BTSA Induction Program - lausd.k12.ca.us · Inquiry. An inquiry based system guides and informs participating teachers about their own professional growth. The purpose of formative

Los Angeles Unified School District Talent Management Division

Teacher and Administrator Development Branch Teacher Support Unit

BTSA Induction Program

Induction Portfolio Tab 3

2011-2012

Los Angeles Unified School District

Talent Management Division Teacher and Administrator Development Branch

Teacher Support Unit

Inquiry

An inquiry based system guides and informs participating teachers about their own professional growth.

The purpose of formative assessment is to improve teaching, as measured by each standard of the California Standards for the Teaching Profession (CSTP) and in relation to the state-adopted academic content standards and performance levels for students.

In collaboration with a support provider (SP), participating teachers (PT) assess their practice against a set of specific criteria within the research cycle.

Participating teachers gather information, collaborate and/or observe a colleague, develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice.

The results are used to guide professional development with on-going opportunities for participating teachers and support providers to explore the impact of instruction on student achievement.

2011 Teacher and Administrator Development Branch - TSU 1

Formative Assessment for California Teachers (FACT)

Inquiry 1: Pedagogy Signature Page

PT

Initial SP

Initial Doc. # Document Title

3.1 Inquiry 1: Pedagogy Signature Page (this page) 3.2 Individualized Induction Plan (IIP) (pages 3-5)

3.3 Entry Level Assessment Parts 1 & 2 (include a copy of the assessment and a minimum of 3 student work samples--focus students and work that represents the different levels of proficiency in your class) (pages 6-8)

3.4 Continuum of Teaching Practice (CTP) Conversation Guide (page 9 ) 3.5 Focus Student Selection (page 10) 3.6(a) Class Profile (page 11) 3.6(b) Home/School Communication (page 11) 3.6(c) Lesson Plan Template (page 12) 3.6(d) Unit/Lesson Series Overview (page 12) 3.6(e) Unit Design (pages 13-14)

3.6(f) Lesson Plan (remember you will collect a class set of student work samples to refer to [see 3.6d]) (pages 15-16)

3.6(g) Lesson Plan Template (page 17) 3.6(h) Reflection on the Lesson Plan (page 18) 3.7(a) Observation Information (page 19) 3.7(b) Pre-Observation (page 20) 3.7(c) Classroom Observation Notes (page 21)

3.7(d) Analysis of Student Work (include a copy of the assessment and a minimum of 3 student work samples--focus students and work that represents the different levels of proficiency in your class) (page 22)

3.7(e) Post-Observation Reflection (page 23)

3.8 Summative Assessment—Parts 1 & 2 (include a copy of the assessment anda minimum of 3 student work samples--focus students and work that representsthe different levels of proficiency in your class) (pages 24-26)

3.9 Revisit the Continuum of Teaching Practice (page 27) Signing this document certifies that the initialed work above has been done in accordance with the requirements of the Commission on Teacher Credentialing and California Board of Education and reflects effort to meet the proficiency criteria for being recommended for a California Clear Teaching Credential.

_ Participating Teacher Support Provider Date


3.2 Individual Induction Plan (IIP) Inquiry #1

Please see the directions at the end of the document to assist you with the guidelines for completion. Participating Teacher

Support Provider

District School

Induction Standard: Pedagogy FOCUS OF THE INQUIRY: Determining what I need to know and be able to do

PLAN

1. Based on findings from the Continuum of Teaching Practice (CTP), determine area(s) of focus.

2. Develop a focus question for this inquiry.

3. Which CSTP element(s) will be addressed? 4. What are the anticipated, measurable outcomes for student learning?

ACTION PLAN: Examining research related to my focus question and applying new learning in my classroom 5. Research: Describe resources used (i.e., collaboration, research, professional development) 6. Date of research

a. Collaboration: b. Research: c. Professional Development:

Before completing Cells 7-9, you will teach your lessons, be observed, and analyze student data!

TEAC

H

7. Application How new knowledge was implemented. REFLECTION/APPLICATION

REFLEC

T

8. As a result of the Inquiry process, what was the impact on (list specific evidence): • Instructional/classroom practices • Student achievement

9. Describe how you will apply new learning to future practice?

APPLY


Guidelines for the Completion of the Inquiry Individual Induction Plan: Overview

Behind this tab, you will utilize the following tools:

Objectives For This Work:

You will gather information, develop an action plan, implement that action plan, reflect on collected evidence and apply new learning to future practice. The results are used to guide professional development with on-going opportunities for you and your Support Provider to explore the impact of instruction on student achievement.

Individual Induction Plan (IIP) • Enter Information

o On the Individual Induction Plan enter your name, Support Provider name, district and school • Determine the focus of the Inquiry

Review evidence collected prior to the Inquiry with your Support Provider (i.e., Context for Teaching tools, CTP, K- W-O, Conversation Guides, etc.). There should be a clear progression that allows the reader to see how your cell 1 area of focus connects to your inquiry focus question and the California Standards for the Teaching Profession. The student outcomes in cell 4 should be related to your focus question in cell 2.

o Cell 1: Determine the focus of the inquiry by describing current classroom concerns/areas for growth (refer to the CTP) o Cell 2: Develop a focus question for the inquiry

You may use the indicator questions on pages 24-29 in the CSTP booklet to identify an open-ended focus question that will lead to an in-depth study of teaching practice related to the focus area

o Cell 3: Connect to the CSTP o Cell 4: Define measurable outcomes (i.e., increased student participation, comparative increase in scores,

etc.) • Developing the Action Plan

During this segment you and your Support Provider will begin developing your action plan. This plan will document new learning and how it was applied in the classroom.

o Cell 5: Examining Research related to focus question. You will be indicating how the information gained from your research is used in your instructional planning in Cell 7. (documentation must include each of the categories below):

• Collaboration o Talk with colleague(s)—identify which colleagues o Observe professional colleague(s)—identify colleagues observed

• Research (a minimum of three sources, including one research based article, at least two must be from valid, credible resources)

o Read research related to your focus question—cite research articles, websites, books o Analyze data- such as student work—identify data analyzed


• Attend Professional Development—may be face to face or online o Attend workshops/courses—specify which workshops/courses attended

o Explore Internet Resources connected to your focus question—list sites explored o Cell 6: Date--Record dates for each action taken to support the focus question.

*Preparation and Instruction After you finish Cell 6 on your IIP, you will complete the following work before returning to respond to Cells 7-9. This process should take 4-6 weeks. • Entry-Level Assessment, Analysis of Student Work • Focus Student Selection • Lesson Planning and Implementation • Observation –Pre-Conference, Observation, Post-Conference, Reflections • Summative Assessment , Analysis of Student Work • Reflective Conversation Record • Continuum of Teaching Practice

o Cell 7: How was the information gained from your research used in your instructional planning and

implementation?

Reflection/Application

o Cell 8: Describe the impact of your Inquiry (focus question) on your classroom practice. How did it change: Your teaching? Student achievement?

o Cell 9: Describe how the information and experiences gained during this Inquiry will be applied in your future teaching practice. Include how you are using the experience to impact your professional expertise and practice in alignment with the California Standards for the Teaching Profession.


3.3 Entry-Level Assessment Part 1 Date: If applicable, district student assessment data may be substituted Part 1

DIRECTIONS: Design or utilize an existing assessment to determine the entry-level knowledge of your students in relation to the lesson series you are about to teach. This may include District Performance Assessment data if pertinent to the unit you’ll be teaching. Give the entry-level assessment to your students. Collect the student responses and follow the process of analysis outlined below.

Attach a copy of the assessment and scoring guide for the entry-level assessment.

Save the student work. You will need to attach student work samples from this assessment when you select your focus students for this lesson series.

1. Review the entry-level assessment directions and questions (items) and the scoring guide .

Sort #1:

2. Read each student response and sort responses into two levels of performance. student responses basic and proficient or advanced student responses below basic or far below basic

Sort #2:\

3. Sort student responses at or above grade level into two levels of performance. Student responses basic student responses proficient or advanced

Sort #3:

4. Sort student responses below grade level into two levels of performance. Student responses below basic student responses far below basic

DIRECTIONS: Record students’ FIRST names only in the respective performance level column.

Far Below Basic

Below Basic

Basic

Proficient or Advanced


3.3 Entry-Level Assessment (Reflection) Part 2 Date:

DIRECTIONS: Based on the entry-level assessment results, complete the following questions. Save the student work. You will need to attach student work samples from this assessment when you select your focus students for this lesson series.

1. What do the assessment results tell you about what your students understand or what they can do

before instruction begins?

Far Below Basic:

Below Basic:

Basic:

Proficient or Advanced:

2. Describe any modifications or adaptations you used with this assessment to provide access for students with special learning needs and/or English learners/Standard English Learners.

3. Based on the results of the pre-assessment, what modifications or adaptations will be needed to be made to your instructional design?


Please visit the Continuum of Teaching Practice (CTP) and

review all elements of the essential elements.

• Mark your current level of proficiency for each essential standard:

Inquiry 1 (Pedagogy) Inquiry 2 (Universal Access: Equity for All Students) EN 1.4 EN 1.2 EE 2.3 EN 1.5 EE 2.6 EE 2.3 SM 3.5 SM 3.6 PL 4.1 PL 4.1 PL 4.4 PL 4.4 AS 5.4 AS 5.4 DP 6.1 DP 6.3

• Initial and date each entry.

• Indicate the evidence you considered (i.e. observation, lesson plan, etc.) to determine your placement on each element of the standards.


3.4 Continuum of Teaching Practice(CTP) Conversation Guide Inquiry 1: Pedagogy

Using information from the Continuum of Teaching Practice (CTP) discuss key insights about your teaching with your support provider and record them below.

Discuss and record areas of strength in your teaching practice. Date each response.

What focus area(s)/concerns have surfaced in relation your students and their achievement of social, behavioral and academic learning goals?

What focus area(s)/concerns have surfaced in relation to your teaching and the CSTP and the Induction Standards for further exploration? Date each response.

What are your next steps?


3.5 Focus Student Selection

DIRECTIONS: Identify three students as a focus for your inquiry.

Using the entry level assessment data, select students representing the range of abilities in your class for this lesson series. In the box below record the first name and last initial of selected students, ensuring there is representation across all levels (far below or below basic, basic, proficient or advanced).These three students should also include an English learner and Students with Special Needs.) You will submit the student work from the Entry Level Assessment for each of the students you have selected as your focus students.

* Proficient is considered at grade level according to California standards or equivalent for your subject area.

Must include Far Below or Below Basic

Basic Proficient or Advanced

Focus Student 1: English Learner

Focus Student 2: Special Populations

Focus Student 3: Choice

Discuss the modifications/accommodations you have made to the lesson to ensure access to the curriculum for each of the focus students. If you have designed the entire lesson series so that no modifications are necessary discuss how the instructional strategies you have selected target the specific needs of each focus student. Focus Student 1: English Learner What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

Focus Student 2: Special Populations What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…

Focus Student 3: Choice What support do you anticipate this student will need (instructional, behavioral, social)? Additional considerations: work habits, interpersonal skills, academic ability, interests, etc…


3.6 Inquiry Unit/Lesson Series Plan

3.6(a) Class Profile

1. If you are working with the same class that you were teaching as you engaged in your Context for Teaching/Assessment of Teaching Practice revisit and update your class profile.

2. If you are working with a different group of students download and complete another copy of the class profile (3.5a) for your current students.

3. Analyze the data you have collected to inform your instructional lesson planning so that your learning environment, instructional routines and lesson design specifically target the needs of the students you are teaching.

4. Attach Class Profile.

3.6(b) Home/School Communication

1. If you are working with the same class that you were teaching as you engaged in your Context for Teaching/Assessment of Teaching Practice continue with the same Home/School Communication log that you have already started to document your communication with the families of your students.

2. If you are working with a different group of students download and begin another copy of the Home/School Communication log for your current students.

3. Use the log to document how you are creating partnerships with the families of your students to increase the social, behavioral and academic growth of each student.

4. Attach Home/School Communication.


3.6(c) Lesson Plan Template

1. Provide an outline of your entire lesson series for the unit you are teaching. (3.6d) 2. Complete the unit design information for your lesson series. (3.6e) 3. Complete the lesson design for the lesson your Support Provider (SP) will be observing. (3.6f) 4. Complete the lesson plan template for the lesson your SP will be observing. (3.6g) 5. Include copies of student work from at least your three focus students and additional student work samples as needed to represent the range of proficiency in your class for the lesson that was observed. 6. Complete the reflection on the lesson plan. (3.6h)

Application of Research—Describe how you are using the information gained through your research (IIP cell 5) to inform your instructional design of this lesson series (be specific):

3.6[d] Unit Plan Outline/Lesson Series Overview—add rows as needed Date Standard(s) Objective(s) Check if lesson

plan attached


3.6[e] UNIT DESIGN Respond to these prompts for the lesson series

Standards • How will I communicate the standards and objectives to my students and their families?

Language • What language(s) will this unit be taught in? (English, Dual-Immersion) • Why is this important?

Criteria for Success • What criteria will I use and know when students succeed? • How will I record and communicate evidence of student learning?

Differentiation of Instruction/Equity/CRRE • What needs have I identified through a review of my class data (IEP, at risk, related prior achievement)? • How am I making the content relevant for my students? • How will I help them make real-life connections? • How will I establish a well-managed, safe, inclusive and healthy environment that maximizes academic

achievement for students from all ethnic, socio-economic, cultural, academic, and linguistic or family backgrounds including gender, gender identity, and sexual orientation; students with disabilities and advanced learners; and students with a combination of special instructional needs.


Learning Environment, Grouping and Materials • How will I promote respect and help my students to value differences? • How will I utilize technology to enhance student learning?

Resources and Collaboration • What resources and support do I need to assist my students (El, SEL, Special Populations, and diverse

student population) in achieving success (resource personnel, Student Success Team, assistive technology, community collaboration, etc.)?

Checking for Understanding • How do the entry level assessment results inform my instructional decision making for this lesson series? • What summative assessment will I use at the end of the lesson series to determine if my students have met

the objectives? How will I interpret the results (i.e. scoring guide, rubrics, etc.—attach a copy of the instruments used)?

• How will I make the criteria for success comprehensible for English learners and students with special needs? • What opportunities will my students have to demonstrate their learning in more than one way? • What opportunities will my students have to self and/or peer assess? • How will my students use assessment results to set or modify goals or revise their work? • How will I communicate results to students and their families?


3.6[f] LESSON DESIGN

Respond to these prompts for the lesson your Support Provider will observe Standards:

• What content or process standard(s) or portion of a standard does my lesson address? • What is the factual, procedural, and/or conceptual knowledge I am attempting to teach? (What do I want

students to know or be able to do in relation to the standard?

Language • What is my language objective for this lesson? • What is the academic vocabulary I will teach and/or review in this lesson? • What SDAIE/access strategies am I using to make the content accessible to my English language

learners/Standard English Language learners?

Criteria for Success: • What constitutes success for this lesson (what differentiates mastery/proficiency from non-

mastery/below proficiency)? • How will I communicate the criteria to my students?

Prior Knowledge: • What prior knowledge or prerequisite skills are needed for students to be successful in accomplishing

the objectives? • How does this lesson connect with past and present lessons?

Differentiation of Instruction • How am I linking the lesson objectives to students’ interests and cultural heritage? • How am I differentiating instruction and activities to address language, physical, social, emotional or learning

needs of all students (i.e. EL, SEL, SWD, GATE, students referred to SST)? • What strategies am I using to address the needs of students who scored at Far Below/Below Basic on the

entry level assessment? • How am I enriching and deepening learning experiences for students who have already mastered the content? • What student misunderstandings do I anticipate? How will I address them?


Learning Environment, Grouping and Materials • How will I group my students? What data will I use to inform my decisions? • How will I set up the learning environment and resources to enable students to: o engage in full participation linked to the learning goals o construct their own knowledge, develop skills, and demonstrate learning

• What structures and routines will I use to: o facilitate student engagement in group work, discussions and classroom interactions o guide independent work o build student ownership of their own learning

• What materials will I use in this lesson? In what ways do they enhance culturally relevant and responsive learning opportunities?

• What technology will the students use during this lesson?

Checking for Understanding • What informal and/or diagnostic strategies will I use during and at the end of the lesson to check for

understanding? How will I measure the results? • How will I make the criteria for success comprehensible for English learners and students with special needs? • What opportunities will my students have to demonstrate their learning in more than one way? • What opportunities will my students have to self or peer assess?


3.6[g] Lesson Planning Template Complete the lesson plan template for the lesson your Support Provider will observe

Participating Teacher: Date of lesson: Time

Allocation:

*Sequence of Lesson: Anticipatory Set (activate prior knowledge, build background, establish

relevance):

Objectives (share standards and objectives):

Direct Instruction/Input:

Modeled Instruction:

Exploration:

Guided Practice:

Independent Practice:

Checking for Understanding:

Student Reflection:

Attach the graded work from your three Focus Students and any additional work samples that may be needed to be representative of the range of proficiency in your class.


3.6[h] Reflection on the Lesson Plan Have a conversation with your Support Provider about the components of your Lesson Plan.

• Are there any areas that seem to be a particular challenge to design as you consider what needs to be in place for every student to achieve?

• Are there any areas that you would like to have your Support Provider assist with to strengthen your preparation?


3.7 OBSERVATION

3.7[a] Observation Information

Participating Teacher: Employee #:

Support Provider: Date:

Subject Area: Content Standard:

Support provider gathers evidence during the observation as related to the focus question, selected CSTP, Content Standard, and Induction Standard(s).

Focus Question(s) and related CSTP (cells 2-3):

Check the box(es) indicating each CSTP that was observed during this lesson.

Engaging and Supporting All Students in Learning (1)

Planning Instruction and Designing Learning Experiences for All Students (4)

Creating and Maintaining Effective Environments for Student Learning (2)

Assessing Student Learning (5)

Check the box(es) indicating each Induction Standard(s) that was observed during this lesson.

Pedagogy

Universal Access: Equity for All Students

Universal Access: Teaching English Learners

Universal Access: Teaching Special Populations


Participating Teacher: Employee #:

3.7[b] Pre-Observation—Classroom Environment/Lesson Plan Notes

During the pre-observation planning conference, participating teachers will provide the Support Provider with a copy of the lesson plan and a copy of a seating chart. The seating chart should identify the focus students.

The Support Provider will make general notes below about the overall classroom environment and lesson plan. These notes should be made before the observation and supplemented during the observation.

Inquiry focus question:

PLANNING CONFERENCE Possible topics (address those that are applicable. Record key insights with bullet points): What are my goals? Where is my class in relation to my goals? How has the information I have gathered about my students’ needs informed my lesson design? How will I check for understanding? How will I know if my students understand? What characteristics of my class would I like the Support Provider to consider during this observation? What would I like my Support Provider to focus on during the observation?

CLASSROOM ENVIRONMENT NOTES FROM PRE-OBSERVATION:

LESSON PLAN NOTES FROM PRE-OBSERVATION:

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011


3.7(c) Classroom Observation Notes

Teacher’s Name Date

AFTER, the observation and during the post observation reflective conversation, the SP/PT will chart selected evidence by marking the CSTP/element and/or Standard that applies.

Time Teacher says and does… CSTP/Induction Standards Chart

Students say and do…

Specific elements to consider while observing include:

ELL/SEL Special Populations Equity Pedagogy

• Emphasizing key vocabulary • Using scaffolding techniques • Checking for understanding • Providing sufficient wait time • 50% + academic talk by students • Grouping by language ability • ELD materials used • Differentiating according to

language levels

• Consistent rules/procedures • Minimal classroom interruptions • Planning for transitions • Circulating/positioning • Uses calm, quiet voice • Scaffolds instruction • Taps prior knowledge • Cueing students non-verbally • Reinforces positive behaviors • Adaptations/modifications to

curriculum & materials

• Student-led discussions • Collaborative work groups • Calling on diverse students • Available samples of

exemplar work • Checking for understanding with

peers • Respectful redirecting • Presenting positive consequences • Uses culturally responsive

pedagogical practices

• Utilizes appropriate academic content standards

• Uses student assessment data • Multi-tiered interventions • Teacher use of technology

through lesson delivery • Technology used interactively • Student use of technology to

enhance learning • Technology used to remediate,

practice, or extend lessons

Formative Assessment for California Teachers (FACT) – rev LAUSD 2011


3.7(d) Analysis of Student Work

DIRECTIONS: After the support provider observation, review student work completed from the lesson observed. Attach copies of the three focus students’ graded/scored work. Remove last names for confidentiality.

1. For each category below, describe what your students were able to achieve in relation to the

academic content standards taught and your learning goals. Class: Focus student 1: English Learner Focus student 2: Special Populations Focus student 3: Choice


3.7(e) Conversation Guide: Post -Observation Reflection

Directions: W ith your Support Provider, use evidence from the observation to capture key insights about your teaching and student learning.

• How did you feel about the lesson? • How do you know that students were cognitively engaged? • How did you check for understanding? How did you give feedback to your students? • As you taught the lesson what changes did you make, and why? • What evidence do you have that the learning objective(s) were met? By what % of your students?

• Were the adaptations, modifications and strategies that you selected to meet the needs of your English learners and students with special needs effective? Did these students meet the objectives?

• Were the strategies you selected effective in meeting the needs of your focus students? • What can students articulate about what they learned, how they learned it, and why it is important? • If you had the opportunity to teach this lesson again would you do anything differently? Why?

• What other aspects of the lesson seem important to consider in terms of preparation, instruction and student learning?

• What are your next steps? What is your timeline for accomplishing them? • What insights can you share about the lesson in relationship to your focus question/action research?

Use the following questions to guide your responses in the boxes below.

Post-Observation Key Insights

Insights Related to My Teaching: Insights Related to Student Learning:

Next Steps/Timeline

Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents/2008-2009

Initial Assessment of Teaching Practice – Post-Observation Reflection B-4 rev LAUSD 2011


DIRECTIONS: Complete the instructional unit and give the summative assessment to your students.Collect the student responses and analyze the results. Attach a copy of the assessment and scoring guide for the summative assessment.

Attach a copy of the student work from your focus students.

1. Review the summative assessment directions and questions (items) and the scoring guide.

Sort #1:

2. Read each student response and sort responses into two levels of performance. student responses basic and proficient or advanced student responses below basic or far below basic

Sort #2:

3. Sort student responses at or above grade level into two levels of performance. student responses Basic student responses proficient or advanced

Sort #3:

4. Sort student responses below grade level into two levels of performance. student responses below basic student responses far below basic

DIRECTIONS: Record students’ FIRST names in the respective performance level column.

Far Below Basic

Below Basic

Basic


Copyright © Commission on Teacher Credentialing and the California Department of Education Formative Assessment for California Teachers (FACT) – Pilot Documents / 2008-09 Inquiry: C-8 Summative Assessment rev LAUSD 2011

3.8 Summative Assessment—Part 1 Date: If applicable, district student assessment data may be substituted Part 1


DIRECTIONS: Record students’ FIRST names in the respective performance level column.

Far Below Basic

Below Basic

Basic



3.8 Summative Assessment Reflection Part 2

DIRECTIONS: 1. Review your learning goals on Unit/Lesson Design and describe the learning outcomes.

2. Reflect on Unit/Lesson Design. For students scoring below basic and/or far below basic describe

how the following may or may not have had an impact on their learning? a. Accommodations/Modifications:

b. Prior Knowledge:

c. Instructional Strategies:

d. Other:

3. Based on the summative assessment results, complete the following questions and attach copies of the summative assessment responses for your three focus students.

a) What do you observe in this student’s work? b) What does the student work sample tell you about the effect of the instructional strategies

you used? c) What is the next step for this student and why?

Focus student 1: English learner

Focus student 2: Special needs

Focus student 3: Choice

4. What appropriate interventions will you provide for students who did not meet the learning goal?

5. What will you do for the students who exceeded the learning goal?


Return to the Continuum of Teaching Practice (CTP) and

review all elements of the elements.

• Mark your current level of proficiency for each essential standard:

Inquiry 1 (Pedagogy) Inquiry 2 (Universal Access: Equity for All Students) EN 1.4 EN 1.2 EE 2.3 EN 1.5 EE 2.6 EE 2.3 SM 3.5 SM 3.6 PL 4.1 PL 4.1 PL 4.4 PL 4.4 AS 5.4 AS 5.4 DP 6.1 DP 6.3

• Initial and date each entry.

• Indicate the evidence you considered (i.e. observation, lesson plan, etc.) to determine your placement on each element of the standards.
