Laquita Barton

 
Assessment & Feedback Plan
Assessment Instrument
What

Tasks, Strategies, Instrument
How

Process, How often?
Why

How do the selected tools support your learning goals and the learning principles guiding your design?
a) To enable continuous/frequent feedback between you and the students
Q & A Session

Class Discussion
After the PP presentation during the Q & A session.
After the Power Point presentation, the Assistant Principal will begin a question and answer session to clarify rules and regulations in the Student Handbook.She will be able to determine whether the students understand the rules. Questioning will allow the students to bond with the Assistant Principal and the Student Council members.
b) To encourage the students to reflect on their learning progress and achievement

Crossword Puzzle

Signed Form

Crossword puzzle turned in by Sept. 1, 2004.

Signed Form returned immediately.

Students will be given a Crossword Puzzle which is designed with words from the Student Handbook. Students can remove one tardy from their record by returning the puzzle by Sept. 1. This device will serve as a device to assess understanding of the rules.

The signed Form indicates that the student and parent have read and understand the contents of the Handbook.
c) To determine your students' learning progress and achievement

Observation

Student questions

Crossword puzzle

Two rubrics

During PP presentation, during the Q & A session, and after lesson completion

First week in September; and May 15, 2005.

Teacher will use her observations during questioning, watching body language as well as responses. The crossword puzzle addresses the student learning goals & objectives. Students will illustrate by their compliance/or not to the rules/regulations during the school year.

Rubric I is designed to give immediate assessment of the students grasp of the rules from the Student Handbook and presentation.

Rubric II is designed to assess the adherance to the rules in the Student Handbook during the 2004-2005 school year.

Goals
Sub-Goals
(Objectives)
Types of Learning
Assessment Strategty
Feedback Strategy
Student Goals: 1.Have a clear understanding of the rules and regulations outlined in the Student Handbook.


Illustrate appropriate body language conveying a receptive attitude.

Students ask appropriate questions which clarify rules.
Cognitive
(Comprehension)


Mrs. Cole will observe students during the PP presentation to determine interest.

 

Mrs. Cole will greet students and give a welcome.

During the Q & A session: Do you have questions concerning the dress code? Do you understand the purpose of the Attendance Committee? Are there questions concerning the tardies being tied to the exemptions?

2.Take ownership in the rules and regulations in the Handbook.

Student Council helps plan and create and present the power point presentation.

Student Council creats  skit (video) to convey importance to peers the importance of rules

Each student returns signed form confirming acceptance and understanding of rules in the Handbook.

Complex Thinking

Cognitive

Mrs. Cole will observe whether students' focus on Student Council Members.

.

Mrs. Cole introduces the Student Council Members and gives them credit for creating the PP.
Goals
Sub-Goals
(Objectives)
Types of Learning
Assessment Strategty
Feedback Strategy
Teacher Goals: (Instructor)

3.Instill within the HS students the importance of rules/regulations.

Show power point presentation personally to small groups instead of teacher-presentations.

Student Council participation in the presentation.

Cognitive

(comprehension)
(synthesis)
(application)

 

Observe the students' body language.

Answer questions that arise about the rules.

 

GHS is so fortunate to have Students who represent you on the Student Council.

We will all be working together this school year to make this a wonderful learning experience.

We have rules to keep our school a caliber that we all want to be associated with.

In order for a family, or business or school to maintain integrity, there are rules and regulations that we set in place.

We need to work together to make our school one that we are proud to be a part of.

 
4. Present the Handbook information in an interesting presentation.

Insert music into PP presentation that will appeal to teens.

Insert videos into PP of student council members.

Use Infocus to project PP.

Use principles of design in creating PP presentation.

Cognitive

(analysis)

(Application)

Psychomotor

(Executing actions)

 

 

Questioning and discussion between mentor and mentee.

Assistant Principal observes how student receives the PP.

 

What do you want the students to learn in this presentation?

What tasks (steps) have been involved in planning this lesson? What software and hardware will be used?

What logistical preparations will need to be made?

Do you plan to show the presentation the first or second week of school?

Would it be feasible to ask the Student Council Members to help with the presentation and Q & A session?

5. Encourage bonding with students in respect to Student Handbook rules/regulations.

Question and answer session after PP presentation.
Student Council members show endorsement of Handook by participating in presentation of PP.

Student Council members showing endorsement of Handbook by "starring" in videos.

Cognitive
(Application)

(Analysis)

 

Assistant Principal asks Student Council Members to stand at the front of the auditorium with her to serve as assistants.

Students are encouraged to return the signed acknowledgement form.

Do you need to train the Student Council Members in presentation skills and the attitude they should portray?

 
6. Set objectives and procedures for module, incorporating technology for enhancement.

Develoop objectives.

Plan procedures

Schedule Infocus/setup

Edit/prepare Student Handbook handout.

Cognitive
(Application)

 

 

 

 Assistant Principal coordinates with Student Council Advisor to involve students in creation of PP with music/video.

Are the Student Council Members available to make the PP before school starts?

Do the students already have the skills to create the PP?

What about the video? Do they need help with putting together the video and music?

How many students are in the Student Council?

7. Address the needs of diverse learners.

Arrange small selective group meeting for diverse learners assisted by Special Education Paraprofessional for individual explanations.

Paraprofessionals provide additional procedures such as reading the Student Handbook to diverse students who have difficulty reading/seeing

Cognitive

(analysis)

 

 Jennifer Cloud, the Special Ed Diagnostician,was consulted to see if the diverse students at GHS could comprehend the PP. How can the diverse learners be accommodated in this presentation?
Goals
Sub-Goals
(Objectives)
Types of Learning
Assessment Strategty
Feedback Strategy
Professional Goals (Mentor):

8. Ask pertinent and leading questions to help clarify Mentee goals and procedures.

Inquire about major goals in addressing the students with a PP presentation.

Ask how she will achieve an interesting presentation.

Ask if she can gain rapport by utilizing assistance from student council members.

Cognitive

(synthesis)

Cognitive

(application)

Conferences with Lou Ann Cole as frequently as needed by phone and in person.

 

Create video recording of one coaching session for coaching partner.

Mentor observes response of mentee in meetings

Mentor reflects on coaching sessions & questioning strategies.
Did Mentee understand my communication clearly in discussions, and by phone?

Do we need to meet more often?

Does the Mentee feel comfortable asking questions, sharing ideas?

What do I need to do to help the Mentee be successful?

Did I listen patiently without interrupting?
9. Use coaching/mentoring skills and strategies to facilitate educator use of technology in the teaching and learning environment.

Create and manage a trusting coaching / mentoring relationship.

Utilize questioning strategies that clarify meaning, stimulate thinking and formulate new understanding.
Cognitive (analysis)

Conference with coach and other peers concerning improvements on my part.

Confer with coach concerning features of the video recording.

After looking at the lesson, is there anything else I can do to help you?

 

What are some mentoring strategies that I might incorporate that I failed to use?

 

Assessment Instruments

Crossword Puzzle

The Crossword Puzzle will be used to assess the familiarity of the students with the Student Handbook rules and regulations. The students will be required to return the puzzle to the office by September 1 in order to remove one tardy from their record.

Rubric I

The Rubric below will be used by Lou Ann Cole, Assistant Principal, to evaluate the students after completion of Power Point presentation, the Question and Answer Session and the Crossword Puzzle.

Learning Goals:

1. Work cooperatively with the Student Council Members to present the rules and regulations in the Student Handbook in an interesting and informative manner.

Learning Objectives:

1. Student-enjoyment of Power Point/Video Presentation.

2. Question and Answer Session

3. Crossword Puzzle (accuracy).

4. Crossword Puzzle (participation).

5. Attitude

Rubric I

(Second Week of September: after Crossword Puzzles are turned in)

5

4

3

1

Score

 Student-enjoyment of Power Point/Video presentation

Students body language shows enjoyment/interest in PP during most of the presentation.

Students body language shows enjoyment/interest in PP some of the time.

Students body language shows lack of enjoyment/interest in PP.

Students talk during PP and show little to no interest in PP.

 
Question & Answer Session

Questions were sincere and well stated. Raises important questions about the rules.

Most all questions were sincere and well stated.Raises only simple questions about the rules.

Some questions were sincere and well stated.

No questions were sincere.

  

Crossword Puzzle
(Accuracy)

All parts of the puzzle completed correctly.

Most parts of the puzzle completed correctly.

Some parts of the puzzle completed correctly.

Unable to work the puzzle.

  
Crossword Puzzle
(Participation)
90%-100% participation
51%-89% participation
21%-50% participation
fewer than 20% participation

 
Attitude
 Never is publicly critical of the project or the work of others. Always has a positive attitude about the task. Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task. Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task. Often is publicly critical of the project or the work of other mambers of the group. Often has a negative attitude about the task.  
         
Total

 
 

 

Rubric II

 

Records of student compliance/lack of will be recorded daily through the school year. Toward the end of the 2004-2005 school year, the Rubric II will be filled out using the collected data of student compliance of the rules/regulations.

Learning Goals:

1. Work cooperatively with the Student Council Members to encourage GHS student to take ownership in the rules in the Student Handbook.

Learning Objectives:

To comply with the following:

  1. Dress Code violations
  2. OCS
  3. AEP
  4. Under the Influences
  5. Possession of Weapons
  6. Tobacco
  7. Pagers/cell phones
  8. Pornographic Materials
  9. Fighting
  10. Reckless Behavior
  11. Gang Activities
  12. Offensive Language/Gestures
  13. Excessive Tardies
  14. Persistent Classroom Misbehavior
  15. Loitering
  16. Felony Offenses

Rubric II

(Last Week of May 2005)
 
5
4
3
1
 Score
Dress Code violations
under 25
25-60
61-99
Over 100
  
OCS
under 25
25-60
61-99
Over 100
  

AEP
Over 100
25-60
61-99
Over 100
  
Under the Influences
Under 5
6-25
16-24
 Over 25  
Possession of Weapons
 Under 5 6-25 16-24 Over 25  
Tobacco
 Under 5 6-25 16-24 Over 25  
Pagers/cell phones Under 5 6-25 16-24 Over 25  
Pornographic Materials
 Under 5 6-25 16-24 Over 25  

Fighting

 Under 5 6-25 16-24 Over 25  
Reckless Behavior Under 5 6-25 16-24 Over 25  
Gang Activities
 Under 5 6-25 16-24 Over 25  
Offensive Language/Gestures
 under 25 25-60 61-99 Over 100  
Sexual Harrassment
 Under 5 6-25 16-24 Over 25  
Theft/Damaged Property
 Under 5 6-25 16-24 Over 25  
Insubordination
 under 25 25-60 61-99 Over 100  
Truancy
 under 25 25-60 61-99 Over 100  
Dishonesty in School Work Under 5 6-25 16-24 Over 25  
Offenses requiring removal
 Under 5 6-25 16-24 Over 25  
Excessive Tardies
 under 25 25-60 61-99 Over 100  
Persistent Classroom Misbehavior
 under 25 25-60 61-99 Over 100  
Loitering
 under 25 25-60 61-99 Over 100  
Felony Offenses
 Under 5 6-25 16-24 Over 25  
    Total