Analysis of Impact on Student LearningDirections for Administration

Candidate’s Name: Jamie Baldwin______ Date: April 10, 2011________

Observer’s Name/CST Role: Ola Lewis____________________________

The purpose of this assessment is to demonstrate that SCCPSS GaTAPP candidates are able to develop appropriate assessments, use data to drive instruction, and differentiate instruction that will lead to an increase in student achievement. Assessment of candidates’ impact on student learning is essential and will occur twice per year – once by the GaTAPP Supervisor and once by the Professional Specialist. Using the Evaluation of Impact on Student Learning, supervisors and professional specialists will measure how well students achieved as a result of the instruction delivered by candidates.

Accompanied by the Class Roster and Differentiation Template, this tool requires candidates to reflect purposefully about student learning styles, modalities, and exceptionalities and to design effective instruction which addresses each. This assessment will be reviewed with the candidate through pre-conferencing and evaluators will conduct post-conferences with candidates following the submission of all parts of this evaluation. The use of CLASS Keys to rate student performance is the preferred method, as it simulates the types of evaluations candidates can expect by administrators at their job sites. Appropriate CLASS Keys rubrics have been included. The Impact on Student Learning is a tool to assist in the candidates’ professional development. Candidates must rate “proficient” in all areas to complete the GaTAPP program.

Candidate Directions for Completion1. Design a pre-assessment, a formative assessment, and a post-assessment for an upcoming unit or

group of lessons. Exact standards must be listed on each assessment; i.e., ELA7R1.1f. (Note: It is permissible to use an assessment you have not personally designed if that assessment is to be used commonly by all teachers in similar assignments at your school.) Analyze your assessments to ensure alignment.

2. Complete the class roster of students included in this packet. This roster will be used to demonstrate student gains as a result of teacher’s instruction. Only list the students’ initials.

3. Administer the pre-assessment and record the scores on the class roster. Keep a master copy of the pre-assessment and scoring criteria (how the assessment will be scored) to be included in this evaluation.

4. Use the Differentiation Template to design a plan of instruction for a student whose pre-assessment scores demonstrate that they will have difficulty grasping the concepts of the lesson/unit or that they have mastered the concepts of the lesson/unit.

5. Teach the lessons/unit, using the Student Differentiation Template for the student you have specified.

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6. Give at least one type of formative assessment during the lesson/unit. For ideas about formative assessments, refer to materials you’ve used in the Essentials Course, THRIVE, or the Standards-Based Instruction course. You can also investigate resources online, such as http://pareonline.net/getvn.asp?v=8&n=9. Keep a copy of the formative assessment (and scoring criteria) you use for this evaluation and record the formative assessment scores for all students on your Class Roster.

7. Continue with instruction, using the post-assessment for this lesson/unit at the appropriate time. Record the post-assessment scores on the Class Roster. Submit the completed Class Roster with this evaluation.

8. Complete the Reflection and submit all pieces, including assessments, to your supervisor. Remember your narrative must be clear and concise. Review the scoring criteria for guidance. You will be scored based on your data, narrative, and assessments submitted.

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CLASS ROSTERStudents are assessed at the element level.

Teacher’s Name: __________________________

Students’ Initials

Pre-Assessment Score

Formative Assessment Score

Post-Assessment Score Total

Gain/LossPre-assessment Date: Formative Assessment Date: Post Assessment Date:

F. H.Squat 275 Bench 160Dead Lift 300Power Clean 115

100

Squat 280 Bench 180Dead Lift 345Power Clean 145

+5+20+45+30

J. K.Squat 295Bench 185Dead Lift 315Power Clean 135

100

Squat 320Bench 210Dead Lift 345Power Clean 170

+25+25+30+35

J. L.Squat 275Bench 200Dead Lift 345Power Clean 145

100

Squat 365Bench 210Dead Lift 405Power Clean 165

+90+10+60+20

J. M.Squat 275Bench 185Dead Lift 315Power Clean 135

100

Squat 315Bench 205Dead Lift 335Power Clean 155

+40+20+20+20

J. R.Squat 315Bench 195Dead Lift 365Power Clean 185

100

Squat 410Bench 225Dead Lift 405Power Clean 200

+95+30+40+15

M. R.Squat 225Bench 140Dead Lift 295Power Clean 135

100

Squat 300Bench 175Dead Lift 335Power Clean 155

+75+35+40+20

J. S.Squat 315Bench 230Dead Lift 450Power Clean 190

100

Squat 415Bench 260Dead Lift 500Power Clean 220

+100+30+50+30

M. S.Squat 365Bench 225Dead Lift 450Power Clean 205

100

Squat 420Bench 260Dead Lift 475Power Clean 210

+55+35+25+5

A. T.Squat 365Bench 200Dead Lift 375Power Clean 185

100

Squat 410Bench 205Dead Lift 405Power Clean 190

+45+5

+30+5

DIFFERENTIATION TEMPLATEWhat specific standard/element(s) does this assessment measure? (Write out the standard/elements verbatim.) Students are assessed at the element level. PEHS.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. PEHS.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. PEHS.3: Participates regularly in physical activity. PEHS.4: Achieves and maintains a health-enhancing level of physical fitness. PEHE.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. PEHS.6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Student’s Initials: J. L. ____________________________ Reg. Ed ___ Exc. Ed X

Describe what you learned about this student from the pre-assessment.1. How did this student perform relative to the other students in this class? What does this tell you about the instructional needs of this student?

Each student was pre-assessed on the four core lifts of the Bigger, Faster, Stronger weight lifting program. The four core lifts included the bench press, parallel squat, dead lift, and power clean. Each student maxed out on each core (lifting the most they could in one rep). Of the entire class this student is the most inexperienced weight lifter. Although he displays raw strength when lifting, he lacks control and technique. To improve his ability to lift heavier weight, he must work on his technique. This will require some one on one instruction. The student must be shown step by step the proper lifting techniques.

2. In which aspect/s of the standard did the student demonstrate proficiency?

This student participates regularly in physical activity. He achieves and maintains a health-enhancing level of physical fitness. The student exhibits responsible personal and social behavior that respects self and others in a weight room setting. The student values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

3. In which aspect/s of the standard did the student NOT demonstrate proficiency?

The student does not demonstrate competency in motor skills and movement patterns needed to perform a variety lifts. The student does not demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of weightlifting.

4. What are the skills needed by the student to enable him/her to master the element(s) of the standard?

For the student to master the bench press he must:

Lay horizontally with head, trunk, and buttocks on the bench

Place palms up against the bar with the thumb placed on the same side as the other fingers or hooked on the

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opposite side. His hand placement may not exceed 32 inches between forefingers.

The bar is pressed vertically to straight arm length and held for two seconds.

The bar is lowered to the region of the chest but may not sink into the chest.

The bar is then raised evenly to a vertical position without moving the trunk, buttocks, or feet.

For the student to master the dead lift they must:

Place the bar on the floor horizontally in front of him Begin in the squat position, thighs parallel to the floor,

head up, feet 12 to 14 inches apart, and back flat. Place palms on the bar approximately shoulder width apart,

using palms down grip or alternating palms up, palms down grip.

With the arms straight and the back flat, drive upward with leg and hip strength.

Pull with the back once the bar is past the knees. The lift is complete when an upright body position is

attained.

For the students to master the parallel squat they must:

Begin in an upright position with the bar resting across the shoulders.

The head should be held up. The back should be flat with the small of the back kept

arched. The feet are 12 to 16 inches apart and in the same line. Keep the back straight, squat slowly with the weight until

the tops of the thighs are parallel with the floor. From the squat position, drive with the legs and hips to an

upright position. The small of the back should remain arched slightly so as to prevent leaning.

For the student to master the power clean they must:

Begin with the bar horizontally at the feet . Grip the bar, palms down about shoulder width apart. Place feet inside of hands to provide a firm base of support. Squat low as in the beginning dead lift position. Keep head up, gazed toward the ceiling. Drive with the hips and legs to lift the bar from the floor. Continue to drive with the legs as the bar gains

acceleration and as the bar passes the knees, pull with the back and shoulders.

As the bar loses momentum, move slightly under the bar as the elbows drive forward under the bar to catch the weight

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on the chest. He should bend at the knees in order to achieve the correct

catch position

Describe your plans for differentiating instruction to meet this student’s needs.1. What interests and/or learning styles of the student will you use to help him/her gain the skills needed for mastery of the element(s) of the standard?

All of the students pre-assessment scores were logged into the Bigger, Faster, Stronger: Beat The Computer, software. The software develops each student, their own individual workout plan. It also automates the process of keeping track of constantly changing lifts, weight, sets, and reps. This will allow the instructor to concentrate on technique, motivation, and getting the best from the student. The software uses the students own ability level to create a workout schedule calculated to be challenging. The students individualized education program states that he is a strong visual learner. Therefore, demonstrations of each lifts will be more proficient in teaching the student the proper technique and fundamentals.

2. How does the lesson(s) planned address the needs of this student?

The standard workout schedule is three days a week (Monday, Wednesday, and Thursday). Each student’s workout is based on his or her performance during the pre-assessment. The software will calculate a weekly workout schedule for each student. These are individualized reports for each student. Each student’s report is automatically customized for them, showing just the lifts in their workout, which makes for independent accountability. It also allows the student to work out with a weight that is suitable for them.

3. What type(s) of formative assessment did you use? How did the use of formative assessment alter your instruction for this student?

Each student is given a weekly workout schedule based on his or her performance. The workouts are printed out and given to the students. Each student must record their workout and turn it in at the end of class. Also, a daily performance check list was recorded for each student each day. Each student was observed closely during class. Based on the day to day workout schedule, there were some lifts that were required to be demonstrated by the instructor to the student(s), so that he or she could perform the lift the correct way.

4. How did the differentiation of instruction impact the student’s mastery of the element(s) of this standard?

The “hands on approach” to the unit was very essential to the student mastery of the core lifts. Demonstrating the proper technique to the student and taking the student through a step by step process of lifting weights gave him a visual description of the proper way to do the required lifts.

REFLECTION QUESTIONS- Your answers must be in-depth.1. What did you learn about your class as a whole from the pre-assessment? This particular class was a mixture of athletes and non-athletes.

Based on the pre- assessment data, the non-athletes were

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inexperienced in weight training but they were motivated about being in my class. The athletic students were players of football, basketball, wrestling, and track. Although they were familiar with the weight room, they did not perform as well as I thought they would. The more weight they tried to lift the more they did the incorrect form. It was evident that I had to monitor the class closely to make sure proper form was being used.

2. What impact, if any, did the planning of all assessments prior to instruction have on your teaching?

The use of the BFS software was very beneficial to me. It allowed me to prepare each student for their individual goals. This was my first time using the BFS program in my instruction. It allowed me to be more organized, for example, the computer kept up with each player’s workout plan. The pre-assessment allowed the students to be individually categorized based on his or her score. The individual workout sheets were printed weekly and turned in to the instructor after the workout session was completed. Also, a daily workout check list was done on each student to measure their proper use of the weight room and lifting fundamentals/techniques.

3. Were you surprised by the results of the post-assessment? If so, in what ways? If not, why not?

I was not surprised by the results of the post assessment because my formative assessments throughout enabled me to make corrections and changes as needed to meet the desired result.

4. How would you explain your role as the teacher as a diagnostician? Explain your use of diagnostic assessment strategies to inform planning.

It is very important to diagnose all students at various check points but most importantly in the beginning. I use diagnostic assessment strategies to gage where is student is and determine what that student needs to meet and/or exceed the standard.

5. Explain how you use formative assessment to monitor student progress and adjust instruction. Give examples of formative assessments used.

Formative assessments which entailed close observation of individual students and the group as a whole were used to give feedback and to demonstrate proper procedure and technique as needed.

6. Explain how you use assessment data to design and implement appropriate interventions that enable continuous improvement for all students.

The results of the assessment were used to show each student where they were and allowed for commentary and feedback for strategies and procedures needed to achieve student improvement.

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ASSESSMENT- The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.Assessment of Student Learning Teacher Standard 1: The teacher uses a variety of effective and balanced assessment techniques that are systematically implemented.AL 1.1 The teacher uses diagnostic assessment strategies to identify individual and class strengths, misconceptions, and areas of weakness in order to inform planning.

Not Evident Emerging Proficient Exemplary

The teacher does not use diagnostic assessment data

The teacher uses some diagnostic strategies to identify

The teacher uses a variety of diagnostic

The teacher makes diagnostic assessment a

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Continuum ofImproveme

nt

to determine student or class strengths and weaknesses or to plan for instruction. The teacher does not identify student or class strengths or weaknesses.

student strengths and weaknesses and priorknowledge to guide planning for instruction; however, diagnostic assessment is not an integral part of unit planning.

assessment strategies to identify individualand class strengths,misconceptions, and areas of weakness. Diagnostic assessment is part of most planning.

systematic component of all instructionalunits. The teacher uses a variety of formal and informaltypes of diagnosticassessments to inform planning and teaching.

Comments:

AL 1.2 The teacher uses formative assessment strategies to monitor student progress and to adjust instruction inorder to maximize student achievement on the Georgia Performance Standards (GPS).

Not Evident Emerging Proficient Exemplary

Continuum ofImproveme

nt

The teacher does not use formative assessment strategies either to monitor student progress or to adjust instruction to meet student needs.

The teacher uses some formative assessment tasks and tools to guide adjustments of whole-class instruction;however, formative assessment is rarely used at the individual level or may be inconsistentlyimplemented.

The teacher consistently usesformative assessment tasks and tools to monitor studentprogress over the course of most units and to adjust instruction to meet students’ individual learning needs relative to GPS.

The teacher consistently uses avariety of formativeassessment tasks and tools to monitor student progress overthe course of all units and adjusts instruction to maximize student achievement relative to GPS for all learners. The teacher also involves students in decisions about adjustments to instruction to enhance their learning.

Comments:

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AL 1.3 The teacher uses a variety of summative assessment strategies to evaluate student status relative tomastery of the Georgia Performance Standards (GPS).

Not Evident Emerging Proficient Exemplary

Continuum ofImproveme

nt

The teacher does not use summative assessment tasks ortools to evaluate students’ mastery of the requiredcurriculum.

The teacher uses somesummative assessment tasks and tools to evaluate mastery of the required curriculum. Theteacher aligns assessmentswith the curriculum, but does not always include details at the element level in the assessments.

The teacher uses a variety of summative assessment tasksand tools to evaluate student achievement. The teacher aligns assessments with therequired curriculum in order to reflect student understanding atthe element level.

The teacher consistently uses avariety of summativeassessment tasks and tools to evaluate student achievementrelative to mastery of the required curriculum. Theteacher’s summativeassessments require students to use higher-order thinking skills, thus demonstrating adeeper understanding of content.

Comments:

ASSESSMENT- The collecting and analyzing of student performance data to identify patterns of achievement and underachievement in order to design and implement appropriate instructional interventions.Assessment of Student Learning Teacher Standard 2: The teacher analyzes assessment and evaluation data to planfor continuous improvement for each student and for subgroups of students.AL 2.1 The teacher uses assessment data in a timely and systematic manner to design and implementappropriate interventions that enable continuous improvement for all students.

Not Evident Emerging Proficient Exemplary

Continuum ofImproveme

nt

The teacher does not use assessment data to design or implement appropriateinterventions that might enable student improvement.

The teacher uses someassessment data during thelearning process to identify student needs; however, the teacher may provide interventions that are limited in scope or not necessarily offered at the appropriate time in the learning process.

The teacher analyzes a variety of assessment data throughoutthe learning process to measure students’ performances. Theteacher identifies student needs and implements appropriateinterventions to enable

The teacher has established asystem for ongoing, timely analysis of a variety of relevantassessment data to measure student performancethroughout the learning process. The teacher

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continuous improvement for all students.

consistently and continuouslyimplements appropriateinterventions to address theneeds of all students.

Comments:

INSTRUCTION - Designing and implementing teaching-learning-assessment tasks and activities toensure that all students achieve proficiency relative to the Georgia Performance Standards (GPS).Standards-Based Instruction Teacher Standard 1: The teacher consistently uses research-based practices in theclassroom.SBI 1.3 The teacher makes appropriate use of differentiation.

Not Evident Emerging Proficient Exemplary

Continuum ofImproveme

nt

The teacher does not make appropriate use of differentiated instruction. Theteacher uses a single plan for all learners with content presented in the same way toall students regardless of readiness levels, and/or studentinterests.

The teacher sometimesmodifies instruction toaccommodate some student needs; however, a majority of instruction tends to be teacher-centered and whole-group in approach, marginalizing somestudents or groups.

The teacher consistently adjusts instruction according to the learning needs of the students, includingmodifications of content, process, product, and learningenvironment.

The teacher systematicallyplans for student differences bymonitoring student progress to allow for ongoing differentiation. Instruction andthe learning environment areadjusted to maximize the performance and engagementof students based on diagnosticdata.

Comments:

Supervisor/ Professional Specialist Instructions:Verify submission of all parts of this evaluation prior to scoring. A complete packet includes: Student Roster, Differentiation Template, Pre-Assessment, Formative Assessment, Post-Assessment, and Reflection. Use as data to complete this evaluation using the CLASS Keys Rubric. Conference with the candidate to be sure all score ratings are understood and plan for further growth is determined. Candidate must perform at the Proficient level in all areas before completing the GaTAPP program. Candidate’s Name: Teaching Assignment(s)School:

1.

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Home Phone: School Phone: 2.

Email:3.

To be filled out after Post ConferenceI understand the ratings assigned on this assessment and improvements necessary to remediate items evaluated less than “Proficient”.

__________________________________________ _________________________ Candidate Signature Date

__________________________________________ _________________________ Observer Signature and CST Role Date

Note: This form must be accompanied by the following items:1. Completed Student Roster 2. Pre- and Post-Assessment Instruments showing standards assessed and scoring explanations3. Formative Assessments and scoring explanations4. Completed Differentiation Template(s)5. Reflection 6. CLASS Keys Rubric Scores on this Evaluation

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