CAP: Formative Assessment Form

Required

Formative Assessment Form

Name: Hannah Richards Date: 10-29-18

I.A.4: Well-Structured Lessons

Unsatisfactory Needs Improvement Proficient Exemplary
Develops lessons with Develops lessons with Develops well- Develops well-structured
inappropriate student only some elements of structured lessons and highly engaging
engagement appropriate student with challenging, lessons with challenging,
strategies, pacing, engagement measurable measurable objectives
I-A-4. sequence, activities, strategies, pacing, objectives and and appropriate student
Well- materials, resources, sequence, activities, appropriate student engagement strategies,
Structured and/or grouping for materials, resources, engagement pacing, sequence,
Lessons the intended outcome and grouping. strategies, pacing, activities, materials,
or for the students in sequence, activities, resources, technologies,
the class. materials, resources, and grouping to attend
technologies, and to every student’s needs.
grouping. Is able to model this
element.
Quality X *
Scope X
Consistency X

Sources of Evidence for I-A-4: Well-Structured Lessons:

Observations Measure of Student Candidate Professional
#1 #1 #2 #2 Student Feedback Artifacts Practice
Announced Unannounced Announced Unannounced Learning Goal
Req. Req. Req.

Evidence [insert evidence to support the ratings here]:

• Clear evidence of routines that are familiar to the students – entering the classroom and quietly starting a
quiz to assess their reading comprehension of the chapters that were assigned for the day. The students
knew they were to next provide a journal entry to set the stage for the lesson of the day. Ms. Richards
asks the students to journal about “what is happening in the trial right now – facts, opinions, any of that
stuff.”

• Agenda for the lesson is posted (10th Honors: Texas v. Johnson, HW. Ch. 20 + 21) – not explicitly referred to
within the lesson, but written on the front whiteboard of the classroom. An essential question is also
written in the front: “Are we, as human beings, willing to accept people who are different from ourselves”
and the lesson objective was written in the back – neither referred to explicitly within the lesson.

• Lesson featured a close reading of the Texas v. Johnson course case from the textbook, with student
volunteers (roughly 4-5 volunteers) who offered to read a passage from the text. Later, within the lesson
observed, students were encouraged to check-in with a partner seated alongside of them when there was

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only the same few volunteers answering Ms. Richard’s comprehension questions. This new approach
solicited more volunteers (roughly double) when the class regrouped.

• Ms. Johnson noted that transition were smooth from quiz to journaling allowing students to either work
ahead or take more time. Ms. Richards should put journal prompt on the board or ELMO so students can
be more successful in catching up/moving from one task to the other.

• Regarding pacing, Ms. Johnson suggested that there was too much wait-time for a journal that doesn’t
seem connected at, at time, there was too much time to talk.

• In the first unannounced observation, Ms. Richards has students recall the last time they did a close
reading and directs them to think about this excerpt in the same way as before. Ms. Richards has students
summarize the reading to check for understanding of content before moving on to a deeper read.

• Ms. Richards models annotations and higher-level thinking (“I thought this part was a little out of character
for Atticus, can you tell me why?). Ms. Richards continues to have the students pair up and break down the
last part of the excerpt themselves as she circulates to each group answering and asking questions and
encouraging a deeper reading. Then, she has the students come back as a group and share their
conversations.

Updated April 2018

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I.B.2: Adjustment to Practice

Unsatisfactory Needs Improvement Proficient Exemplary
Makes few May organize and Organizes and analyzes Organizes and analyzes
adjustments to analyze some results from a variety of results from a
practice based on assessment results assessments to comprehensive system
formal and informal but only occasionally determine progress of assessments to
assessments. adjusts practice or toward intended determine progress
modifies future outcomes and uses toward intended
instruction based on these findings to adjust outcomes and
the findings. practice and identify frequently uses these
and/or implement findings to adjust
I-B-2. appropriate practice and identify
Adjustments differentiated and/or implement
to Practice interventions and appropriate
enhancements for differentiated
students. interventions and
enhancements for
individuals and groups
of students and
appropriate
modifications of
lessons and units. Is
able to model this
element.
Quality X *
Scope X
Consistency X

Sources of Evidence for I.B.2: Adjustment to Practice:

Observations Measure of Student Candidate Professional
#1 #1 #2 #2 Student Feedback Artifacts Practice Goal
Announced Unannounced Announced Unannounced Learning
Req. Req. Req.

Evidence [insert evidence to support the ratings here]:

• Informally, Ms. Richards made adjustments due to time in her lessons, cutting a planned discussion of the
journaling in the first announced observation. The journaling and quiz took longer today because the
students had taken the PSATs the day before.

• Ms. Richards modified the exit ticket for the lesson from the lesson plan because the week was unusual (class
missed the day before because of the PSATs, virtual reality experiment planned for the next day). The exit
ticket became the opportunity for students to write about their opinions about the ruling on the American
flag from the text that was read. Ms. Richards, when circulating, also permitted the following: “Your train of
thought, your opinion, if you’re confused about anything you can write that, too.”

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• A female student in the lesson spoke with Ms. Richards privately after class, thinking aloud her response
because she felt she was unclear in her written response.

• In the first unannounced observation, Ms. Johnson shared – “yesterday students were writing a timed
argument, aligned with Common Core and Next Gen MCAS but we had an advisory period, which takes about
10 minutes from each class. Ms. Richards allowed students to use the first ten minutes to completed their
timed writing from yesterday. She set the timer to make sure students were clear about the time limit.”

• In lessons outside of the announced and unannounced observation, Ms. Johnson has added that Ms.
Richards has been getting into the practice of using assessment data to determine pairing/grouping
strategies in the courses she has been teaching. This practice is still emerging at this time. The strategies
that Ms. Richards and Ms. Johnson prefer are grouping homogeneously based on students’ preparation for
group work/projects the students have been preparing.

Updated April 2018

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II.A.3: Meeting Diverse Needs

Unsatisfactory Needs Improvement Proficient Exemplary

Uses limited and/or May use some Uses appropriate Uses a varied
inappropriate appropriate practices practices, including repertoire of
practices to to accommodate tiered instruction and practices to create
accommodate differences, but fails scaffolds, to structured
II-A-3. differences. to address an accommodate opportunities for
Meeting adequate range of differences in each student to meet
Diverse differences. learning styles, or exceed state
Needs needs, interests, and standards/local
levels of readiness, curriculum and
including those of behavioral
students with expectations. Is able
disabilities and to model this
English learners. element.
Quality X *
Scope X
Consistency X

Sources of Evidence for II.A.3: Meeting Diverse Needs:

Observations Measure Student Candidate Professional
#1 #1 #2 #2 of Feedback Artifacts Practice
Announced Unannounced Announced Unannounced Student Goal
Learning
Req. Req.

Evidence [insert evidence to support the ratings here]:

• In the first announced observation, Ms. Richards encourages her students to check-in with a neighbor
when only a few of the same students were volunteering to answer comprehension questions.

• A handout – “Courtroom Vocabulary” – was provided to all of the students before the close reading. It
was not explicitly mentioned or referred to to the students after it was distributed. It was included as a
way to help meet the diverse needs of the students, according to the lesson plan accompanying the
lesson.

• In the first unannounced observation, Ms. Richards asks the students to give her thumbs up if they think
they have exhausted findings in the first paragraph. This is a visual cue for students who are still
reluctant to offer up an opinion and a quick check for understanding.

• Ms. Richards adheres to all DCAPS and IEP accommodations.

• In our post-conferences, Ms. Richards has shared the wide-variety of student responses and surprises
she has been experiencing within the lessons she teaches and is using that information to differ her
approaches to the two blocks she has been teaching in Ms. Johnson’s classroom – one approach works

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best for B-block another for G-block.

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II.B.1: Safe Learning Environment

Unsatisfactory Needs Improvement Proficient Exemplary

Maintains a physical May create and Uses rituals, Uses rituals, routines,
environment that is maintain a safe routines, and and proactive responses
unsafe or does not physical environment appropriate that create and maintain
support student but inconsistently responses that a safe physical and
learning. Uses maintains rituals, create and maintain intellectual environment
II-B-1.
inappropriate or routines, and a safe physical and where students take
Safe Learning ineffective rituals, responses needed to intellectual academic risks and play
Environment routines, and/or prevent and/or stop environment where an active role—
responses to behaviors that students take individually and
reinforce positive interfere with all academic risks and collectively—in
behavior or respond students’ learning. most behaviors that preventing behaviors
to behaviors that interfere with that interfere with
interfere with learning are learning. Is able to
students’ learning. prevented. model this element.
Quality X *

Scope X
Consistency X

Sources of Evidence for II.B.1: Safe Learning Environment:

Observations Measure of Student Candidate Professional
#1 #1 #2 #2 Student Feedback Artifacts Practice Goal
Announced Unannounced Announced Unannounced Learning
Req. Req.

Evidence [insert evidence to support the ratings here]:

• In the first unannounced observation, Ms. Richards responded positively when students volunteer and answer
or provide an analysis.

• Ms. Richards has a great moment with students when she refers to a Taylor Swift song, “Atticus spoke so
silently his words crashed…” she also asks students to think about a time when their parents didn’t yell but
were disappointed and how that was more impactful. At this moment, most students agree with her and
offer their own informal comments/opinions or talk with each other. In this moment, the class seems more
connected to the piece - more are willing to respond.

• Ms. Richards cold calls “reluctant” students after the quick group work knowing that they have had time to
reflect on their ideas with a friend.

• It is clear that the students feel comfortable with Ms. Richards in her teaching role. In each lesson observed,
there are several moments of value-sharing between her and the students (and the students with each other)
and individual check-ins.

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II.D.2: High Expectations

Unsatisfactory Needs Improvement Proficient Exemplary

Gives up on some May tell students Effectively models Effectively models

students or that the subject or and reinforces ways and reinforces ways
communicates that assignment is that students can that students can
some cannot master challenging and that master challenging consistently master
II-D-2.
challenging material. they need to work material through challenging material
High hard but does little to effective effort, through effective
Expectations counteract student rather than having to effort. Successfully
misconceptions depend on innate challenges students’
about innate ability. ability. misconceptions
about innate ability.
Is able to model this
element.
Quality X *
Scope X
Consistency X

Sources of Evidence for II.D.2: High Expectations:

Observations Measure Professional
Student Candidate
#1 #1 #2 #2 of Student Practice
Feedback Artifacts
Announced Unannounced Announced Unannounced Learning Goal
Req. Req.

Evidence [insert evidence to support the ratings here]:

• In the first announced observation, Ms. Richards circulated around the room and checked-in with each pairing
of students. She asked questions to follow-up and listened to her students responses as she circulated.
During the times when this was featured in the lesson (2-3 times) she made a complete rotation around the
room – reaching all groups of students.

• There were several instances when the students developed a summary or an analysis and met Ms. Richards’s
expectations. Typically, the feedback she provided was supportive, affirming, encouraging, and repeated back
the message she had received from the students.

• In the first unannounced observation, Ms. Richards kept the students engaged until 9:07 (one minute short of
the full class period).

• Ms. Johnson provided evidence that explains the context of her classroom where Ms. Richards is teaching, as
well as trends and patterns over time in Agawam High School. In the previous school year, the students Ms.
Richards is teaching had been expected to read novels all in class. With the direction of Ms. Johnson, Ms.
Richards has consistently been expecting that her students read at home and she assesses whether her
students have read through quizzes she administers each morning in class.

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IV.A.1: Reflective Practice

Unsatisfactory Needs Improvement Proficient Exemplary

Demonstrates limited May reflect on the Regularly reflects on Regularly reflects on

reflection on practice effectiveness of the effectiveness of the effectiveness of
and/or use of insights lessons/ units and lessons, units, and lessons, units, and
gained to improve interactions with interactions with interactions with
IV-A-1. practice. students but not with students, both students, both
Reflective colleagues and/or individually and with individually and with
Practice rarely uses insights to colleagues, and uses colleagues; and uses
improve practice. insights gained to and shares with
improve practice and colleagues, insights
student learning. gained to improve
practice and student
learning. Is able to
model this element.
Quality X *
Scope X
Consistency * X

Sources of Evidence for IV.A.1: Reflective Practice:

Observations Measure Professional
Student Candidate
#1 #1 #2 #2 of Student Practice
Feedback Artifacts
Announced Unannounced Announced Unannounced Learning Goal
Req. Req. Req. Req.

Evidence [insert evidence to support the ratings here]:

• Ms. Richards completes a CAP Self-Reflection form after receiving feedback from an official announced
or unannounced observation of a lesson she has taught.

• Ms. Richards has developed a SMART goal for her teaching in practice in consult with Ms. Johnson and
me. She is receiving data to monitor her progress towards her SMART goal. The goal is that by the first
week of November (the date may change), she will facilitate meaningful discussion where at least 85% of
the class participates.

• Ms. Richards has developed a Measure of Student Learning which she will be implementing during a unit
that she will be teaching during her total teach later in her practicum.

• Ms. Richards has been actively collecting artifacts from her teaching, including a wide range of student
products from her lessons such as the fictional Facebook profiles of central characters from To Kill A
Mockingbird.

• In the first announced observation, Ms. Richards shared in her lesson plan that through featuring a
lesson using the Collections textbook, she is providing an example of addressing an English Department-

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wide SMART goal to use the textbook more often in the lessons.

• Ms. Richards consistently reflects on the outcomes of her lessons and shares her insights with Ms.
Johnson and, when appropriate, with other members of the English Department. Ms. Richards
developed a jigsaw activity for her students that other members of the English Department featured in
their lessons. The quality and scope of her reflective practice will become clearer as she continues to
gain practice in her practicum.

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Formative Assessment – Calibration

Summary of Ratings
Readiness Thresholds
Element Quality Scope Consistency
Met? (Y/N)
1.A.4: Well-Structured Lessons NI NI NI N
1.B.2: Adjustment to Practice NI NI NI N
2.A.3: Meeting Diverse Needs NI NI NI N
2.B.1: Safe Learning Environment NI NI NI N
2.D.2: High Expectations NI NI NI N
4.A.1: Reflective Practice NI NI P N

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Please refer to the first announced and first unannounced observation forms for
specific evidence-based feedback. Ms. Johnson has been supporting Ms.
Richards collecting data toward her SMART goal (her professional practice goal).
Please see the attachments for a description of Ms. Richards’s SMART goal as
well as evidence of active data collection that has helped monitor her progress.
Evidence-Based Feedback to
Candidate Ms. Richards has made notable progress is making her expectations for student
work clearer and explicit. She typically features Marzano’s “I do/we do/you do”
structure for planning (and delivering) her modeling.

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Recommended Focus for

Meeting Diverse Needs
Future Professional Practice • As Ms. Richards continues to build relationships and rapport with her
Goal students, she is getting to know more about their individual
strengths/areas for development regarding the lessons. We set a goal
for this type of individual differentiation to be more present in her
planning and teaching – she has been intuiting it, but more concrete
examples of how she is using it in practice will be helpful.

Adjustments to Practice
• I (Program Supervisor) am seeking more ways that Ms. Richards is using
student data (both informal and formal) to guide the lessons she is
teaching and extending or supporting student learning based on the data
that she is collecting. The foundations for these skills are established, it
would just be the next step in her practice this semester.

One Other Note

• It can be helpful to refer to Ch. 11 of Lemov (p. 381-422) to revisit
classroom management features to try out in the practicum. In
particular, Lemov’s Technique #56 – Strong Voice. These features can
help support Ms. Richards to develop her “presence” in the classroom
that takes time to develop.

Updated April 2018