly to demonstrate. “R* can you demonstrate? Nice, I noticed everyone listening respectfully. Let’s try it
together. I know that we don’t have a dynamic written but we can add mezzo piano just like R* played. In this way, the student had a clear picture of the expectation. At the beginning of class, Ms. Suffler noticed a student
was set up ahead of all of the rest of the students. She challenged him by having him play the new note E and the scale while she pointed to the notes on the board. As a result, playing the entire scale instead of the five
notes challenged the student. This also served as an incentive to the other students to get set up quickly. Ms. Suffler uses questioning and positive teacher language to assess and reinforce students understanding. For
example: “We are doing half notes right? How many beats per note?” “Let's try to play at a nice mezzo piano.” “Do you see how important it is to keep a steady beat during the round?

Unannounced Obs. #2 Calibrated Evidence: Ms. Sufler identified a specific area of concern in the piece. She stopped the ensemble and modeled each pitch separately before having the students try again. She
then modeled the D, had the students play the D, then she modeled the F, and had the students play the F before modeling D to F. As a result students were able to play D to F successfully.

Summative Assessment Rubric Element II.A.3
Readiness
proficient performance descriptor. to which the skill, action or behavior is action or behavior is demonstrated with

Rating Description: Uses appropriate Rating Description: Uses appropriate Rating Description: May use some
practices, including tiered instruction and practices, including tiered instruction and appropriate practices to accommodate
2.A.3: Meeting Diverse Needs scaffolds, to accommodate differences in scaffolds, to accommodate differences in differences, but fails to address an adequate
learning styles, needs, interests, and levels learning styles, needs, interests, and levels range of differences.
of readiness, including those of students of readiness, including those of students
with disabilities and English learners. with disabilities and English learners. Formative Assessment Result:
Proficient
Formative Assessment Result: Formative Assessment Result:
Calibrated Element 2.A.3 Feedback for Teacher Candidate: Ms. Sufler continues to develop and implement appropriate practices that include tiered instruction and scaffolds. She
uses proximity, modeling and consistent reminders of expectations throughout her classes. She has developed and implemented activities that keep students practicing while she goes
around to asses and assists students. Moving forward, she should continue to develop and implement such strategies.

Formative Assessment Feedback: Ms. Sufler is aware of the big picture and creates steps that will reach all students aurally, visually and kinesthetically. She conveys the reason the objective and activity are
worthwhile and the criteria for success. For example, following are a few examples of explanatory devices that she uses: · Simple cues · Analogies, · Diagrams, · Translation into simpler language, reminding language ·
Focused accurate feedback · Pictures, Charts · Audio, video recordings · Models Ms. Sufler uses appropriate practices such as tiered instruction and scaffolds, to accommodate differences in learning styles, readiness, and
needs for all students. In this way, all students have an opportunity to succeed.

Announced Obs. #1 Calibrated Evidence: Ms. Suffler’s of technology and visual aids helped make knowledge accessible to all students. She presented information through the use of a variety of explanatory
devices. Visuals and highlighting of information: Question used to refer to the musical story read in the previous class recalled information and with a picture of the violin, highlighted in the book, and colorful interpretation of
the visual of sound coming from the violin (rainbow swirls). Mental imagery: Vocabulary along with an easily relatable picture, aided the students’ understanding of the vocabulary (i.e., piano with a picture of falling snow;
mezzo forte with a picture of light rain; forte with a picture of heavy rain).

Unannounced Obs. #1 Calibrated Evidence: Ms. Sufler’s lesson included tiered instruction and scaffolds, to accommodate all of the students in the class. She developed a variety of strategies that divided her
activities into shorter segments. For example, the xylophone “accompaniment” part had students playing the steady beat that included basic mallet technique and coordination. The “melody” xylophone part was rhythmically
and technically challenging, alternating hands, crossing over with more complicated rhythms. The melody was divided into “melody part 1”, and “melody part 2”. Strategies used included rote singing and playing, using
bodilykinesthetic learning (i.e., keeping the beat on lap; standing and moving mallets in the air), and using visuals for music notes. As a result, all students had an opportunity to feel confident and challenged with this
variety of strategies and tiered instruction.

Announced Obs. #2 Calibrated Evidence: Ms. Suffler uses appropriate practices such as tiered instruction and scaffolds, to accommodate differences in learning styles, readiness, and needs for all students,
including children with anxiety, ADD and processing delays. Ms. Suffler utilized the following: Reminding language: “Are you ready with your F note?” “From the beginning, focusing on a nice, steady beat.” “Bb ready,
instruments up.” Options are given: “Just focus on fingering and reading notes.” Focused Accurate Feedback: “I am hearing smooth connections between F and Bb notes.” Repetition and modeling of attainable goals:
“Try to match that L*” (T models). “Right now try it (T models). “Can I hear it one more time. It’s getting closer. “Make sure you press down. Try again”. “Make sure now press your thumb, and it will take you up. That was the
lower one. Closer” Lesson divided into smaller segments: During “Donkey Round,” lesson divided into smaller manageable steps with students given the opportunity to model and demonstrate. Aural technique: had
students sing notes to assist with processing Questioning to gain independence: “What should you do if you get lost?” “It’s okay to make mistakes, that’s how we learn.” If you need your fingerings where are they?” As a
result, all students in the class made progress, working at their own speed and ability.

Unannounced Obs. #2 Calibrated Evidence: Ms. Sufler had the students take a few minutes to practice individually on the Dm scale. In this way, students were on task, and Ms. Sufler was able to circulate
throughout the group and assist where needed.

Summative Assessment Rubric Element 2.B.1
Readiness
Proficient Needs Improvement Needs Improvement Yes No

Rating Description: Uses rituals, routines, Rating Description: May create and Rating Description: May create and
and appropriate responses that create and maintain a safe physical environment but maintain a safe physical environment but
2.B.1: Safe Learning Environment maintain a safe physical and intellectual inconsistently maintains rituals, routines, inconsistently maintains rituals, routines,
environment where students take academic and responses needed to prevent and/or and responses needed to prevent and/or
risks and most behaviors that interfere with stop behaviors that interfere with all stop behaviors that interfere with all
learning are prevented. students' learning. students' learning.
Formative Assessment Result: Formative Assessment Result: Formative Assessment Result:

Proficient Proficient Needs Improvement
Calibrated Element 2.B.1 Feedback for Teacher Candidate: Ms. Sufler continues to build and project a climate in which students feel safe to take risks. She has been carful to follow
the routine developed and implemented throughout the year by her supervising practitioner. She has developed and implemented strategies that keep the students practicing and on
task. Moving forward, she should continue to develop and implement strategies that redirect students as needed.

Formative Assessment Feedback: Ms. Sufler continues to develop and implement strategies in her lessons to: · Tackle confusions and misconceptions · Activate thinking and anticipate areas where students may
need additional support · Build selfdiscipline and responsibility among the students She sets up routines and rituals in advance that encourage effort, perseverance and positive attitude. Her use of teacher modeling, small
group modeling, and individual modeling throughout the lesson keeps students on task with accuracy.

Announced Obs. #1 Calibrated Evidence: Ms. Suffler developed and implemented a variety of classroom management strategies. These strategies included warmly greeting the students at the door and using
reminding language in her directions. For example, “please sit in your assigned rug seats quietly” and “if you do not remember your assigned seat, sit on the riser, and I will help you.)” She reinforced positive behavior by
saying, “Look at, used student’s name, he looks ready.” She consistently used reminding, reinforcing and redirecting language, an integral part of the Responsive Classroom approach utilized throughout the school system.
During “Sally Go Round the Sun,” Ms. Suffler demonstrated positive reinforcement and utilized student modeling by having a student model walking or skipping around the circle before starting the activity. In this way,
students were on task for most of the period, and most behaviors that interfere with learning were prevented

Unannounced Obs. #1 Calibrated Evidence: Ms. Sufler continues to develop and implements behavior management strategies. Student as “teacher” demonstrating on xylophones Students were offered options
for strategies to use when listening and not playing (i.e., tapping on lap) Constructive feedback (i.e., “nice first try,” “nice job, I see mostly twos”) Use of proximity (two students in the back hitting each other with the mallets
T goes to the back of the room, and student returns to playing) As a result, time on learning is increased with most students on task throughout the lesson. These procedures worked in building students’ sense of
responsibility within the classroom.


Announced Obs. #2 Calibrated Evidence: Ms. Suffler has set up routines and rituals in advance. Her routines encourage effort, perseverance, and positive attitude. She uses teacher modeling, student
modeling, small group modeling and individual modeling throughout. Her use of allowing students to choose what they are comfortable playing before moving on has allowed all students to progress. For example, she
asked students to focus on fingerings and notes. Some students that were having difficulty with the entire piece were successful working on fingerings and notes only for the time being.

Unannounced Obs. #2 Calibrated Evidence: Ms. Suffler developed and implemented a routine to assist in getting students to come in, set up, and get ready to play by playing a recording of the piece of music
that the students were working on. It was a piece that they enjoyed and wanted to play. In this way, students were engaged and motivated as soon as they walked into the room. The prerecorded music could have been
played at a lower volume which would have allowed her to communicate more effectively with the students.

Summative Assessment Rubric Element II.D.2
Readiness
Element action or behavior as described in the student, subset of children, all students) the time, sometimes, once) that the skill, Met?

Rating Description: Effectively models Rating Description: Effectively models and Rating Description: May tell students that
and reinforces ways that students can reinforces ways that students can master the subject or assignment is challenging and
2.D.2: High Expectations master challenging material through challenging material through effective effort, that they need to work hard but does little to
effective effort, rather than having to rather than having to depend on innate counteract student misconceptions about
depend on innate ability. ability. innate ability.

Proficient Proficient Needs Improvement
Calibrated Element 2.D.2 Feedback for Teacher Candidate: Ms. Sufler continues to develop and implement strategies to model and reinforce ways that students can master
challenging material. Her lessons plans include strategic steps to break down larger sections into smaller ones. She successfully utilizes modeling, not only as a teacher, however, has
her students model for each other. Moving forward, she should continue to develop and implement specific feedback to her students.

Formative Assessment Feedback: Ms. Suffler continues to work on effectively modeling ways that students can master challenging material. She continues to work on checking for understanding by reading body
language, asking recall and comprehension questions and developing and implementing teacher language to redirect student to keep them on task. She should continue to develop and implement higher order thinking
questions as a wrap up to the lesson.

Announced Obs. #1 Calibrated Evidence: Positive feedback was given using specifics. Ms. Sufler stated, “I noticed, teacher names two students, doing the hand motions” during “Lucy Locket.” During “In and
Out the Window,” Ms. Sufler encouraged students that were using their proper singing voices by stating “thank you, friends, I heard some nice singing voices.” When students did not use their singing voice during the “color
song assessment,” Ms. Sufler demonstrated their answer in the appropriate singing voice and then asked the student to repeat using his/her singing voice. In this way, the student had a model and another opportunity to
use his/her singing voice and gain confidence in doing so.

Unannounced Obs. #1 Calibrated Evidence: Ms. Sufler’s used several strategies to model and reinforce ways that students can master challenging material. • Technology and visual aids were set up upon
entering the room to depict hands on lap and mallets stay on the xylophone. • Rhythms and notes on the slide visual were used multiple times throughout the lesson • Had students say each part out loud before playing it
on the xylophones to assist in processing information and memory recall. • Teacher modeled playing isolated xylophone parts and strategies to use to play more accurately (demonstrated alternating hands on the last
phrase of melody and had students try in the air w/out xylophone and then with xylophone). End of collaboration

Announced Obs. #2 Calibrated Evidence: Ms. Sufler uses teacher modeling, student modeling, and small group modeling consistently. She plans and prepares options to allow all students to model successfully.
For example, she has students concentrate on fingerings and notes only. In this way, all students are successful in modeling. She plans and communicates the overarching concept (duration (half notes), steady tone, a
mezzo piano dynamic, and correct notes of the Bb scale.) in her learning activities to help students reach their intended goal.

Unannounced Obs. #2 Calibrated Evidence: Ms. Sufler continues to model appropriately, as well as using students in the class to model as well. For example, she played the notes on the flute with proper
posture, embouchure, breath support and quality for her students before she asked them to play. She repeated the process and this time asked a student to model before all of the flutes played again. This was followed up
by grouping the students in pairs. She modeled the rhythm and had one student point while the other student pointed to the notes. This was reversed before the students were asked to play the section. In this way, all
students improved.

Summative Assessment Rubric Element IV.A.1
Readiness
Proficient Proficient Proficient Yes No

Rating Description: Regularly reflects on Rating Description: Regularly reflects on Rating Description: Regularly reflects on
the effectiveness of lessons, units, and the effectiveness of lessons, units, and the effectiveness of lessons, units, and
4.A.1: Reflective Practice interactions with students, both individually interactions with students, both individually interactions with students, both individually
and with colleagues, and uses insights and with colleagues, and uses insights and with colleagues, and uses insights
gained to improve practice and student gained to improve practice and student gained to improve practice and student
learning. learning. learning.

Proficient Proficient Proficient
Calibrated Element 4.A.1 Feedback for Teacher Candidate: Ms. Sufler regularly reflects on the effectiveness of her lessons. She addresses the concerns of the current lesson to
improve upon her followup lessons. She accepts suggestions and implements those suggestions in her followup lessons as well. Moving forward, she should continue to collaborate
with her peers.

Formative Assessment Feedback: Ms. Sufler continues to reflect on her lessons with clarity and openness. She easily identifies areas for improvement and can demonstrate improvement in subsequent lessons.
She consistently identifies areas that need improvement immediately following the lesson and can think through what needs to be done to address the situation the next time the lesson is taught. She has no problem
seeking advice or clarifying with colleagues and mentors. She assimilates different ideas quickly.

Announced Obs. #1 Calibrated Evidence: Demonstrates capacity to reflect on and improve the educator’s own practice. Consistently asks questions of supervisor and asks for feedback following a lesson. All
suggestions are immediately demonstrated in subsequent classes. Examples: added visuals for dynamic levels; slowed tempo for xylophone songs: increased times students would hear new song by singing multiple times
while students keep a steady beat or engaged in another musical way while listening; Changed teacher language, “mouths off” to “voices off.”

Unannounced Obs. #1 Calibrated Evidence: Ms. Sufler demonstrates a capacity to reflect on and improve the educator’s practice. She consistently asks questions of her supervisor and asks for feedback
following a lesson. All suggestions are immediately demonstrated in subsequent classes. For example, she added visuals for being ready to play xylophones (hands on lap); asked students to choose which “strategy” they
would use for listening and not playing xylophones while directions were given; used responsive classroom techniques as children are lining up at door; and having students moving more (standing up after sitting playing
xylophones to keep engagement). As observed by her Program Supervisor, she often realizes what can be improved on in her lessons immediately following the teaching of the lesson. She videotapes lessons to reflect
more accurately on her lessons, teaching, and student assessment.

Announced Obs. #2 Calibrated Evidence: Ms. Sufler reflects consistently. She asks for feedback as well as videotapes lessons to gain insight on how to improve lessons and teaching practices. She utilizes peer
observation sheets (Teacher Language Observation Form, Modeling Reinforcement Observation Form) t adjust her teaching. She consistently identifies areas that need improvement immediately following the lesson and
can think through what needs to be done to address the situation the next time the lesson is taught.

Unannounced Obs. #2 Calibrated Evidence: Ms. Sufler used the feedback from previous observation and adjusted her practice. She broke larger sections into smaller sections where she focused her attention.
In this way, all students were engaged, and there was an improvement in the pieces.

Based on the Teacher Candidate's performance as
measured on the CAP Rubric, we have Ready to Teach
determined this Teacher Candidate to be:

Massachusetts Department of Ese - Cap Summative Assessment Form

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6/11/2018 Massachusetts Department of ESE - CAP Summative Assessment Form

Proficient Proficient Needs Improvement Yes No

Proficient Proficient Needs Improvement Yes No

Proficient Proficient Needs Improvement Yes No

Proficient Needs Improvement Needs Improvement Yes No

Formative Assessment Result: Formative Assessment Result: Formative Assessment Result:

Proficient Proficient Needs Improvement Yes No

Formative Assessment Result: Formative Assessment Result: Formative Assessment Result:

Proficient Proficient Proficient Yes No

Formative Assessment Result: Formative Assessment Result: Formative Assessment Result:

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