assessment.education.uconn.eduassessment.education.uconn.edu/assessment/assets... · Web viewI feel confident in providing linguistically and culturally appropriate ... diverse

COMMON ENTRANCE SURVEY RESULTS: IB/M TEACHER EDUCATION STUDENTS ENTERING IN 2012-2013

OCTOBER 2012

The Common Entrance Survey was administered to all incoming students enrolled in teacher education programs at the University of Connecticut’s Neag School of Education in the fall of the 2012-13 school year. This report contains survey results based on responses of 63 students in the Integrated Bachelor’s/Master’s (IB/M) program, 46 of whom (76.7%) are female.

While only 3.3% of respondents grew up in a home where a language other than English was the primary language, 28.3% of respondents indicate they can speak a language other than English.

Respondents are studying in the fields of Agriculture, Biology, Chemistry, Earth Science, Elementary Education, English Language Arts, General Science, Mathematics, Music, Social Studies, Special Education, and World Language.

The highest education level attained by 63.3% of students’ mothers was at least a four-year college degree; similarly, 62% of students report their fathers’ highest education level as four-year college degree or beyond.

Most respondents (96.7%) attended a public high school. The majority of respondents report the school they attended was in a suburban location (80%) with a student body comprised of

primarily white students (68.3%).

This report also includes information regarding respondents’ experiences working with English Language Learners (ELLs) and students with disabilities. Respondents reflect on their experiences with assessment, and their knowledge of the Common Core State Standards (CCSS), as well. In addition, qualitative data are presented in this report. Thematic analysis of the following open-ended, qualitative question was conducted: “Aside from getting a teaching job, what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag School?” A total of 21 common themes emerged from all of the student responses. Students enrolled in the IB/M program had four major overarching themes. Primarily, they wished to become successful teachers, intended to assess the needs of students and differentiate instruction, hoped to have a positive impact on students’ lives, and wanted to create identities as teachers.

Aside from getting a teaching job ... what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag School?

Theme Definition # % Example

Successful teacher Participant hopes to become a successful teacher.

18/66 27.27% “Being able to learn how to be a teacher from the best will allow me to feel that I can become a better teacher and achieve my goal of doing just that- being a great teacher”.

Assessment & differentiation

Participant hopes to assess the needs of students and differentiate instruction.

14/ 66 21.21% “My most important achievement will be developing my knowledge of effective teaching in order to best serve my students through the Neag School”.

Positive impact Participant hopes to have a positive impact on his/her students' lives.

10/66 15.15% “Once out of the Neag School, I plan to teach in an at risk school, and I am confident that the Neag School will teach me strategies through instruction and experience of how best to educate those students”.

Teacher identity Participant hopes to create identity as a teacher.

8/66 12.12% “ Graduating from the program will be fulfilling and provide me with a lot of confidence in knowing that I was prepared in every way possible for anything that I may experience in the teaching world”.

Content area knowledge Participant hopes to have a strong understanding of his/her content area (e.g., math, science, Spanish).

6/66 9.09% “I feel that I will learn a great deal of knowledge pertaining to a certain topic since I will be writing an honors thesis within Neag”

Helping students overcome struggles

Participant hopes to help future students overcome personal and academic struggles.

4/66 6.06% “Impacting the future of struggling students and leading them down the right paths”.

Completing program Participant hopes to complete the teacher education program including student teaching and inquiry project.

3/66 4.55% “I feel that my most important achievement in the Neag School of Education will be succeeding in my student teacher position”.

Positive relationships with students

Participant hopes to create positive relationships with future students.

3/66 4.55% “Developing meaningful relationships with other students, faculty and the students with whom I work in the classroom”.

Community of educators Participant hopes to join a community of educators and maintain relationships.

3/66 4.55% “Forming strong bonds between other teachers as well as students is an achievement I hope to accomplish”.

Theory to classroom Participant hopes to apply educational theory within his/her classroom.

2/66 3.03% “I hope to effectively implement the skills and tools that I learn from my professors in my everyday teaching experience”.

Connections Participant hopes to form valuable connections that may help him or her in the future.

2/66 3.03% “Developing experience working in various school systems and in different communities beyond the rural town I grew up in”.

Educational politics Participant hopes to gather understanding of politics surround education.

2/66 3.03% “I also want to learn information about what it takes to start one's own school, and how the administrative system works within school districts”.

Meaningful member of society

Participant hopes to become an overall meaningful member of society.

2/66 3.03% “I will learn skills that will not only better me as a teacher but as an individual in society“.

Effective lesson planning Participant hopes to learn how to effectively lesson plan.

1/66 1.52% “I will be able to successfully complete the duties of teachers such as curriculum planning, lesson plans, etc.”

Self-improvement Participant hopes to improve his or her teaching skills.

1/66 1.52% “I do not only want to become a teacher, but I want to become a teacher that is good at what I do”.

Challenging myself Participant hopes to challenge his or herself and take risks with teaching.

1/66 1.52% “I think my most important achievement in the program will really be reaching outside of my comfort zone to really evolve into the best teacher I can be, and developing a high confidence in every necessary aspect of teaching”.

No response 2/ 66 30.30% No response.

Program Enrolled In

Year of Entrance

What Field are You Pursuing?

Gender

Race/Ethnicity

Primary Language Spoken

Can You Speak a Language Other than English?

Highest Level of Education Attained by Mother

Highest Level of Education Attained by Father

What Type of High School Did You Attend?

How Would You Describe the Location of Your High School?

How Would You Describe the Racial/Ethnicity Composition of Your High School?

The next several questions refer to your preparation for working with English language learners (ELL) students. Please use the following scale to rate your level of agreement with each statement: 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree

1 2 3 4 5 Average Rating

I am prepared to tailor instructional and other services to the needs to ELL students.

0(0.00%)

14(25.00%)

17(30.36%)

14(25.00%)

11(19.64%)

3.4

I possess a clear understanding of the language demands of the content area that I will teach.

1(1.79%)

10(17.86%)

12(21.43%)

25(44.64%)

8(14.29%)

3.5

I am knowledgeable of teaching strategies and instructional practices for ELL students that are developmentally appropriate.

2(3.57%)

19(33.93%)

21(37.50%)

10(17.86%)

4(7.14%)

2.9

I am knowledgeable of alternate ways of giving feedback. 0(0.00%)

5(9.09%)

17(30.91%)

22(40.00%)

11(20.00%)

3.7

I am knowledgeable of teaching practices that are attuned to students’ language proficiencies and cognitive levels.

1(1.82%)

18(32.73%)

16(29.09%)

17(30.91%)

3(5.45%)

3.1

I am knowledgeable of teaching practices that are culturally supportive and relevant.

0(0.00%)

8(14.55%)

18(32.73%)

22(40.00%)

7(12.73%)

3.5

If I try hard, I can get through to most of the ELL students. 0(0.00%)

3(5.45%)

22(40.00%)

18(32.73%)

12(21.82%)

3.7

I am confident in my ability to handle most discipline problems with ELL students.

2(3.64%)

10(18.18%)

24(43.64%)

10(18.18%)

9(16.36%)

3.3

I am confident in my ability to teach all ELL students to high levels.

3(5.56%)

11(20.37%)

23(42.59%)

13(24.07%)

4(7.41%)

3.1

I am confident I am making a difference in the lives of my students.

0(0.00%)

1(1.85%)

13(24.07%)

12(22.22%)

28(51.85%)

4.2

I am uncertain how to teach some of my ELL students. 0(0.00%)

4(7.55%)

25(47.17%)

23(43.40%)

1(1.89%)

3.4

I feel confident I can provide a positive learning environment and create a climate characterized by high expectations.

0(0.00%)

1(1.85%)

7(12.96%)

24(44.44%)

22(40.74%)

4.2

I am confident in my skills to effectively communicate with parents and guardians of ELL students.

1(1.85%)

12(22.22%)

21(38.89%)

10(18.52%)

10(18.52%)

3.3

I am confident in my skills to provide alternative/performance assessments to ELL students.

0(0.00%)

13(24.07%)

18(33.33%)

16(29.63%)

7(12.96%)

3.3

I feel confident in providing linguistically and culturally appropriate learning experiences for ELL students.

0(0.00%)

8(14.81%)

19(35.19%)

18(33.33%)

9(16.67%)

3.5

ELL students in the general education classroom setting slows down the progress of the other students in the class.

10(18.52%)

23(42.59%)

19(35.19%)

2(3.70%)

0(0.00%)

2.2

Inclusion of ELL students in general education classes is good in theory, but does not work in the real world.

7(13.21%)

21(39.62%)

25(47.17%)

0(0.00%)

0(0.00%)

2.3

Immigrant parents do not try to learn English. 26(47.27%)

21(38.18%)

7(12.73%)

1(1.82%)

0(0.00%)

1.7

In order for ELLs to learn English, their parents should attempt to speak English.

3(5.45%)

9(16.36%)

28(50.91%)

12(21.82%)

3(5.45%)

3.1

Please describe any previous personal experience or academic preparation you have had to equip you to teach ELL students.

In one of my teaching experiences, I had been placed with 4-5 ELL children and had worked with them individually on a given task. We would work at the back table and complete similar work to which the class was completing, but we would move at a slower pace and also go more in depth into the topic if it was not fully understood.

I don't have any

Brief interactions working with H* Sport in H* elementary school classrooms.

I spent a semester in S*in a classroom of students whose primary language was not English. And the majority of their parents didn't speak English nor did they have much education.

Since I have just been admitted to the Neag School of Education I have not been specifically taught how to teach ELL students. Yet, I have been in situations where I have been a leader of ELL students. It was difficult for me to communicate with these students but I worked through the situation by using pictures and making sure I was very patient when trying to communicate.

Before my entry into the program, I worked within a middle school social studies classroom at W* Middle School. Most of the children in this classroom knew both English and Spanish, but a couple students spoke and read English with great difficulty. I was able to watch the teacher and his interaction with his students. Also, these students had a paraprofessional working with them throughout the day.

Growing up, my family spoke C* at home and English was my second language. In school, I got a first hand experience of how ELL programs work and what different type of techniques that they use to help us adjust to the English language. Along with this, I have two cousins from T* that I taught English to. During their Summer stays, and even now (they recently moved to America within the past year), I help them with their reading, writing, and communications skills within the English language. By doing this for

years, it has taught me to have patience with others and to understand how to teach English in ways that best suit students needs.

Summer school experience in W*,

4 years of Spanish in high school

Working with Spanish speaking customers at Q*, working with ELL students at W*

I have studied abroad for a semester and can speak Spanish pretty well.

I have worked as a volunteer for America Reads through UConn in the W* school districts and have had to work with ELL students teaching Math, as well as other subjects. I am fluent in Spanish and have tutored Spanish speaking kids in English.

I have had over 200 hours of experience as a volunteer aid in classrooms, including in N*, CT where there are a large number of children who either are bilingual/speak another language at home or are ELL. In each of the three classrooms I worked in, there were at least two children that were ELL students. This required me to learn how to deal with their needs and understand the academic level that they were on as compared to the rest of the class and find ways to help them learn when they needed help. I also learned a lot from seeing how the teachers conducted class.

I worked with HeadStart preschool program with ELL students.

Every summer at work as an Intern in a summer school program in my hometown and aid an Elementary ELL classroom specifically. By working alongside literacy specialists, they have told me tactics that work in aiding ELL students core vocabulary in order to help them in other subjects. Also, having worked in the ELL classroom for two summers, I have picked up methods that will assist me in working with many different ELL students ranging from low to high assistance needing students. Additionally, I was a day leader for W* After School Tutoring program where we assisted Elementary aged students with their homework once a week. This was much more difficult at first, because they spoke primarily Spanish, and I would need to first help them understand the directions to the assignment before beginning to help them do the actual assignment. Communication can also be a key factor. Because their level of vocabulary is much lower than a normal learning student their age, it is very important to cover all vocabulary while reading a book or doing an assignment so they can get the most from it.

I went to a racially diverse high school and was in classes with a wide variety of students. In these classes, I was able to see which teaching strategies my teachers were able to use to help students who were not fluent in English.

I was a mentor for a 10 year old girl in B*who was an ELL. She was held back because she had a lot of trouble reading. I helped her with her reading and tried to be as encouraging and positive as possible.

My culture is that of Puerto Rican dissent, but I barely speak the language . I am culturally aware of my background and its practices but do not participate in the traditional puerto rican culture due to the disconnect between 1st and 3rd generation family members. I was a third generation puerto rican born in america and was raised by american culture infused with my native puerto rican culture. I can connect to some students because I share the same culture, even though I may not be able to identify with there personal experience.

J* - we worked with children from very diverse backgrounds and needed to find ways to communicate with both the children and families

I was a teacher's assistant in four kindergarten classrooms in B*, CT. I accommodated kindergarteners with bilingual learning needs.

Helping teach kindergarteners in N*, CT

I have been volunteering in W*, CT where ELL students are prominent.. I have also worked in mentoring programs where many of the kids are ELL and whose parents do not always know english

From my experiences shadowing teachers, I have found that having an extra teacher in the room to help with ELL students, or having the ELL students leave the classroom for a few hours a day to take classes focused specifically on learning English, helps tremendously in the language learning process. Also, having some knowledge of basic

words in the student's language can be very beneficial. Hearing even a word or two in their first language can help ELL students feel more comfortable in a potentially stressful classroom environment. I took five years of Spanish courses prior to college, and, while shadowing, used my knowledge of the language to explain to a confused ELL student why his classmates were singing: it was another student's birthday.

I have been volunteering at an elementary school in my hometown in which the school is primarily made up of Spanish children. Many of the children are still learning English and therefore, I need to be flexible in my approach to working with these students. I've realized how important it is to be patient and understanding that these students make take a little longer in learning concepts because of their language barrier.

English was not my first language, all my family members are immigrants and I have been taking language classes since I was in junior high school.

I don't have much experience which is why I am looking to gain some in the years to come

Working with individuals with disabilities, how confident are you in your ability to do the following?Not at all Confident

Moderately Unconfident

Slightly Unconfident

Slightly Confident

Moderately Confident

Physically prepare space and materials needed to deliver instruction

0(0.00%)

1(1.92%)

4(7.69%)

13(25.00%)

24(46.15%)

Design lesson plans to provide all learners access to the general curriculum

1(1.92%)

1(1.92%)

8(15.38%)

15(28.85%)

22(42.31%)

Modify lesson plans to address the needs of students with disabilities

2(3.85%)

1(1.92%)

5(9.62%)

19(36.54%)

17(32.69%)

Maintain a structured learning environment 0(0.00%)

1(1.92%)

2(3.85%)

13(25.00%)

18(34.62%)

Use a small number of positively stated expectations 0(0.00%)

0(0.00%)

5(9.80%)

14(27.45%)

16(31.37%)

Reinforce appropriate behavior 0(0.00%)

0(0.00%)

2(3.85%)

10(19.23%)

19(36.54%)

Respond to inappropriate behavior 0(0.00%)

0(0.00%)

4(7.69%)

18(34.62%)

12(23.08%)

Implement individualized behavior strategies for students with disabilities

3(5.77%)

2(3.85%)

6(11.54%)

20(38.46%)

11(21.15%)

Introduce lesson content 0(0.00%)

0(0.00%)

3(5.77%)

14(26.92%)

22(42.31%)

Maximize student engagement 0(0.00%)

0(0.00%)

3(5.77%)

12(23.08%)

23(44.23%)

Provide performance-based feedback 0(0.00%)

0(0.00%)

2(3.92%)

16(31.37%)

17(33.33%)

Review lesson content at the end of instruction 0(0.00%)

0(0.00%)

2(3.85%)

12(23.08%)

25(48.08%)

Teach lesson content relevant to the student population 0(0.00%)

1(1.92%)

4(7.69%)

13(25.00%)

22(42.31%)

Assess student ability and/or knowledge prior to instruction 0(0.00%)

1(1.92%)

5(9.62%)

18(34.62%)

21(40.38%)

Assess student outcomes related to the student's IEP during instruction

0(0.00%)

3(5.88%)

13(25.49%)

9(17.65%)

17(33.33%)

Assess student response to instruction 0(0.00%)

1(1.92%)

5(9.62%)

13(25.00%)

24(46.15%)

Uphold high standards of competence in the practice of the profession

0(0.00%)

0(0.00%)

1(1.96%)

9(17.65%)

17(33.33%)

Uphold high standards of integrity in the practice of the profession

0(0.00%)

0(0.00%)

1(1.96%)

8(15.69%)

14(27.45%)

Use evidence to guide exercise/exercising sound judgment in the practice of the profession

0(0.00%)

1(1.96%)

3(5.88%)

11(21.57%)

19(37.25%)

Engage in professional activities related to continuous learning and advocacy

0(0.00%)

1(1.92%)

4(7.69%)

6(11.54%)

21(40.38%)

Collaborate respectfully with all stakeholders 0(0.00%)

0(0.00%)

2(3.92%)

4(7.84%)

22(43.14%)

Please describe any previous personal experience or academic preparation you have had to equip you to teach individuals with disabilities.

First and foremost, I grew up alongside a brother with disabilities. I've assisted first hand in his education for my entire life. Secondly, I have made lesson plans for both large groups of individuals with disabilities and for one on one sessions for a 5th grade boy with a disability. With these experiences under my belt, I feel generally confident in my ability to work with and teach individuals with disabilities.

At one of my previous teaching experiences, I had worked with a child with autism. I would work separately with him at the back table and we would complete the work that his special education teacher gave him. Therefore, the work would be slightly different than that of the classroom, but I would still give him the attention he deserved on that given subject.

My mom is a middle school language arts teacher and I have sat down with her hike he has made lesson plans to accommodate all of her students

Substituting as a paraprofessional, working in summer school for autistic children.

I spent a summer working at a camp for children with disabilities. Much of the day was spent doing academic work and making it fun so they would have reinforcement before going back to school in the fall.

I have had experiences working with students who suffer from ADD. It was difficult to keep this student focused so she was able to get the most out of my lesson. Yet, I learned that patience and allowing her to take frequent breaks helped her to get the most out of my lesson.

As a substitute teacher in my hometown elementary schools, I was often substituting for special education paraprofessionals. This gave me a glimpse at the challenges of working with individuals with disabilities, but also allowed me to recognize strategies and methods of instruction.

During my years in Middle School, High School, and here at the University, I have been involved in many different organizations that work with individuals with disabilities. In middle school, I was a part of U* which works with individuals with disabilities on social skills as well as giving them an environment where they can feel comfortable, be on a team, and play sports that they enjoy in a fun setting. During this time, I assisted with soccer and basketball. Later in High School, I joined a program called 'L*' that allowed those with disabilities to come together and learn to ride bicycles at their own pace. The bikes designed were made so that the training wheels adjusted in size so that the riders could not only feel comfortable while they rode, but also learn how to ride without having training wheels on at all times. Here at Uconn, I have done some community outreach at C*and taken different INTD courses that focused on different disabilities and how to better understand and work with these individuals.

For two years I have volunteered to tutor at a middle school and for part of that time I worked with a student who has Aspergers Syndrome.

B* class with individuals with mental and physical handicaps

I had an accommodation in high school, and was exposed to much of the IEP and 504 plan processes. While working with EVI, I also learned to give some of the tests used for assessing students with disabilities.

I have a couple friends with disabilities, working in W*

In high school, while participating in a teachers assistant program, the intermediate algebra class I was assigned to happened to have a student with disabilities. While in the class I was able to observe some of the differences in teaching practices that was used to aid the mentioned student in his education.

I have not had any experience with individuals with disabilities.

I have been in the club B*, where I was matched with a student with a physical and mental disability and I hung out with her and helped her with lessons sometimes. I was around a group of these students once a week for the last two years.

I worked in ac"k-1 transitional" classroom for two school years (from early May to the end of June 2011, 2012) which was designed to have a small number of kids (around 11-13) in order to give them the specific attention they needed. During this time, I learned new methods to work with children with ADD/ADHD, behavioral issues, autism, and other learning disabilities.

I volunteered and observed in a Special Education classroom and was exposed to students with many different disabilities.

While volunteering in an Elementary school in my hometown, I worked with a 3rd grade classroom which consisted of one student with Autism. It was so interesting to watch the teacher work with the student and develop such an outstanding and understanding relationship with him, and truly inspired me. Even though he did not do many of the same scheduled things with the class, he was in the classroom doing computer activities or taking trips to the library and other places with the rest of the class. This allowed him to establish a great relationship with his classmates and feel a sense of community. Also, the teacher was able to schedule herself to work with him independently during the classes independent reading time, so that the day ran smoothly. Being able to watch her help this student so much, really inspired me to use what I experienced to hopefully do the same.

I do not have much experience to prepare me to teach students with disabilities.

I have been volunteering in a kindergarten class at N* for two years now and a few students in the class each year have disabilities.

Disabilities covers a very large range of people. It can be someone with asthma or someone in a wheel chair. The important aspect to remember is empathy. Trying to understand what a person I go through and trying to make it the best experience that you possibly can for them is all a person can do.

C* Teaching in High School - reviewed working with children with disabilities along with working with a kindergarten-age student with a disability, assisting him with lessons working together one-on-one. Worked with Special Olympics for Soccer. As a Director at camp we had a child with down syndrome

I have had experience interacting with individuals in different settings. As a volunteer at a camp I helped take on daily living roles as well as academic roles. I have also coached individuals with disabilities in sports.

In B*, CT, I assisted a kindergarten teacher who had an individual with a learning disability in her classroom.

I spent on summer working with preschoolers with disabilities and another summer working with 4th and 5th graders with disabilities.

A lot of volunteer work teaching special needs students as well as an individual study in high school where I received credit for teaching lessons to the special needs students

Growing up my brother was diagnosed with ADHD, partial dyslexia and self-esteem trouble, this was my first experience that opened my eyes to the special education programs in school. My mom was also diagnosed with ADHD but not until she was in college so I am a huge advocate for testing children and creating the most healthy environment for all students to learn

I observed and assisted the teachers of a co-taught classroom in which the majority of the students had severe disabilities. During one lesson, I explained to two students, one with ADHD and another with attention deficient disorder, a simple technique to answer questions after a reading passage. At first, both students had difficulty staying on task, but by the end of the class they were able to find some of the answers on their own. I learned that teaching students to use learning and comprehension strategies is almost always effective, so long as the strategies taught are applicable to the students' levels. I also attempted to help a student with a disability that prevented her from connecting signifiers to their respective signifieds. She was unable to find the words she wanted to use, both verbally and through writing. I attempted to ask leading questions that might lead her to the words she was looking for, but was unsuccessful. Eventually, the assistant teacher came over to try to help. She also could not get the student to say or write the words. I do not know what strategies we could have used to help this student; I would like to learn more about teaching students with linguistic disabilities so that I am better prepared if I encounter this in the future.

I am in the Special Education program in NEAG. I have worked with students with disabilities for the past 3 years and have learned that with each disability, every student learns differently. It is important to be patient and compassionate to keep each student motivated.

I have worked with special ed students in gym class and modifying games so that they are able to play and still have fun.

I have worked at the H* Camp.

I have worked with students with disabilities for many years and have first hand experience of modifying lessons etc

My sister has Down Syndrome

How confident are you in your ability to do the following?Not at all Confident



SlightlyConfident


Activities Occurring Prior to Instruction

Understanding students' cultural backgrounds, interests, skills, and abilities as they apply across a range of learning domains and/or subject areas

0(0.00%)

0(0.00%)

4(8.00%)

12(24.00%)

17(34.00%)

Understanding students' motivations and their interests in specific class content 0(0.00%)

0(0.00%)

4(8.00%)

12(24.00%)

22(44.00%)

Clarifying and articulating the performance outcomes expected of pupils 0(0.00%)

0(0.00%)

5(10.00%)

9(18.00%)

22(44.00%)

Planning instruction for individuals or groups of students 0(0.00%)

1(2.04%)

4(8.16%)

11(22.45%)

22(44.90%)

Activities Occurring During Instruction

Monitoring pupil progress toward instructional goals 0(0.00%)

0(0.00%)

3(6.00%)

12(24.00%)

22(44.00%)

Identifying gains and difficulties pupils are experiencing in learning and performing 0(0.00%)

0(0.00%)

3(6.00%)

8(16.00%)

27(54.00%)

Adjusting instruction 0(0.00%)

1(2.00%)

5(10.00%)

13(26.00%)

18(36.00%)

Giving contingent, specific, and credible praise and feedback 0(0.00%)

0(0.00%)

2(4.00%)

5(10.00%)

26(52.00%)

Motivating students to learn 0(0.00%)

0(0.00%)

3(6.00%)

10(20.00%)

18(36.00%)

Judging the extent of pupil attainment of instructional outcomes 0(0.00%)

0(0.00%)

5(10.42%)

16(33.33%)

17(35.42%)

Activities Occurring After the Appropriate Instructional Segment (e.g. lesson, class, semester, grade)Describing the extent to which each pupil has attained both short- and long-term instructional goals

0(0.00%)

1(2.00%)

5(10.00%)

15(30.00%)

23(46.00%)

Communicating strengths and weaknesses based on assessment results to students, and parents or guardians

0(0.00%)

1(2.00%)

6(12.00%)

11(22.00%)

21(42.00%)

Recording and reporting assessment results for school-level analysis, evaluation, and decision-making

0(0.00%)

1(2.04%)

9(18.37%)

15(30.61%)

17(34.69%)

Analyzing assessment information gathered before and during instruction to understand each student's progress to date and to inform future instructional planning

0(0.00%)

1(2.00%)

6(12.00%)

19(38.00%)

15(30.00%)

Evaluating the effectiveness of instruction 0(0.00%)

2(4.00%)

7(14.00%)

19(38.00%)

15(30.00%)

Evaluating the effectiveness of the curriculum and materials in use 0(0.00%)

2(4.17%)

5(10.42%)

21(43.75%)

15(31.25%)

Activities Associated with a Teacher's Involvement in School Building and School District Decision-Making

Serving on a school or district committee examining the school's and district's strengths and weaknesses in the development of its students

2(4.00%)

4(8.00%)

12(24.00%)

14(28.00%)

14(28.00%)

Working on the development or selection of assessment methods for school building or school district use

2(4.00%)

4(8.00%)

12(24.00%)

14(28.00%)

16(32.00%)

Evaluating school district curriculum 1(2.00%)

4(8.00%)

13(26.00%)

13(26.00%)

13(26.00%)

Other (e.g., school improvement planning) 2(4.00%)

1(2.00%)

15(30.00%)

13(26.00%)

15(30.00%)

Serving on a state committee asked to develop learning goals and associated assessment methods

2(4.00%)

6(12.00%)

15(30.00%)

10(20.00%)

13(26.00%)

Participating in reviews of the appropriateness of district, state, or national student goals and associated assessment methods

1(2.00%)

6(12.00%)

16(32.00%)

11(22.00%)

13(26.00%)

Interpreting the results of state and national student assessment programs 1(2.00%)

6(12.00%)

11(22.00%)

17(34.00%)

10(20.00%)

Common Core of Standards The Common Core State Standards (CCSS) is the framework to prepare students for college and the workforce as they define the knowledge and skills in their K-12 education careers. A parent of one of your students sent you an email. He heard on the radio the term “CCSS.” Please develop an email response to him that describes the essential characteristics of these standards. (If you do not know,

please indicate “don’t know” and there is no need to use internet research to look up the term.)

Don't know (41)Dear Parent, Included in the new Common Core State Standards, a guide for teachers on a new way of reaching certain goals for each student, is a focus on differentiated instruction, equal curriculums in different areas, and scaffolding instruction in order to push kids to learn. It is up to the teacher to determine how to deliver the lessons to their classroom.Dear parent, CCSS is the common core state standards and in simple terms is a program that sets specific standards and guidelines as to what your child should be learning in school in order to be productive and successful in their future. They are set up as core learning components of language arts and mathematic standards. What this means is that the state and education system make up guidelines as to which skills and pieces of knowledge are necessary for your child to learn. This means that teachers can teach your child different material depending on curriculum standards and their preferences, but, all teachers through out the state must effectively teach children the same basic skills that are set in the CCSS in some manner. If we as teachers did not have these guidelines, students from different parts of the state may not be learning skills that they will need when they graduate from school and this would mean that the education system did not do their job. So, the CCSS is a way for school systems to ensure that your child is getting the math and language arts information that will be most important for their future on top of other information that they will acquire over the years.Mr./Mrs. _____, The Common Core State Standards provide an outline of expectations for what students, like your son or daughter, should master for future success in the real world. They include standards by grade that can be observationally measured. Essentially, they insure that your son or daughter is learning valuable skills and attaining practical knowledge from the curriculum provided by schools. If you have any more specific question regarding the CCSS, please feel free to contact me or visit

their website. Sincerely, C*The Common Core State Standards is the framework to prepare students in their K-12 education careers for college and the workforce. The standards have been adopted by almost every state in the United States, and essentially provide a clear understanding of what students are expected to learn, so that every student has access to the same education and reflect the knowledge needed for successful after-highschool years.Dear Mr./Mrs. (Parent), I am not fully familiar with the term "CCSS" and all that it entails; however I can tell you that these standards are something that all schools within the state share and they are intended to positively impact your child's goals and values. If you have any other questions please feel free to ask. M*

For each of the listed statements, indicate if it is a focus in the CCSS:Yes No

Present increasingly complex information through speaking 7(14.89%)

3(6.38%)

Present increasingly complex information through speaking 7(14.89%)

3(6.38%)

Read seminal works of American literature 7(14.89%)

0(0.00%)

Conduct short research on focused projects 10(21.28%)

0(0.00%)

Read writings of Shakespeare 4(8.51%)

2(4.26%)

Present increasingly complex information using media 8(17.02%)

1(2.13%)

Read writings of Shakespeare 4(8.51%)

2(4.26%)


0(0.00%)

According to the CCSS, please indicate the grade level focus for each of the listed statementsGr K 1-5 6-8 9-12 All grades Not a focus

areaNumber and operations 3

(7.89%)17

(44.74%)3

(7.89%)0

(0.00%)14

(36.84%)1

(2.63%)Probability and number sense 0

(0.00%)13

(35.14%)9

(24.32%)7

(18.92%)7

(18.92%)1

(2.70%)Functions 0

(0.00%)2

(5.41%)10

(27.03%)22

(59.46%)2

(5.41%)1

(2.70%)Geometry 0

(0.00%)0

(0.00%)4

(11.11%)22

(61.11%)9

(25.00%)1

(2.78%)Mathematical modeling 0

(0.00%)3

(8.57%)7

(20.00%)13

(37.14%)10

(28.57%)2

(5.71%)Statistics to analyze empirical situations 0

(0.00%)1

(2.86%)3

(8.57%)25

(71.43%)3

(8.57%)3

(8.57%)Number core (learning how numbers correspond to quantities, and learning how to put numbers together and take them apart)

6(16.67%)

10(27.78%)

3(8.33%)

2(5.56%)

13(36.11%)

2(5.56%)

Foundation in whole numbers 9(25.71%)

12(34.29%)

3(8.57%)

3(8.57%)

7(20.00%)

1(2.86%)

Multiplication 0(0.00%)

29(80.56%)

3(8.33%)

0(0.00%)

3(8.33%)

1(2.78%)

Decimals 0(0.00%)

23(63.89%)

5(13.89%)

2(5.56%)

5(13.89%)

1(2.78%)

Conceptual understanding of math concepts 0(0.00%)

7(20.00%)

4(11.43%)

6(17.14%)

16(45.71%)

2(5.71%)

Use quantities and their relationships in economic situations 0(0.00%)

3(8.57%)

5(14.29%)

20(57.14%)

4(11.43%)

3(8.57%)

Use of quantities and their relationships in economic situations 0(0.00%)

2(5.71%)

6(17.14%)

20(57.14%)

4(11.43%)

3(8.57%)

Text complexity 0(0.00%)

4(11.76%)

5(14.71%)

9(26.47%)

13(38.24%)

3(8.82%)

Reading text in literature 0(0.00%)

1(2.86%)

6(17.14%)

4(11.43%)

21(60.00%)

3(8.57%)

Reading writings of Shakespeare 0(0.00%)

0(0.00%)

3(8.33%)

25(69.44%)

1(2.78%)

7(19.44%)


1(2.86%)

3(8.57%)

7(20.00%)

19(54.29%)

5(14.29%)

Reading text for information 0(0.00%)

3(8.33%)

4(11.11%)

0(0.00%)

28(77.78%)

1(2.78%)

For many years, CT (and all states) had their own assessment program. In CT, this included the CMT and CAPT. There are two consortia that are developing new assessments. For CT, we will be adopting Smarter Balance Assessment System. This assessment system has interim, formative,

and summative assessments. Please briefly explain the difference and why you might need them all.

I believe that all of these tests are extremely important for CT, as well as all states, because it is important to gauge where the state as a whole tests on the same standardized test. It is hard to gauge progress when all the tests are different, therefore if they are the same, we can see either progress or determine which school districts need further assistance. An interim assessment is one that occurs many times throughout the year. I think that this is important because in order to either keep or alter your teaching styles, you need to know how the children are responding to it throughout the school year. If you only see that at the end of the school year, you won't be able to change how you're teaching. Formative assessment is ongoing and for a particular subject area, which is also necessary in order to assess how far a child has come since the first day of school. If you notice that there is not much progress, this is a red flag for teachers. Lastly, summative assessments are tests that are given to all students. For example, a standardized test or the exam given at the end of the chapter. These are necessary to see how children are keeping up with the other kids of their grade level.

Summative Assessments are given periodically to determine at a particular point in time what students know and what they still need to learn. Formative Assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. An assessment that occurs multiple times throughout the academic year rather than just at the end. Teachers can see weaknesses and strengths of students that otherwise may have gone unnoticed. All are important because not only do teachers need to be aware of strengths and weaknesses in order to bend to the students' needs, but they also need to figure out how to change their curriculum in order to fit the needs of the class as a whole. They also need to know what they still need to teach the students so that they do not spend more time on

subjects that are already known and instead spend more time on new concepts.

I don't know (10)

Interim assessments help to indicate to parents and teachers whether the student is on track in comparison to other students as well as display the progress of students throughout the year. The formative assessments will help to indicate what professional resources, tools and materials the students will need to learn. The summative assessments individually looks at the progress of each student in relation to their readiness to attend college. All of these are necessary aspects of examination because they each focus on different areas which will help the teacher understand his or her student's needs better.

Summative assessment allows for the evaluation of progress and work at the end of the school year. Formative assessment allows one to evaluate progress at a more continuous manner, and allows for more reflective purposes on instruction and student progress. Interim assessment allows for more evaluation occurring at several times throughout the school year to monitor progress. Each of these assessment tools offer valuable information, but each is different. All three would be critical to evaluating the progress of students at different times and places throughout the academic year. In addition, each method assesses different progress and different aspects of the education, calling for the use of each of them.

From my understanding of the mentioned assessments, Interim assessments are those given more frequently for the purpose checking if students are learning the relevant material for the time. Summative assessments cover more material, occur less frequently and are used to test whether or not the student has retained materials presented over the year. Finally, formative assessments are used for the instructors sake to determine the students understanding and confidence in the presented material. Interim assessments are needed for the purpose of monitoring the students progress and involvement in the classroom. They make sure that each student is keeping up to date on his or her material. The summative assessments are important for the purpose of determining if the presented material was absorbed or simply remembered for a short period of time. Formative assessments serve to demonstrate the students level of understanding and ability level so that the instructor may better assign his or her time and focus to individuals struggling on certain topics or materials.

I do not have enough information in regards to these different types of assessments to provide an accurate answer.

The interim assessment system is a larger scale test which judges the strengths and weaknesses of students in particular areas. Formative assessments are used to judge the effectiveness of a given curriculum and see where changes can be made. Summative assessments see where a students ability stands after certain points in the curriculum. It is important to use all three of these assessments because it can show how students are doing on both a small and large scale and it can be used to adjust the curriculum for the better.

Interim assessments are ones conducted multiple times throughout a time span. Formative assessments are those a teacher continues to change and improve in order to better assess students' abilities. Summative assessments assess students' abilities after a time span. You might need them all because interim assessments will help show how much progress a student is making throughout the year in their education; formative assessments improve the assessments of students, making them more accurate and informative; and summative assessments show how effective the teacher's teaching methods have been by showing how much a student has learned at the end of a timespan.

I would need to look up more information

The three assessments are different due to the times that they are taken. One at the beginning, one in the middle, and one at the completion of the program. These are all needed because the first one can tell you what you know to begin with and what you need to learn. The second will tell you what you've learned so far and the things you need to focus on in the latter half of the program. The last one is an assessment of all of the things you've learned during this time. These assessments allow a person to focus on the things that would make them more well rounded as a teacher.

The Smarter Balance Assessment System is taken on the computer which allows scores to be processed faster than handwritten tests like the CMT and CAPT. However, some schools have fewer computers than others. In some cases, it would not be practical to implement the Smarter Balance Assessment System. Also, the tests have different types of questions. Like the SAT's and the ACT's, individual students may do better on either the Smarter Balance Assessment System or the CMT and CAPT

depending on how they learn and perceive information.

The Smart Balance Assessment System plans to use computer testing which will allow for a different form of testing than the CMT and CAPT. This form of testing will provide more accurate scores than the written tests provide. In contrast to the CMT's or CAPT, there will be more complex real world problems that students will have to approach with an idea for solving. It is important to have different assessments because this will allow the teachers and parents to look over a students progress through out a year rather than the CMT's which is completed once each year for a few years.

Many CT teachers teach to the exams, limiting the style and quality of teaching.

Appendix A: Elementary

Gender:

Answer Count PercentFemale 22 100.00%

Race/ethnicity:

Answer Count PercentAmerican Indian or Alaskan native 1 4.55%

Asian/Pacific Islander 2 9.09%

Do not wish to supply 1 4.55%

Multiple 1 4.55%

White/Caucasian 17 77.27%

Primary language spoken in your childhood home:

Answer Count PercentEnglish 22 100.00%

Can you speak any language other than English?

Answer Count PercentNo 17 77.27%

Yes 5 22.73%

Highest level of education attained by your mother:

Answer Count PercentCompleted college 10 45.45%

Completed graduate school 4 18.18%

Completed high school 1 4.55%

Completed junior/community college 1 4.55%

Some college 3 13.64%

Some junior/community college 3 13.64%

Highest level of education attained by your father:





Some elementary school 1 4.55%

What type of high school did you attend?

Answer Count PercentPublic 22 100.00%

How would you describe the location of your high school?

Answer Count PercentRural 1 4.55%

Suburban 21 95.45%

How would you describe the racial/ethnic composition of your high school?

Answer Count PercentA mixture of both white and non-white students 3 13.64%

Primarily white students 19 86.36%


1 2 3 4 5Average Rating

I am prepared to tailor instructional and other services to the needs to ELL students.0

(0.00%)6

(30.00%)3

(15.00%)5

(25.00%)6

(30.00%) 3.6

I possess a clear understanding of the language demands of the content area that I will teach.1

(5.00%)2

(10.00%)7

(35.00%)6

(30.00%)4

(20.00%) 3.5


1(5.00%)

4(20.00%)

8(40.00%)

4(20.00%)

3(15.00%) 3.2

I am knowledgeable of alternate ways of giving feedback.0

(0.00%)1

(5.26%)6

(31.58%)7

(36.84%)5

(26.32%) 3.8


0(0.00%)

5(26.32%)

4(21.05%)

8(42.11%)

2(10.53%) 3.4

I am knowledgeable of teaching practices that are culturally supportive and relevant.0

(0.00%)1

(5.26%)7

(36.84%)8

(42.11%)3

(15.79%) 3.7

If I try hard, I can get through to most of the ELL students.0

(0.00%)1

(5.26%)6

(31.58%)8

(42.11%)4

(21.05%) 3.8

I am confident in my ability to handle most discipline problems with ELL students.0

(0.00%)4

(21.05%)6

(31.58%)5

(26.32%)4

(21.05%) 3.5


I am confident in my ability to teach all ELL students to high levels.2

(10.53%)2

(10.53%)9

(47.37%)4

(21.05%)2

(10.53%) 3.1

I am confident I am making a difference in the lives of my students.0

(0.00%)1

(5.26%)3

(15.79%)6

(31.58%)9

(47.37%) 4.2

I am uncertain how to teach some of my ELL students.0

(0.00%)1

(5.26%)8

(42.11%)9

(47.37%)1

(5.26%) 3.5


0(0.00%)

0(0.00%)

3(15.79%)

8(42.11%)

8(42.11%) 4.3

I am confident in my skills to effectively communicate with parents and guardians of ELL students.1

(5.26%)2

(10.53%)8

(42.11%)3

(15.79%)5

(26.32%) 3.5

I am confident in my skills to provide alternative/performance assessments to ELL students.0

(0.00%)6

(31.58%)5

(26.32%)5

(26.32%)3

(15.79%) 3.3


0(0.00%)

3(15.79%)

9(47.37%)

4(21.05%)

3(15.79%) 3.4


3(15.79%)

9(47.37%)

6(31.58%)

1(5.26%)

0(0.00%) 2.3


5(26.32%)

10(52.63%)

4(21.05%)

0(0.00%)

0(0.00%) 1.9

Immigrant parents do not try to learn English.9

(47.37%)9

(47.37%)1

(5.26%)0

(0.00%)0

(0.00%) 1.6

In order for ELLs to learn English, their parents should attempt to speak English.1

(5.26%)2

(10.53%)12

(63.16%)4

(21.05%)0

(0.00%) 3

How confident are you in doing the following:

Not at all Confident


Very Confident

Physically prepare space and materials needed to deliver instruction0

(0.00%)1

(5.56%)4

(22.22%)

Design lesson plans to provide all learners access to the general curriculum1

(5.56%)1

(5.56%)3

(16.67%)

Modify lesson plans to address the needs of students with disabilities2

(11.11%)0

(0.00%)5

(27.78%)

Maintain a structured learning environment0

(0.00%)0

(0.00%)8

(44.44%)

Use a small number of positively stated expectations0

(0.00%)0

(0.00%)4

(23.53%)

Reinforce appropriate behavior0

(0.00%)0

(0.00%)9

(50.00%)

Respond to inappropriate behavior0

(0.00%)0

(0.00%)8

(44.44%)

Implement individualized behavior strategies for students with disabilities1

(5.56%)0

(0.00%)4

(22.22%)

Introduce lesson content0

(0.00%)0

(0.00%)6

(33.33%)

Maximize student engagement0

(0.00%)0

(0.00%)6

(33.33%)

Provide performance-based feedback0

(0.00%)0

(0.00%)7

(41.18%)

Review lesson content at the end of instruction0

(0.00%)0

(0.00%)6

(33.33%)

Teach lesson content relevant to the student population0

(0.00%)1

(5.56%)6

(33.33%)

Assess student ability and/or knowledge prior to instruction 0 1 5



Very Confident

(0.00%) (5.56%) (27.78%)

Assess student outcomes related to the student's IEP during instruction0

(0.00%)2

(11.76%)4

(23.53%)

Assess student response to instruction0

(0.00%)1

(5.56%)5

(27.78%)

Uphold high standards of competence in the practice of the profession0

(0.00%)0

(0.00%)6

(35.29%)

Uphold high standards of integrity in the practice of the profession0

(0.00%)0

(0.00%)6

(35.29%)

Use evidence to guide exercise/exercising sound judgment in the practice of the profession0

(0.00%)1

(5.88%)4

(23.53%)

Engage in professional activities related to continuous learning and advocacy0

(0.00%)1

(5.56%)7

(38.89%)

Collaborate respectfully with all stakeholders0

(0.00%)0

(0.00%)7

(41.18%)

Yes

Present increasingly complex information through speaking2

(11.11%)


(11.11%)

Read seminal works of American literature3

(16.67%)

Conduct short research on focused projects3

(16.67%)

Read writings of Shakespeare1

(5.56%)

Present increasingly complex information using media3

(16.67%)


(5.56%)


(16.67%)

According to the CCSS, please indicate the grade level focus for each of the listed statements.

Gr K 1-5 6-8 9-12 All gradesNot a focus

area

Number and operations2

(13.33%)5

(33.33%)1

(6.67%)0

(0.00%)6

(40.00%)1

(6.67%)

Probability and number sense0

(0.00%)6

(42.86%)2

(14.29%)2

(14.29%)3

(21.43%)1

(7.14%)

Functions0

(0.00%)1

(7.14%)3

(21.43%)8

(57.14%)1

(7.14%)1

(7.14%)

Geometry0

(0.00%)0

(0.00%)2

(14.29%)7

(50.00%)4

(28.57%)1

(7.14%)


area

Mathematical modeling0

(0.00%)1

(7.69%)4

(30.77%)3

(23.08%)4

(30.77%)1

(7.69%)

Statistics to analyze empirical situations0

(0.00%)0

(0.00%)0

(0.00%)10

(76.92%)1

(7.69%)2

(15.38%)

Number core (learning how numbers correspond to quantities, and learning how to put numbers together and take them apart)

2(14.29%)

6(42.86%)

0(0.00%)

1(7.14%)

4(28.57%)

1(7.14%)

Foundation in whole numbers4

(30.77%)6

(46.15%)0

(0.00%)0

(0.00%)2

(15.38%)1

(7.69%)

Multiplication0

(0.00%)13

(92.86%)0

(0.00%)0

(0.00%)0

(0.00%)1

(7.14%)

Decimals0

(0.00%)10

(71.43%)1

(7.14%)0

(0.00%)2

(14.29%)1

(7.14%)

Conceptual understanding of math concepts0

(0.00%)2

(15.38%)1

(7.69%)3

(23.08%)6

(46.15%)1

(7.69%)

Use quantities and their relationships in economic situations0

(0.00%)0

(0.00%)2

(15.38%)9

(69.23%)0

(0.00%)2

(15.38%)

Use of quantities and their relationships in economic situations0

(0.00%)0

(0.00%)2

(15.38%)9

(69.23%)0

(0.00%)2

(15.38%)

Text complexity0

(0.00%)2

(16.67%)2

(16.67%)2

(16.67%)5

(41.67%)1

(8.33%)

Reading text in literature0

(0.00%)0

(0.00%)3

(23.08%)1

(7.69%)7

(53.85%)2

(15.38%)

Reading writings of Shakespeare0

(0.00%)0

(0.00%)2

(14.29%)10

(71.43%)0

(0.00%)2

(14.29%)


(0.00%)0

(0.00%)1

(7.69%)5

(38.46%)6

(46.15%)1

(7.69%)

Reading text for information0

(0.00%)3

(21.43%)1

(7.14%)0

(0.00%)9

(64.29%)1

(7.14%)

Aside from getting a teaching job ... what do you feel will be your most important achievements and/or accomplishments in the Teacher Education Program at the Neag School?

45 Responses

I think my most important achievement in the Program will really be discovering who I am as a teacher, becoming comfortable with that, reaching outside of my comfort zone to really evolve into the best teacher I can be, and developing a high confidence in every necessary aspect of teaching.I hope to assist the teachers and children in the surrounding school districts. I have helped out in schools before and one of the most rewarding aspects of being a teacher is seeing when a child finally understands something he or she had been struggling with. Once you know you communicated the subject to them in a way that they can understand, you feel as though you have achieved everything you have set out to do. I hope to help many students in the surrounding communities to understand subjects that they aren't too confident on, as well as be an extra set of hands for the teachers. Completing the Teacher Education Program at the Neag School will be even more rewarding knowing that I had helped out so many other people in the progress.I hope to not only teach children after getting a teaching job, but to also have an impact on the children that I work with while still in the Neag School. It is one thing to learn in the classroom, but I hope to effectively implement the skills and tools that I learn from my professors in my everyday teaching experience.Learning how to work side by side with other teachers, collaborating and sharing ideas not only about the classroom, but the education system as a whole.I am hoping to learn more about myself and how I can best teach others so that no matter where I end up teaching I will be prepared for all types of students. I am excited to gain experience that will help me in my future.Bettering my educationI feel that my most important achievement in the Neag School of Education will be succeeding in my student teacher position. I hope to be able to teach my students in a classroom with a focused atmosphere which will allow them to get the most out of my lessons. With this, I feel as though I will be able to become a successful teacher.I will be able to successfully complete the duties of teachers such as curriculum planning, lesson plans, etc.Feeling confident in myself that I can go into a classroom and teach what I need to in a way that will make a difference in a student's life.I do not only want to become a teacher, but I want to become a teacher that is good at what I do. I want to understand how to get through to different students and their learning styles and abilities, while challenging them at the same time. As a future history teacher, I know that this is not always the most exciting subject for students. I would like to change that. I would like to make class exciting for everyone involved, not just students that may have an inherent interest in the subject, or students that just seem to have natural academic ability. I know that Neag is the best program to prepare me to do this, as that is one of the reasons why I am so excited to be part of this system. I wish to expand my knowledge of education as a whole, and know how to constantly and consistently improve upon my teaching methods and instructional skills. Education is important to me, as it should be to every person that decides to step into the role of a teacher.After learning about the achievement gap in Teacher’s INTD course, I believe that this is something that not only should teachers be aware of, but others as well. It would be great to not only be a part of a school system to help close this gap, but also make others become more involved in their communities and understand how these gaps can affect how a child learns and grows.I believe that the most important achievement in the Teacher Education Program at Neag will be learning how to organize and sustain a curriculum for all

types of classrooms.Learning how to effectively help students, whether it be in the academic subject they are studying or with any problem they have.My most important achievement will be developing my knowledge of effective teaching in order to best serve my students through the Neag School. Additionally, once out of the Neag School, I plan to teach in an at risk school, and I am confident that the Neag School will teach me strategies through instruction and experience of how best to educate those students.Becoming a professional in my field and developing meaningful relationships with other students, faculty and the students with whom I work in the classroom.As a music education major, I feel that artistic development and technical mastery of my instrument will be my most important achievements.I want to learn how to motivate and reach any/all types of students. I also want to learn information about what it takes to start one's own school, and how the administrative system works within school districts.Learning to be a teacher, helping students, gaining knowledge in the field of secondary and history education.I think that the most important accomplishment that I will gain from the program is the ability to more easily assess the needs of others. This is a skill that can be applied to almost every aspect of life and will be a skill that the teacher education program will help me develop.My main goal in this program is to become a fluent Spanish speaker and to promote cultural awareness in young people. I want to show students that learning a second language, (especially Spanish in the United States) is extremely important, and can help them prosper when trying to find jobs, make new friendships, and embrace diversity.Impacting the future of struggling students and leading them down the right paths.Learning to be a good teacher. More specifically, learning how to effectively educate students of all ethnicities, learning abilities, and personalities.Improving the lives of my students and making a difference for them.Learning how to adjust my teaching depending on the situation I am put in.I feel that I will learn a great deal of knowledge pertaining to a certain topic since I will be writing an honors thesis within Neag. I would love to learn more about differentiated instruction and how that pertains to mainstreaming everyone in the classroom. I am ready to become an expert in this subject over the next three years.I really strived to get into the NEAG program because I knew that this was the best in the state and that the experience that I would get in this program would really allow me to get a better scope on different needs of children based on where they live, their backgrounds, and different school systems (by this I mean the attention they give, materials given, curriculums, etc.). I felt that a lot of the other schools I looked at did not have such strong experience based programs and I really look forward to that. Being able to learn how to be a teacher from the best will allow me to feel that I can become a better teacher and achieve my goal of doing just that- being a great teacher.I hope that my most important accomplishment in the Teacher Education Program at the Neag School will be the ability to learn about human behavior and the most effective and practical ways of attaining knowledge. Also, forming strong bonds between other teachers as well as students is an achievement I hope to accomplish.I feel that my most important achievements will be with the different classrooms and placements that I work in. I believe that getting the experience in many classrooms with different types of learners and also in suburban versus urban areas will prepare me to be a very successful teacher. The teacher education

program will give me both the experience and the knowledge to cope with any situation, and any student. Graduating from the program will be fulfilling and provide me with a lot of confidence in knowing that I was prepared in every way possible for anything that I may experience in the teaching world.I feel like my most important accomplishment will be helping young students find their true calling in life because if it were not for the great influence of my teachers throughout my K-12 education I would not be in the position I am today.Some of the most important achievements or accomplishments that I would like to make in the future would be to make sure that all of my students feel equal there is no one left behind. I also wish that all of my students succeed and that they get at least one thing out of my class even if it is something else besides education related like how to solve problems or respect their peers.I feel that learning how to confidently lead a classroom, being able to effectively teach ELL students and students with disabilities, and also making a positive impact on students' lives will be my biggest achievement in this program.Bringing life into everything I do.I remember so much from my elementary school experience: teachers, specials, lessons, etc, that I would really like to have that same impact on my future students.Having the appropriate knowledge to successfully manage a classroom and be able to teach the students the things they need to learn in that subject area.Aside from getting a teaching job, I feel that learning skills to allow my students to reach their learning potentials will be my most important achievement. I have always wanted to make a difference in the lives of children. Also, learning how to work with ELL students will be an accomplishment and will help Connecticut's achievement gap close.I cannot wait to do my honors thesis. Hopefully it will help me leanr more about what I am specifically interested in in education and make me a better teacher in the future.Learning how to be a better teacher so that I can succeed in that teaching jobI hope to gain confidence to be a great teacher. I also hope to come out with experience in all different areas of teaching including elementary education and special education along with tons of experience involving diverse populations.Gaining a better understanding of how to connect with studentsThe field of education is evolving rapidly due mostly to new outlooks on the profession and a dramatic increase in technology. I want to be knowledgeable about advances in education so that I can provide the best possible learning environment for my future students. I also would like to research different learning and teaching methods.I believe that my most important achievement will be becoming an expert in my field of study. Although I have experience now, I know I will walk away from this program feeling very confident of my abilities and have a strong understanding of what I am capable of as a teacher. I hope to learn all there is to know and be able to go into my career feeling as prepared as I can be.I feel like my biggest achievement will be successfully working in a school placed in an urban setting because I want to teach in urban schools so that I can inspire those who might feel like they aren't given an equal chance.I will learn skills that will not only better me as a teacher but as an individual in society.Learning how to help students learn the most and take the most out of the information I can provide for them

Developing experience working in various school systems and in different communities beyond the rural town I grew up in.

Appendix B: English/Language Arts

Gender:


Male 1 14.29%

Race/ethnicity:

Answer Count PercentDo not wish to supply 1 14.29%






Yes 1 14.29%






Some graduate school 1 14.29%

Some high school 1 14.29%









Suburban 4 57.14%

Urban 1 14.29%How would you describe the racial/ethnic composition of your high school?






(0.00%)2

(28.57%)3

(42.86%)1

(14.29%)1

(14.29%) 3.1


(0.00%)1

(14.29%)1

(14.29%)4

(57.14%)1

(14.29%) 3.7


0(0.00%)

5(71.43%)

1(14.29%)

1(14.29%)

0(0.00%) 2.4


(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%) 3.7


0(0.00%)

3(42.86%)

2(28.57%)

2(28.57%)

0(0.00%) 2.9


(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%) 3.6


(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%) 3.6


(0.00%)1

(14.29%)5

(71.43%)0

(0.00%)1

(14.29%) 3.1


(0.00%)3

(42.86%)2

(28.57%)2

(28.57%)0

(0.00%) 2.9



(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)4

(57.14%) 4.4


(0.00%)0

(0.00%)3

(42.86%)4

(57.14%)0

(0.00%) 3.6


0(0.00%)

0(0.00%)

0(0.00%)

5(71.43%)

2(28.57%) 4.3

I am confident in my skills to effectively communicate with parents and guardians of ELL students.0

(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%) 3.6


(0.00%)1

(14.29%)3

(42.86%)2

(28.57%)1

(14.29%) 3.4


0(0.00%)

2(28.57%)

2(28.57%)

2(28.57%)

1(14.29%) 3.3


1(14.29%)

4(57.14%)

2(28.57%)

0(0.00%)

0(0.00%) 2.1


0(0.00%)

2(33.33%)

4(66.67%)

0(0.00%)

0(0.00%) 2.7


(71.43%)1

(14.29%)0

(0.00%)1

(14.29%)0

(0.00%) 1.6


(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%) 3.6

Working with individuals with disabilities: How confident are you in your ability to do the following?




Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)2

(33.33%)3

(50.00%)1

(16.67%)


(0.00%)0

(0.00%)1

(16.67%)1

(16.67%)4

(66.67%)0

(0.00%)


(0.00%)0

(0.00%)1

(16.67%)1

(16.67%)3

(50.00%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)4

(66.67%)2

(33.33%)


(0.00%)0

(0.00%)0

(0.00%)1

(16.67%)2

(33.33%)3

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(16.67%)3

(50.00%)2

(33.33%)


(0.00%)0

(0.00%)1

(16.67%)1

(16.67%)1

(16.67%)3

(50.00%)


(0.00%)1

(16.67%)1

(16.67%)2

(33.33%)1

(16.67%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)1

(16.67%)4

(66.67%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)5

(83.33%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)1

(16.67%)4

(66.67%)1

(16.67%)


(0.00%)0

(0.00%)1

(16.67%)0

(0.00%)4

(66.67%)1

(16.67%)


(0.00%)0

(0.00%)1

(16.67%)0

(0.00%)4

(66.67%)1

(16.67%)

Assess student ability and/or knowledge prior to instruction 0 0 0 3 2 1




Slightly Confident


Very Confident

(0.00%) (0.00%) (0.00%) (50.00%) (33.33%) (16.67%)


(0.00%)1

(16.67%)1

(16.67%)1

(16.67%)2

(33.33%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)1

(16.67%)4

(66.67%)1

(16.67%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)3

(50.00%)3

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(33.33%)4

(66.67%)


0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

2(33.33%)

4(66.67%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(33.33%)4

(66.67%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)3

(50.00%)3

(50.00%)

For each of the listed statements, indicate whether it is a focus in CCSS:

Yes NoI don't know


(60.00%)1

(20.00%)1

(20.00%)


(60.00%)1

(20.00%)1

(20.00%)


(40.00%)0

(0.00%)3

(60.00%)


(80.00%)0

(0.00%)1

(20.00%)


(40.00%)1

(20.00%)2

(40.00%)


(60.00%)0

(0.00%)2

(40.00%)


(40.00%)1

(20.00%)2

(40.00%)


(60.00%)0

(0.00%)2

(40.00%)



area


(25.00%)1

(25.00%)1

(25.00%)0

(0.00%)1

(25.00%)0

(0.00%)


(0.00%)3

(75.00%)0

(0.00%)1

(25.00%)0

(0.00%)0

(0.00%)

Functions0

(0.00%)0

(0.00%)2

(50.00%)2

(50.00%)0

(0.00%)0

(0.00%)

Geometry0

(0.00%)0

(0.00%)0

(0.00%)3

(75.00%)1

(25.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(25.00%)2

(50.00%)1

(25.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(25.00%)3

(75.00%)0

(0.00%)0

(0.00%)


0(0.00%)

1(25.00%)

0(0.00%)

1(25.00%)

2(50.00%)

0(0.00%)


(75.00%)0

(0.00%)0

(0.00%)1

(25.00%)0

(0.00%)0

(0.00%)

Multiplication0

(0.00%)2

(50.00%)2

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Decimals0

(0.00%)3

(75.00%)0

(0.00%)1

(25.00%)0

(0.00%)0

(0.00%)


(0.00%)1

(25.00%)0

(0.00%)1

(25.00%)2

(50.00%)0

(0.00%)


(0.00%)1

(25.00%)1

(25.00%)1

(25.00%)1

(25.00%)0

(0.00%)


(0.00%)1

(25.00%)1

(25.00%)1

(25.00%)1

(25.00%)0

(0.00%)

Text complexity 0 0 1 1 2 0


area(0.00%) (0.00%) (25.00%) (25.00%) (50.00%) (0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(50.00%)2

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(75.00%)0

(0.00%)1

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)4

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)4

(100.00%)0

(0.00%)

Appendix C: History/Social Studies

Gender:


Male 5 71.43%

Race/ethnicity:

Answer Count PercentHispanic America 1 14.29%






Yes 2 28.57%
















Suburban 6 85.71%




The next several questions refer to your preparation for working with English language learners (ELL) students. Please use the following scale to

rate your level of agreement with each statement: 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree



(0.00%)1

(14.29%)3

(42.86%)2

(28.57%)1

(14.29%) 3.4


(0.00%)2

(28.57%)1

(14.29%)4

(57.14%)0

(0.00%) 3.3


1(14.29%)

0(0.00%)

4(57.14%)

2(28.57%)

0(0.00%) 3


(0.00%)1

(14.29%)0

(0.00%)4

(57.14%)2

(28.57%) 4


1(14.29%)

1(14.29%)

3(42.86%)

2(28.57%)

0(0.00%) 2.9


(0.00%)0

(0.00%)3

(42.86%)2

(28.57%)2

(28.57%) 3.9


(0.00%)0

(0.00%)2

(28.57%)2

(28.57%)3

(42.86%) 4.1


(14.29%)0

(0.00%)3

(42.86%)0

(0.00%)3

(42.86%) 3.6


(14.29%)0

(0.00%)3

(42.86%)2

(28.57%)1

(14.29%) 3.3



(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)5

(71.43%) 4.6


(0.00%)1

(14.29%)3

(42.86%)3

(42.86%)0

(0.00%) 3.3


0(0.00%)

0(0.00%)

1(14.29%)

1(14.29%)

5(71.43%) 4.6


0(0.00%)

1(14.29%)

5(71.43%)

0(0.00%)

1(14.29%) 3.1


(0.00%)1

(14.29%)2

(28.57%)2

(28.57%)2

(28.57%) 3.7


0(0.00%)

0(0.00%)

1(14.29%)

4(57.14%)

2(28.57%) 4.1


3(42.86%)

2(28.57%)

2(28.57%)

0(0.00%)

0(0.00%) 1.9


0(0.00%)

4(57.14%)

3(42.86%)

0(0.00%)

0(0.00%) 2.4


(57.14%)2

(28.57%)1

(14.29%)0

(0.00%)0

(0.00%) 1.6


(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)0

(0.00%) 3





Slightly Confident


Very Confident


(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)5

(71.43%)0

(0.00%)


(0.00%)0

(0.00%)2

(28.57%)3

(42.86%)2

(28.57%)0

(0.00%)


(0.00%)1

(14.29%)1

(14.29%)3

(42.86%)2

(28.57%)0

(0.00%)


(0.00%)1

(14.29%)0

(0.00%)2

(28.57%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%)


(0.00%)0

(0.00%)2

(28.57%)1

(14.29%)2

(28.57%)2

(28.57%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)2

(28.57%)2

(28.57%)


(14.29%)0

(0.00%)1

(14.29%)3

(42.86%)1

(14.29%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)3

(42.86%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)2

(28.57%)2

(28.57%)


(0.00%)0

(0.00%)0

(0.00%)2

(28.57%)4

(57.14%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)0

(0.00%)5

(71.43%)1

(14.29%)




Slightly Confident


Very Confident

Assess student ability and/or knowledge prior to instruction0

(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)4

(57.14%)0

(0.00%)


(0.00%)0

(0.00%)2

(28.57%)2

(28.57%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)2

(28.57%)2

(28.57%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(28.57%)5

(71.43%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)6

(85.71%)


0(0.00%)

0(0.00%)

0(0.00%)

1(14.29%)

2(28.57%)

4(57.14%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)4

(57.14%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(28.57%)5

(71.43%)

How confident are you in your ability to do the following?




Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

1(14.29%)

1(14.29%)

2(28.57%)

3(42.86%)

Understanding students' motivations and their interests in specific class content0

(0.00%)0

(0.00%)2

(28.57%)1

(14.29%)2

(28.57%)2

(28.57%)

Clarifying and articulating the performance outcomes expected of pupils0

(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)4

(57.14%)1

(14.29%)

Planning instruction for individuals or groups of students0

(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)


Monitoring pupil progress toward instructional goals0

(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)

Identifying gains and difficulties pupils are experiencing in learning and performing0

(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)4

(57.14%)1

(14.29%)

Adjusting instruction0

(0.00%)1

(14.29%)0

(0.00%)3

(42.86%)2

(28.57%)1

(14.29%)

Giving contingent, specific, and credible praise and feedback0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)3

(42.86%)

Motivating students to learn0

(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)1

(14.29%)4

(57.14%)

Judging the extent of pupil attainment of instructional outcomes0

(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%)

Activities Occurring After the Appropriate Instructional Segment (e.g. lesson, class, semester, grade)

Describing the extent to which each pupil has attained both short- and long-term instructional goals

0(0.00%)

0(0.00%)

2(28.57%)

0(0.00%)

5(71.43%)

0(0.00%)




Slightly Confident


Very Confident


0(0.00%)

0(0.00%)

2(28.57%)

1(14.29%)

3(42.86%)

1(14.29%)


0(0.00%)

0(0.00%)

1(14.29%)

2(28.57%)

4(57.14%)

0(0.00%)


0(0.00%)

0(0.00%)

1(14.29%)

4(57.14%)

2(28.57%)

0(0.00%)

Evaluating the effectiveness of instruction0

(0.00%)0

(0.00%)2

(28.57%)2

(28.57%)3

(42.86%)0

(0.00%)

Evaluating the effectiveness of the curriculum and materials in use0

(0.00%)0

(0.00%)1

(14.29%)3

(42.86%)3

(42.86%)0

(0.00%)



0(0.00%)

0(0.00%)

1(14.29%)

1(14.29%)

4(57.14%)

1(14.29%)


0(0.00%)

0(0.00%)

2(28.57%)

2(28.57%)

2(28.57%)

1(14.29%)

Evaluating school district curriculum0

(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)3

(42.86%)2

(28.57%)

Other (e.g., school improvement planning)0

(0.00%)0

(0.00%)2

(28.57%)2

(28.57%)2

(28.57%)1

(14.29%)


0(0.00%)

0(0.00%)

1(14.29%)

1(14.29%)

4(57.14%)

1(14.29%)


0(0.00%)

0(0.00%)

2(28.57%)

2(28.57%)

2(28.57%)

1(14.29%)

Interpreting the results of state and national student assessment programs0

(0.00%)1

(14.29%)0

(0.00%)4

(57.14%)1

(14.29%)1

(14.29%)


Yes No I don't know


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)


(14.29%)0

(0.00%)6

(85.71%)



area


(0.00%)2

(33.33%)1

(16.67%)0

(0.00%)3

(50.00%)0

(0.00%)


(0.00%)1

(16.67%)2

(33.33%)2

(33.33%)1

(16.67%)0

(0.00%)

Functions0

(0.00%)1

(16.67%)1

(16.67%)4

(66.67%)0

(0.00%)0

(0.00%)


area

Geometry0

(0.00%)0

(0.00%)1

(16.67%)3

(50.00%)2

(33.33%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(66.67%)2

(33.33%)0

(0.00%)


(0.00%)1

(16.67%)0

(0.00%)4

(66.67%)1

(16.67%)0

(0.00%)


3(50.00%)

1(16.67%)

1(16.67%)

0(0.00%)

1(16.67%)

0(0.00%)


(16.67%)3

(50.00%)1

(16.67%)0

(0.00%)1

(16.67%)0

(0.00%)

Multiplication0

(0.00%)5

(83.33%)0

(0.00%)0

(0.00%)1

(16.67%)0

(0.00%)

Decimals0

(0.00%)4

(66.67%)0

(0.00%)1

(16.67%)1

(16.67%)0

(0.00%)


(0.00%)3

(50.00%)0

(0.00%)1

(16.67%)1

(16.67%)1

(16.67%)


(0.00%)2

(33.33%)0

(0.00%)3

(50.00%)1

(16.67%)0

(0.00%)


(0.00%)1

(16.67%)1

(16.67%)3

(50.00%)1

(16.67%)0

(0.00%)

Text complexity0

(0.00%)1

(16.67%)0

(0.00%)2

(33.33%)2

(33.33%)1

(16.67%)


(0.00%)1

(16.67%)1

(16.67%)1

(16.67%)3

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(16.67%)4

(66.67%)1

(16.67%)0

(0.00%)


(0.00%)1

(16.67%)2

(33.33%)1

(16.67%)2

(33.33%)0

(0.00%)


area


(0.00%)0

(0.00%)2

(33.33%)0

(0.00%)4

(66.67%)0

(0.00%)

Appendix D: Mathematics

Gender:


Male 6 75.00%

Race/ethnicity:

Answer Count PercentHispanic America 1 14.29%




Spanish 1 14.29%



Yes 6 85.71%















Suburban 5 71.43%

Urban 1 14.29%








(0.00%)2

(28.57%)3

(42.86%)2

(28.57%)0

(0.00%) 3


(0.00%)3

(42.86%)1

(14.29%)3

(42.86%)0

(0.00%) 3


0(0.00%)

4(57.14%)

3(42.86%)

0(0.00%)

0(0.00%) 2.4


(0.00%)0

(0.00%)4

(57.14%)3

(42.86%)0

(0.00%) 3.4


0(0.00%)

4(57.14%)

2(28.57%)

1(14.29%)

0(0.00%) 2.6


(0.00%)2

(28.57%)2

(28.57%)3

(42.86%)0

(0.00%) 3.1


(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%) 3.6


(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)0

(0.00%) 3



(0.00%)2

(28.57%)2

(28.57%)3

(42.86%)0

(0.00%) 3.1


(0.00%)0

(0.00%)3

(42.86%)1

(14.29%)3

(42.86%) 4


(0.00%)0

(0.00%)3

(42.86%)4

(57.14%)0

(0.00%) 3.6


0(0.00%)

0(0.00%)

2(28.57%)

3(42.86%)

2(28.57%) 4


0(0.00%)

4(57.14%)

2(28.57%)

0(0.00%)

1(14.29%) 2.7


(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)0

(0.00%) 2.7


0(0.00%)

2(28.57%)

3(42.86%)

1(14.29%)

1(14.29%) 3.1


1(14.29%)

2(28.57%)

3(42.86%)

1(14.29%)

0(0.00%) 2.6


1(14.29%)

2(28.57%)

4(57.14%)

0(0.00%)

0(0.00%) 2.4


(28.57%)4

(57.14%)1

(14.29%)0

(0.00%)0

(0.00%) 1.9


(14.29%)1

(14.29%)4

(57.14%)1

(14.29%)0

(0.00%) 2.7





Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)2

(28.57%)3

(42.86%)2

(28.57%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)1

(14.29%)3

(42.86%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)2

(28.57%)2

(28.57%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)3

(42.86%)3

(42.86%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)1

(14.29%)2

(28.57%)


(0.00%)0

(0.00%)0

(0.00%)6

(85.71%)1

(14.29%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)4

(57.14%)2

(28.57%)


(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)4

(57.14%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)2

(28.57%)2

(28.57%)




Slightly Confident


Very Confident


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)4

(57.14%)0

(0.00%)


(0.00%)0

(0.00%)3

(42.86%)1

(14.29%)2

(28.57%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)4

(57.14%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(28.57%)1

(14.29%)4

(57.14%)


(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)1

(14.29%)4

(57.14%)


0(0.00%)

0(0.00%)

0(0.00%)

2(28.57%)

3(42.86%)

2(28.57%)


(0.00%)0

(0.00%)1

(14.29%)0

(0.00%)4

(57.14%)2

(28.57%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)3

(42.86%)3

(42.86%)





Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

1(14.29%)

2(28.57%)

2(28.57%)

2(28.57%)


(0.00%)0

(0.00%)2

(28.57%)1

(14.29%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)2

(28.57%)2

(28.57%)



(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)4

(57.14%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)1

(14.29%)



0(0.00%)

0(0.00%)

0(0.00%)

5(71.43%)

2(28.57%)

0(0.00%)




Slightly Confident


Very Confident


0(0.00%)

0(0.00%)

0(0.00%)

2(28.57%)

4(57.14%)

1(14.29%)


0(0.00%)

0(0.00%)

1(14.29%)

3(42.86%)

3(42.86%)

0(0.00%)


0(0.00%)

0(0.00%)

1(14.29%)

2(28.57%)

3(42.86%)

1(14.29%)


(0.00%)0

(0.00%)0

(0.00%)4

(57.14%)3

(42.86%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(66.67%)2

(33.33%)0

(0.00%)



0(0.00%)

0(0.00%)

5(71.43%)

1(14.29%)

0(0.00%)

1(14.29%)


0(0.00%)

0(0.00%)

4(57.14%)

2(28.57%)

1(14.29%)

0(0.00%)


(0.00%)0

(0.00%)4

(57.14%)2

(28.57%)0

(0.00%)1

(14.29%)


(0.00%)0

(0.00%)4

(57.14%)1

(14.29%)2

(28.57%)0

(0.00%)


0(0.00%)

2(28.57%)

2(28.57%)

2(28.57%)

1(14.29%)

0(0.00%)


0(0.00%)

1(14.29%)

4(57.14%)

0(0.00%)

2(28.57%)

0(0.00%)


(0.00%)2

(28.57%)2

(28.57%)2

(28.57%)0

(0.00%)1

(14.29%)


Yes No I don't know


(16.67%)0

(0.00%)5

(83.33%)


(16.67%)0

(0.00%)5

(83.33%)


(16.67%)0

(0.00%)5

(83.33%)


(16.67%)0

(0.00%)5

(83.33%)


(0.00%)1

(16.67%)5

(83.33%)


(16.67%)0

(0.00%)5

(83.33%)


(0.00%)1

(16.67%)5

(83.33%)


(16.67%)0

(0.00%)5

(83.33%)



area


(0.00%)3

(60.00%)0

(0.00%)0

(0.00%)2

(40.00%)0

(0.00%)


(0.00%)0

(0.00%)3

(60.00%)2

(40.00%)0

(0.00%)0

(0.00%)

Functions0

(0.00%)0

(0.00%)0

(0.00%)5

(100.00%)0

(0.00%)0

(0.00%)

Geometry0

(0.00%)0

(0.00%)0

(0.00%)5

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(60.00%)1

(20.00%)1

(20.00%)


(0.00%)0

(0.00%)1

(20.00%)3

(60.00%)0

(0.00%)1

(20.00%)


0(0.00%)

2(40.00%)

0(0.00%)

0(0.00%)

3(60.00%)

0(0.00%)


(20.00%)1

(20.00%)0

(0.00%)1

(20.00%)2

(40.00%)0

(0.00%)

Multiplication0

(0.00%)4

(80.00%)1

(20.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Decimals0

(0.00%)2

(40.00%)3

(60.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(20.00%)1

(20.00%)3

(60.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(80.00%)1

(20.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(80.00%)1

(20.00%)0

(0.00%)


area

Text complexity0

(0.00%)0

(0.00%)0

(0.00%)2

(40.00%)2

(40.00%)1

(20.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)5

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)4

(80.00%)0

(0.00%)1

(20.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)4

(80.00%)1

(20.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)5

(100.00%)0

(0.00%)

Appendix E: Science

Gender:


Male 1 50.00%

Race/ethnicity:

Answer Count PercentWhite/Caucasian 2 100.00%






Answer Count PercentSome graduate school 1 50.00%










Answer Count PercentPrimarily white students 2 100.00%




I am prepared to tailor instructional and other services to the needs to ELL students.

0(0.00%)

0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%)

3


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%) 2.5


0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%)

0(0.00%) 2


(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%) 3


0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%)

0(0.00%) 2


(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%) 2


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%) 3


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2.5


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2.5


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%) 3

I am uncertain how to teach some of my ELL students.

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

3.5


0 0 1 1 0 3.5


(0.00%) (0.00%) (50.00%) (50.00%) (0.00%)


0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%)

0(0.00%)

2


0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

3


0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

3


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%)

2.5


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%)

2.5

Immigrant parents do not try to learn English.

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

2

In order for ELLs to learn English, their parents should attempt to speak English.

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%)

2.5





Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)




Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)





Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)



(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)



0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)




Slightly Confident


Very Confident


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

1(100.00%)

0(0.00%)

0(0.00%)

0(0.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)



0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

1(50.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)


Yes No I don't know


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)



area


(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Functions0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)

Geometry0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

0(0.00%)


(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Multiplication0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Decimals0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


area

Text complexity0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)

Appendix F: Music

Gender:


Male 3 75.00%

Race/ethnicity:






Yes 2 50.00%













Suburban 3 75.00%








(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%) 4


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5


0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

1(50.00%) 3.5


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%) 4


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5


(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%) 3.5


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%) 3.5


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5

I am confident in my skills to effectively communicate with parents and guardians of ELL 0 1 0 0 1 3.5


students. (0.00%) (50.00%) (0.00%) (0.00%) (50.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5


0(0.00%)

0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%) 3


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%) 2.5


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2.5


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%) 4.5





Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)




Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)


0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

2(100.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)





Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)



(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)

Identifying gains and difficulties pupils are experiencing in learning and performing

0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

2(100.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)



0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

2(100.00%)

0(0.00%)

Communicating strengths and weaknesses based on assessment results to 0 0 0 0 1 1




Slightly Confident


Very Confident

students, and parents or guardians (0.00%) (0.00%) (0.00%) (0.00%) (50.00%) (50.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)



0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


Yes No I don't know


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)


(0.00%)0

(0.00%)2

(100.00%)



area


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)

Functions0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Geometry0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

1(100.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)

Multiplication0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)

Decimals0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)0

(0.00%)


area

Text complexity0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(100.00%)0

(0.00%)

Appendix G: Special Education

Gender:


Male 1 11.11%

Race/ethnicity:

Answer Count PercentAsian/Pacific Islander 1 11.11%



Answer Count PercentChinese 1 11.11%

English 8 88.89%



Yes 4 44.44%











Some elementary school 1 11.11%


Answer Count PercentCharter/magnet 1 11.11%

Private (non-religious) 1 11.11%

Public 7 77.78%


Answer Count Percent

Rural 1 11.11%

Suburban 7 77.78%

Urban 1 11.11%



Primarily non-white students 1 11.11%






(0.00%)2

(22.22%)2

(22.22%)4

(44.44%)1

(11.11%) 3.4


0(0.00%)

1(11.11%)

1(11.11%)

6(66.67%)

1(11.11%) 3.8


0(0.00%)

2(22.22%)

4(44.44%)

3(33.33%)

0(0.00%) 3.1


(0.00%)1

(11.11%)3

(33.33%)3

(33.33%)2

(22.22%) 3.7


0(0.00%)

2(22.22%)

3(33.33%)

4(44.44%)

0(0.00%) 3.2


(0.00%)1

(11.11%)3

(33.33%)5

(55.56%)0

(0.00%) 3.4


(0.00%)2

(22.22%)3

(33.33%)2

(22.22%)2

(22.22%) 3.4


(0.00%)2

(22.22%)3

(33.33%)4

(44.44%)0

(0.00%) 3.2


(0.00%)3

(37.50%)4

(50.00%)1

(12.50%)0

(0.00%) 2.8


(0.00%)0

(0.00%)2

(25.00%)1

(12.50%)5

(62.50%) 4.4


(0.00%)2

(28.57%)4

(57.14%)1

(14.29%)0

(0.00%) 2.9


0(0.00%)

1(12.50%)

0(0.00%)

4(50.00%)

3(37.50%) 4.1

I am confident in my skills to effectively communicate with parents and guardians of ELL 0 2 1 5 0 3.4


students. (0.00%) (25.00%) (12.50%) (62.50%) (0.00%)


0(0.00%)

1(12.50%)

4(50.00%)

3(37.50%)

0(0.00%) 3.3


0(0.00%)

0(0.00%)

3(37.50%)

4(50.00%)

1(12.50%) 3.8


2(25.00%)

4(50.00%)

2(25.00%)

0(0.00%)

0(0.00%) 2


1(12.50%)

1(12.50%)

6(75.00%)

0(0.00%)

0(0.00%) 2.6


(44.44%)3

(33.33%)2

(22.22%)0

(0.00%)0

(0.00%) 1.8


(11.11%)3

(33.33%)2

(22.22%)3

(33.33%)0

(0.00%) 2.8





Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)2

(25.00%)3

(37.50%)3

(37.50%)


(0.00%)0

(0.00%)1

(12.50%)3

(37.50%)3

(37.50%)1

(12.50%)


(0.00%)0

(0.00%)1

(12.50%)2

(25.00%)3

(37.50%)2

(25.00%)


(0.00%)0

(0.00%)1

(12.50%)0

(0.00%)5

(62.50%)2

(25.00%)


(0.00%)0

(0.00%)1

(12.50%)1

(12.50%)3

(37.50%)3

(37.50%)


(0.00%)0

(0.00%)0

(0.00%)1

(12.50%)4

(50.00%)3

(37.50%)


(0.00%)0

(0.00%)0

(0.00%)2

(25.00%)4

(50.00%)2

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(37.50%)2

(25.00%)3

(37.50%)


(0.00%)0

(0.00%)1

(12.50%)2

(25.00%)3

(37.50%)2

(25.00%)


(0.00%)0

(0.00%)1

(12.50%)0

(0.00%)5

(62.50%)2

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)3

(37.50%)2

(25.00%)3

(37.50%)


(0.00%)0

(0.00%)1

(12.50%)2

(25.00%)3

(37.50%)2

(25.00%)


(0.00%)0

(0.00%)1

(12.50%)1

(12.50%)5

(62.50%)1

(12.50%)




Slightly Confident


Very Confident


(0.00%)0

(0.00%)1

(12.50%)2

(25.00%)5

(62.50%)0

(0.00%)


(0.00%)0

(0.00%)2

(25.00%)0

(0.00%)4

(50.00%)2

(25.00%)


(0.00%)0

(0.00%)1

(12.50%)1

(12.50%)4

(50.00%)2

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(25.00%)2

(25.00%)4

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(25.00%)2

(25.00%)4

(50.00%)


0(0.00%)

0(0.00%)

2(25.00%)

1(12.50%)

3(37.50%)

2(25.00%)


(0.00%)0

(0.00%)1

(12.50%)0

(0.00%)5

(62.50%)2

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(12.50%)4

(50.00%)3

(37.50%)





Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

1(14.29%)

2(28.57%)

0(0.00%)

4(57.14%)


(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)2

(28.57%)2

(28.57%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)3

(42.86%)1

(14.29%)



(0.00%)0

(0.00%)0

(0.00%)3

(42.86%)3

(42.86%)1

(14.29%)


(0.00%)0

(0.00%)0

(0.00%)2

(28.57%)4

(57.14%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)0

(0.00%)3

(42.86%)3

(42.86%)


(0.00%)0

(0.00%)0

(0.00%)1

(14.29%)5

(71.43%)1

(14.29%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)2

(28.57%)2

(28.57%)


(0.00%)0

(0.00%)1

(16.67%)2

(33.33%)2

(33.33%)1

(16.67%)



0(0.00%)

0(0.00%)

1(14.29%)

3(42.86%)

3(42.86%)

0(0.00%)




Slightly Confident


Very Confident


0(0.00%)

0(0.00%)

1(14.29%)

1(14.29%)

5(71.43%)

0(0.00%)


0(0.00%)

0(0.00%)

1(14.29%)

3(42.86%)

3(42.86%)

0(0.00%)


0(0.00%)

0(0.00%)

1(14.29%)

5(71.43%)

1(14.29%)

0(0.00%)


(0.00%)0

(0.00%)1

(14.29%)1

(14.29%)5

(71.43%)0

(0.00%)


(0.00%)0

(0.00%)1

(14.29%)2

(28.57%)4

(57.14%)0

(0.00%)



0(0.00%)

1(14.29%)

0(0.00%)

4(57.14%)

2(28.57%)

0(0.00%)


0(0.00%)

1(14.29%)

0(0.00%)

3(42.86%)

3(42.86%)

0(0.00%)


(0.00%)1

(14.29%)1

(14.29%)3

(42.86%)2

(28.57%)0

(0.00%)


(0.00%)1

(14.29%)0

(0.00%)3

(42.86%)3

(42.86%)0

(0.00%)


0(0.00%)

1(14.29%)

3(42.86%)

2(28.57%)

1(14.29%)

0(0.00%)


0(0.00%)

1(14.29%)

1(14.29%)

4(57.14%)

1(14.29%)

0(0.00%)


(0.00%)1

(14.29%)0

(0.00%)5

(71.43%)1

(14.29%)0

(0.00%)


Yes No I don't know


(0.00%)1

(16.67%)5

(83.33%)


(0.00%)1

(16.67%)5

(83.33%)


(0.00%)0

(0.00%)6

(100.00%)


(16.67%)0

(0.00%)5

(83.33%)


(0.00%)0

(0.00%)6

(100.00%)


(0.00%)1

(16.67%)5

(83.33%)


(0.00%)0

(0.00%)6

(100.00%)


(0.00%)0

(0.00%)6

(100.00%)



area


(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)


(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)

Functions0

(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)

Geometry0

(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)


(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)


(0.00%)0

(0.00%)6

(100.00%)0

(0.00%)0

(0.00%)6

(100.00%)


0(0.00%)

0(0.00%)

6(100.00%)

0(0.00%)

0(0.00%)

6(100.00%)


(0.00%)0

(0.00%)2

(50.00%)1

(25.00%)1

(25.00%)0

(0.00%)

Multiplication0

(0.00%)3

(75.00%)0

(0.00%)0

(0.00%)1

(25.00%)0

(0.00%)

Decimals0

(0.00%)2

(50.00%)1

(25.00%)0

(0.00%)1

(25.00%)0

(0.00%)


(0.00%)1

(25.00%)0

(0.00%)0

(0.00%)3

(75.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(25.00%)1

(25.00%)1

(25.00%)1

(25.00%)


(0.00%)0

(0.00%)1

(25.00%)1

(25.00%)1

(25.00%)1

(25.00%)


area

Text complexity0

(0.00%)0

(0.00%)2

(50.00%)1

(25.00%)1

(25.00%)0

(0.00%)


(0.00%)0

(0.00%)2

(50.00%)0

(0.00%)1

(25.00%)1

(25.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(50.00%)0

(0.00%)2

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(25.00%)0

(0.00%)3

(75.00%)


(0.00%)0

(0.00%)1

(25.00%)0

(0.00%)3

(75.00%)0

(0.00%)

Appendix H: World Language

Gender:


Male 1 50.00%

Race/ethnicity:





Answer Count PercentYes 2 100.00%


Answer Count PercentCompleted high school 1 50.00%



Answer Count PercentCompleted high school 1 50.00%





Answer Count PercentSuburban 2 100.00%


Answer Count PercentPrimarily white students 2 100.00%





(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%) 3.5


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5



0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%) 2.5


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2.5


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%) 2.5


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2.5


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%) 3.5


(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%) 2


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%) 3


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%) 4


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%) 3


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%) 4.5


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%) 4


0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%) 3.5


0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%) 3.5


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%) 2.5



0(0.00%)

0(0.00%)

2(100.00%)

0(0.00%)

0(0.00%) 3


(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%) 1.5


(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%) 3.5





Slightly Confident


Very Confident


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)




Slightly Confident


Very Confident


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)


0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

1(50.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)





Slightly Confident


Very Confident



0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)



(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)

Identifying gains and difficulties pupils are experiencing in learning and performing

0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)


(0.00%)0

(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)


(0.00%)0

(0.00%)0

(0.00%)1

(50.00%)0

(0.00%)1

(50.00%)



0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)




Slightly Confident


Very Confident


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)


0(0.00%)

0(0.00%)

0(0.00%)

1(50.00%)

0(0.00%)

1(50.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)



1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

0(0.00%)


1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

0(0.00%)


(0.00%)1

(50.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(50.00%)0

(0.00%)1

(50.00%)0

(0.00%)0

(0.00%)0

(0.00%)


1(50.00%)

0(0.00%)

1(50.00%)

0(0.00%)

0(0.00%)

0(0.00%)


0(0.00%)

1(50.00%)

1(50.00%)

0(0.00%)

0(0.00%)

0(0.00%)


(0.00%)0

(0.00%)2

(100.00%)0

(0.00%)0

(0.00%)0

(0.00%)


Yes No I don't know


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)


(0.00%)0

(0.00%)1

(100.00%)



area


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Functions0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Geometry0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)

0(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Multiplication0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Decimals0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


area

Text complexity0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)


(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)0

(0.00%)

Documents

assessment.education.uconn.eduassessment.education.uconn.edu/assessment/assets... · Web viewI feel confident in providing linguistically and culturally appropriate ... diverse