Assessment Profile

Mr. Taylor Hawkins

Mr. Hawkins Assessment Profile

Taylor Hawkins
Spring Arbor University
EDU 429
Specific for 3rd grade level classroom
*Disclaimer: Each and every picture used in this profile is
derived from the Clip Art function on the HP Pavillion, Windows 7
series, and year: 2010

Table of Contents
Cover.pg.1
Initial Information.pg.2
Table of contents...pg.3
Part 1: Research and Beliefs of Quality Assessment...pg.4

Clarifying Research Statement.pg.5

Researching the Importance.pg.6
The Purpose of Assessments....pg.7
The Value of different Assessmentspg.8-10
What I believe about Assessments..pg. 11-12

Part 2: Research the Purpose of Effective Grading...pg. 13

How students are graded.pg.14

The Purpose of grading...pg. 15-19
Grading Belief statementpg. 20
Grading Beliefs...pg.21-22
Communication plan...pg.23-27

Part 3: Research the Purpose of Effective Data Use.pg. 28

Data Clarifying Statement..pg. 29

Researching the Importance of Data..pg.30-32
Data Beliefspg.33-34
Communication plan..pg.35-39

Part 4: Mini Unit and resources....pg.40

Lesson planpg.41-49
Student work examples..pg.50-53
Part 5: References

Part: 1
Researching Importance
Of Assessments

What is the Purpose?

What I Believe

Clarifying Research Statement

In utilizing the knowledge and experience of some prominent educators and researchers, I
have cultivated a personal outlook on the importance of the assessment process. It is essential to
obtain wisdom from other members of the education community. If I did not thoroughly research
the assessment process, I would not have enough knowledge to complete an entire profile or
enough wisdom to positively teach children. As a future teacher, I am encouraged to consistently
collaborate with my fellow educators. Even in research, it is essential to seek guidance and
knowledge from those who are experienced. Learn how to Assess; learn how to help students
succeed.

Researching the importance of Assessment

Assessing thoughtfully means keeping a continual focus on each
learners needs (Chappuis, 2014, pg.20).
Utilizing assessments should be a consistent procedure which is intertwined
with any instructional method and activity. Assessing within the classroom
environment is for the purpose of increasing learning. In the article Assessment
through the students eyes, Rick Stiggins put it: Rather than sorting students into
winners and losers, assessment for learning can put all students on a winning
streak (Stiggins, 2007, pg.43).

Assessment cannot be regarded as high quality if it causes a student

to give up (Stiggins, 2007, pg.46).
If an assessment is too difficult for a student to accomplish and there is no
effort to correct the instruction, then the only thing that the instructor has done is
proven that he has more knowledge than his students. Challenge within the
classroom is essential, but providing guidance and procedures to overcome a
particular difficulty is the duty of every teacher. As Harry Wong states in his book
The First Days of School: Learning has nothing to do with what the teacher
covers. Learning has to do with what the student accomplishes (Wong & Wong,
2009, pg.223). Teaching is not about how smart we act, but instead how much
knowledge our students gain. A quality assessment should not highlight our
educational understandings, but instead give students the chance to display what
they know.

The Purpose of Assessments

The greater the structure of a lesson and the more precise the
direction on what is to be accomplished, the higher the achievement
rate (Wong & Wong, 2009, pg.222).
It is for the Student- An assessment that is not focused on the
development of a child is a method that is misguided. Provide
challenge, but also develop ways in which the particular problem can
be overcome.
Review and Grow- Any kind of assessment can provide the
opportunity of reflecting upon material that was previously learned.
Once the students are successful in an area, the teacher can
foreshadow learning that is still to come. A good assessment can do
both of these processes at the same time!
Communication- Assessments, especially interim and summative,
can serve as vital forms of communication for students, parents, and
the teacher. Assessments offer solid evidence of how a child is doing
in school and how they are progressing in the learning environment.
Also, assessments serve as great points of communication at
parent/teacher conferences as well as with students during in-class
discussions.
Administration- Assessments are some of the most important factors
that a teacher can offer a schools administrative staff. The various
tests and assignments give the ever important information on how the
child is progressing. Of course, assessments cannot offer a spy-glass
to see a students effort, but they do, undeniably, document success.
Collaboration- Feel the need to improve certain assessments?
Collaborate with fellow teachers! Assessments allow teachers to
share and develop their in class procedures, and methods.

The Value of Different Assessments

By listening carefully to what students say and thinking deeply about how to
better guide them, teachers can become accomplished formative assessors
(Duckor, 2014, pg.28).
The classroom is not limited to only one kind of assessment. There are
numerous ways to evaluate students and I will be sure to take advantage of these
opportunities.
Assessment FOR Learning: This kind of assessment gives the teacher an
opportunity to enhance current instruction, and engage the class in valuable
learning.
For progress to be made there must be constant assessment for learning
(Wong & Wong, 2009, pg. 268)
Every Single Day- What worked, and what can I improve on?
Consistently promotes learning- Encourages learning for each
child in the classroom. Does not serve only one style of
learning.
During instruction- Students are assessed while the mastery of
a subject area is taking place. The teacher recognizes how the
children are learning, and prepares lessons around that
knowledge.
Common ground- Both the teacher and student are able to
recognize how well material is being learned, and how
effectively it is taught.
What is needed for student growth- Offers the teacher a real
time analysis of what each child needs for success within the
classroom environment.

Assessment OF Learning: Makes the teacher and students aware of how

the material is being learned, and if knowledge if being retained.
The key to winning is to avoid losing twice in a row (Kanter, 2004, pg.
251).
Meeting the Standards- Are the standards and grade level
expectations being met? This is a question that should be on the
forefront of an educators mind as they are evaluating student
learning.
Administrative Resource- The gathered assessments are what
will be presented to the administrative staff. Feedback will then
be provided and the lesson plans and procedures will be
improved upon.
Final activity- The final assessment of the unit, the summative
assessment, will provide the information pertaining to what the
students have learned.
The purpose- Is the Units final activity too difficult, or is it
sufficient? It is important for me as the teacher to inform my
own instruction as well as recognizing if a change is needed to
benefit the students overall learning.
Informal Assessment: The teacher is constantly presented with the
opportunity to assess students informally. There is no need to take any
written documentation. Whole class discussion or group conversations are
opportunities for a teacher to informally assess the students within the
learning environment.
Unless YOU know where you are going, you will never have students
who know where THEY are going (Wong & Wong, 2009, pg.
276).
As the teacher, I will have confidence in myself and my
assessment procedures. The students will have the freedom to
discuss topics with each other as well as myself. This openness
of communication will make informal assessments an everyday
occurrence in my classroom. If the students understand the
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material through speech, then they will be able to transfer that

to paper.
Formal Assessment: Any activity that involves graded writing, note taking,
or other form of hand out is a type of Formal Assessment. I will utilize the
formal assessment process to gain a further understanding of what the
children are learning, and what they are continuing to learn. This is a very
common and effective form of assessment.

This humorous illustration of the famed comic book hero from

Calvin and Hobbes actually holds a lot of truth in the
classroom. Teachers should not assess to trick students, or
surprise them with problems that they have not mastered yet. In
my classroom however, the formal assessment process will
actively engage and challenge my students. My students will
not have the opportunity to spend two hours away from
instruction. One crucial aspect of assessments is that they
should most definitely involve every child.
Teach it so
the children
CAN learn!

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What I Believe about Assessments

The most important part of the entire process is sharing the WHAT and HOW
with your students (Wong & Wong, 2009, pg.277).
When believing in anything, it is important to have a sense of conviction;
understanding what is being believed, and why one thinks that way. In my
classroom, I will make my opinions and beliefs about assessments clear. The
students will recognize why they are important and my fellow teachers will
understand why I assess my students in a particular way.
Why I Assess: Each teacher will have a specific way of assessing in the
classroom. Below are some factors that I will utilize in my learning environment.

Informal discussion- I will present many opportunities for students to talk

about what they are learning in class. Keeping track of the various
conversations is important when gaining an understanding of what the
student is actually learning.
Warm-up activities- I believe that preparing to learn is an important part of
each childs day. I will utilize material that has previously been taught, but
has not yet been mastered by the students. These activities will put the child
in a certain frame of thinking from the very beginning of the school day.
Group work- In my classroom, group work and collaborative discussions
will be common place. I will be able to engage in discussion with the class,
and also see how they work together to effectively complete particular
assignments. Assessing individual students is crucial, but discovering how
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the children work with one another is important to instruction and my

development as a teacher.
Formal assignments- Tests, quizzes and essays are not the most sought
after part of a school day, but they are important elements. I will effectively
collaborate with my fellow educators to develop assignments that are
challenging, but are also aimed at student success. These assessments are
some of the best indicators of whether the child is learning the curriculum in
a meaningful way.
Why I do Not Assess: In my classroom, I will not only recognize instruction
that works, but also the activities that are not effective. If the strategy does
not benefit my students, then it will no longer be used in the learning
environment.
What does not work in my classroom will be determined by collected data
which is derived from student work. If the assessment does not provide data
that displays student growth and learning, then it will no longer be used in
the learning environment.
Instruction that is ineffective within the classroom will be determined during
using the interim and summative assessments. Retooling instruction is very
common in any classroom and it is important to have the ability to change an
assessment that did not work.
If needed, I will revisit instructed material from previous lessons. I will not
stick to the plan just so I can get through a section of learning. If the
teaching is ineffective, then so is the learning.
I will not limit the learning capabilities of my students with poorly
developed assessments.

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Part: 2
Researching the Purpose
And
Principles of Effective Grading
What I believe

13

The Importance of How Students are Graded

In the classroom, there will be a variety of ways in which I will be able to
effectively grade my students. With the understanding that not one student learns
the same way as another student, I will grade each individual student while using
one set grading scale. While content understanding and quality of work is what will
be recorded, Participation, Improvement, and overall effort will be essential
elements in my grading criteria as well. Even though these 3 elements will not be
noted in the academic grade, they will help a student, at any grade level, gain good
academic standing. In the following section, renowned educators are referenced
and my opinions on grading are sharpened by their knowledge. I will not only have
a quality system for grading, but I will also display a style of teaching which is
focused on student success.
The better I teach-The better students learn-the better grades will be.

Look
Mom, I
earned

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The Purposes of Grading

How can educators develop standards-based grading and reports that are
accurate, honest, and fair (Guskey, 2001, pg. 20)?
When uncovering the purposes of grading, I look at 4 main points that
continually drive my thinking:
My grading system is valid, and it does benefit my students.
My grades and reports are detailed and well developed.
I utilize research to support my grading technique.
I understand that grading is not essential learning, but it does
supply academic growth.

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These points of grading are what I have chosen to stand by, and there is
substantial research to back up my thinking. Educators such as Guskey, Allen, and
Wong are essential in the formation of the Hawkins grading expectations.
What
are
different
purpose
s for

Discovering the Purpose

The debate over grading practices continues, but today we know which
practices benefit students and encourage learning (Guskey, 1994, pg.
14).

Investigation of the Hawkins Grading expectations

1. Validity of grading style- In the article Grades as Valid measures of
Academic Achievement of Classroom Learning by James Allen, there are
examples of different kinds of grading techniques. No matter the style of
grading that is used within the classroom, it is crucial that the style is
proven to be valid. As stated within the article: The most fundamental
measurement principle related to meaningful assessment and grading is
the principle of validity (Allen, 2005, pg.218).
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 Is the instruction proven to work?

Does the grading style fit with the previous assessments?
Can the grades be relied upon for information pertaining to
performance and progress? (Cizek,1996, pg. 104)
2. Detail and Development- Just as detail and development of instruction
is expected in a lesson plan, the expectation should carry over to the
particular grading system. I will continue to cultivate my development as
an instructor, so I am able to complement my students inevitable growth.
Gregory Cizek states: lack of knowledge and interest in grading
translates into a serious information breakdown in education (Cizek,
1996,103). This lack of interest does not pertain only to students
Does the detail of the grading and report system compliment the
creativity of the lesson plan assessments?
Will the grading procedures enable or inhibit student growth?
Are the students and their parents able to view growth and
development because of the grading process?
3. Utilizing Research- Students are consistently given resources that will
further their learning development. Textbooks, online resources, and even
guest speakers are crucial for a childs understanding about a specific
subject area. As the teacher, I will also be engaged in expanding my
knowledge as well. In the field of grading, it is essential to research
professionally written documents and understand the content within
them. In his book The First Days of School, Harry Wong writes:
Effective teachers use research to improve their effectiveness (Wong &
Wong, 2009, pg. 29)
Are my colleagues utilizing this research?
Am I able to enrich my philosophies by studying the material?
Are the practices I am researching being employed by teachers?
(Wong & Wong, 2009, pg. 29)
4. Grading is Not essential to instruction- How can it be that grading is
not an important part of learning? In the article Making the Grade: What
Benefits students? by Thomas Guskey, this quote stands out: Teachers
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dont need grades or reporting forms to teach well. Further, students dont
need them to learn (Frisbie and Waltman, 1992). This does not mean
that grades are not essential to education; it just means that they are not
essential to learning. A quality teacher will motivate and inspire his
students without even bringing out the gradebook.
Is my instruction based around my grading, or is it the other way
around?
Am I collaborating with fellow teachers to strengthen my
instruction?
Are my efforts as a professional educator focused around student
learning, or what score they receive on the next test? (Grades are
important, but they are not as important as a childs
development and growth)

Final Research Statement

Throughout the very existence of education, grading has always held an
important and intimidating place in a students schooling. Each assignment that is
completed will be given to the teacher with either a sense of I cant wait to see my
grade! or how am I going to explain this one to my mom? The classroom
environment must hold learning as the highest standard. If this ideal is upheld, then
students will receive the grades that they will want to show to their parents! Of
course, grades hold a fundamental place within the classroom, but reporting and
grading are not the only way to track student development. As stated in the article
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Making the Grade: What Benefits students?: Typically teachers use checking to
diagnose and prescribe and use grading to evaluate and describe (Bloom, 1981).

Grading should not be a topic of fear or

intimidation. In my classroom, it will be the
culmination of growth, development, and a job well
done.

Grading: Belief Statement

I strongly believe that grading is very important. If there are no progress
reports or grades reported, how can it be proven that a child is growing
academically? With this being said, the most crucial aspect of grading students is
how I will go about the process. If I am an effective teacher and I am able to reach
my students at a social and academic level, they will taste success in my classroom
environment. There is no need to put classroom grades on a pedestal and behave as

19

if they are most essential part of school. Learning is the most important part of
the education process. Adequate learning will lead toward adequate grades.

Lets Dig
Deeper!

Grading Beliefs
Many parents initially respond to a standards-based reporting form with: This
is great. But tell me, how is my child doing really (Guskey, 2001, pg.
23).
Having the confidence to stand by the way my classroom is structured will
be a defining factor of my teaching career. The grading process will go hand in
hand with this structure. I will share my beliefs about grading with students,
parents, and fellow faculty members. Grading is not the most important part of
teaching, but it does show what is important; the childs learning growth.

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Why I Grade in this style: After discovering the grading policies of my

school, I will incorporate them in my classroom to fit the learning environment.

Redos and do-overs- Depending on the circumstances, doing an

assignment over may be acceptable in my classroom. As Rick
Wormelli states in his article Redos and Retakes Done Right:
Allowing students to redo assignments and assessments is the best
way to prepare them for adult life(Wormelli, 2011, pg.22).
Standards Driven- In any classroom assignment, if the student is
meeting the expectations of a particular standard, then learning is
taking place. It is important to reflect this knowledge growth in the
grading process. In the article Helping Standards Make the Grade,
Thomas Guskey writes: Educators need a clear, comprehensive
grading system that shows how students are measuring up to
standards (Guskey, 2001, pg.20).
Conferences- Student led parent teacher conferences will be utilized
within my classroom environment. The child, while showing
examples of work, will be able to explain to his parents what he has
been learning. An up to date progress report will be offered so the
parents may see their childs improvement or lack thereof. This
interaction provides the student with confidence, and the parents with
the assurance that I truly care about their child.
Proof- In my classroom, there will be documentation of the
assignments that the students have completed throughout the school
year. If a grade is not yet placed in the scorebook, I will ask the
student to hold onto the assignment as proof of completion. I will
have also placed a check mark on the classwork to indicate that it has
been viewed and graded. This will prevent parents and students from
claiming that I lost a certain assignment.

Why I do not Grade in these styles: There are times when grading
must be clearly defined. In my classroom, students will understand that
learning comes before grades, but that does not mean quality grades should
not be aimed for.

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 Weighted Grading- Weighted grading will not be used in my

elementary level classroom. I believe that this kind of grading is
surely effective at the secondary level, but it would add certain
pressures to the elementary student. True learning is difficult to
achieve when a child is specifically thinking about grading.
Grades influenced by behavior- I believe that the behavior of a
student will ultimately impact their grades. If a student is engaged in
the material, then the progress reports will reflect this just as it would
reflect if the student is not enriching themselves in learning. As the
teacher, I will never give a student a poor grade just for acting out in
the classroom. That is a behavioral issue, not an academic issue. Of
course, I will talk to the student and his parents about his behavior, but
that conversation is not linked to his grades.
Expectations of grading- In my classroom, I will not tell the students
what grade I expect them to receive on a particular assignment. The
last thing the student needs is to feel an added pressure from the
teacher. Also, putting expectations on grades will ultimately switch
the students mindset from how well am I learning? to how well did
I do on that assignment?

Communication Plan
Bob, Can
you hear
me?!

Sure can,
Carl! That
is some
quality
communica

Teacher Involvement in: Grading

22

In my classroom, I will have a very important part in the grading process.

The students grades will be greatly determined by the way in which I instruct them
within the classroom. I must have an understanding of how to effectively teach
every child in my class. As Rick Wormelli states: Irresponsible, forgetful, and
inattentive students need us to be in their face more, not less(Wormelli, 2011, pg.
23).
My Proficiency and Effectiveness- I will establish a policy in my
learning environment that classwork will be graded and returned
within two school days. This process gives the students an opportunity
to look over their assignments and review areas that may need
sharpening. If I am not organized in returning assignments, why
would students be organized in turning them in?
Student Involvement in Grading- In the beginning of the year, the
children will be made aware that they can talk with me about the
grades they receive. Also, students will know to keep certain
classwork assignments from each subject in their work folder. If a
student does poorly on a test, they can go to the work folder, pull out
previous assignments that relate to the test and show me that they
understand the material. I may then allow a retake of a similar test.
Dear Parent,
*Only in specific circumstances will this be the case.
I am very pleased to have your child in my classroom for the
2014-2015 school
year. Each
student will
playImportance
an important part in the
Letters
Home:
The
classroom environment and I cannot wait to see how each student will
learn and grow while being part of this team.
In my classroom, the main focus is on the childs learning. I

For many
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look for thegrades
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succeed.
I will focus
on establish that
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learning is essential, I am all for parents being important parts of the grading
process. Notices andAletters
keep the
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andparents
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is present near the front of the room, but I do not want
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students to focus solely on making the grade. Our classroom will be
focused
on learning!
Example
of letter home to parents
I will send consistent progress reports home by student
delivery, email, or mail. Each child has the ability to learn, and I look
forward to bring that capability out in your child.
Looking forward to the year!
Mr. Taylor Hawkins

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Progress Report Choice

Provide accurate and understandable descriptions of learning(Guskey, 1994,
pg.17).

24

 There is not one set kind of progress report that is to be

sent home to parents.
Teachers should customize their reports to fit the structure
of the classroom.
My progress reports will be easy to follow, and wellexplained in an accompanying email.
Provide accurate and understandable descriptions of
learning (Guskey, 1994, pg.17).

Progress Report Demonstration

Here are two sample progress reports. One report represents an

excelling student while the other represents a struggling student:
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Excelling student

o When a student is doing well in the classroom, progress reports are

wonderful tools to express this success.

Struggling student

26

o When a student is not doing very well in the classroom, the progress
reports offer the opportunity for me to explain certain situations to
the parents.
Website address: https://s-media-cacheak0.pinimg.com/236x/b1/c5/f8/b1c5f88a988695cad1404a4167d66c9a.jpg

Progress Report Accompanying Email

27

 In my classroom, it will be important to send emails in sharing what

is happening in the learning environment. When a progress report is
sent home, it is crucial for the parents and students to understand
why the specific evaluations are given.

Dear Mr. and Mrs. Smith,

Part: 3

What a joy it is to have Ashley in my class!

She has a wonderful attitude and it is very obvious
that she wants to learn. There are just a few things I
would like to bring to your attention.
As you already know, Ashleys reading level
is below grade level. This means that she could use
some extra help.
Please take a look at each aspect of the
progress report. Attached to the report is the contact
information for Mr. Elkins, the teacher who
specializes in reading improvement. Please consider
contacting Mr. Elkins for an appointment. If you
have any questions, Please email or call me.
Email: HawkEducate@yahoo.com
Phone: (517) 588-7259
Have a great week!
Mr. Taylor Hawkins

Report Card Examples

28

o An in depth and accurate report card will do hold a lot of

important information students, parents, and other stakeholders.
Here are report card examples that I would use within my
classroom.
o Report card format derived from Hardin-Houston Local schools.

Excelling Student

Report Card Example

29

Student Needing Assistance

30

Researching the Purpose

And
Principles of Data Use
Data is Important Believe It!

Data Clarifying Statement

31

In the book First Days of School by Harry and Rosemary Wong, there is a
wonderful statement that symbolizes the importance of an educator collecting and
assessing data. The book relates collecting data to exercising as it states: The goal
is progress toward a healthier you (Wong & Wong, 2009, pg.268). I agree with
this characterization completely! Data is an essential part of the classroom, just as
a form of exercise is an essential part of healthy living. Data can be derived from
any level of education and any kind of classroom environment. It is essential for
me to recognize data critical information and not just a check mark on a page.

Researching the Purpose: Data

Effective teachers use assessment data collected from projects, tests, and
reports to gauge a students academic progress (Wong & Wong, 2009,
pg. 268).

32

The children in my classroom will be unique and their specific data will be
derived from their unique learning styles and academic capabilities. For the sake of
research, I have decided to pinpoint 4 topics of data that stand out to me: Reading,
Writing, Attendance, and Tests. Reading and writing are used each day, attendance
is needed to learn instructed material, and tests provide a culminating activity to
observe student growth.

Thanks to
Data, I am
finally
seeing

Specific Points of Data Research

33

Data is a very large part of education. It is important for a teacher to understand

the process of gaining and distributing data. It is also important for a teacher to
understand which data procedures work best for their specific classroom.

Reading- Collecting data pertaining to reading levels is of key importance

to any students learning. This information allows the current teacher to record
data that will cultivate instruction in the area of reading that will help improve the
childs reading level.
Data will be specific to each child in the classroom.
Information will be sent home to parents as well as made known to
the students teacher for the upcoming school year.
The data and research gathered by the grade level teacher will ensure
that the student is reading at an appropriate reading level.

Writing- Displaying ideas and thoughts about certain content areas

through writing is arguably the most important aspect of elementary
academics. In my classroom, I plan to base assessments off of certain
writing prompts that the students describe. As stated by Thomas Guskey in
the article The Communication Challenge Of Standards-Based Reporting:
It is important to provide examples based on student work (Guskey,2004,
pg.328).

I will evaluate spelling to discover the understanding that the student

displays in writing.
I will focus on spelling and penmanship and relate these skills to
where the child should be with their handwriting.
Grammar will be a large part of the data collection process for writing.
If grammar is where it should be, writing will naturally have more
fluency.

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Attendance- Collecting data on attendance is crucial for the

Elementary classroom. A student who is present is a student who will
learn. I will keep data for each child in my classroom. Is there a
noticeable difference in development between students who are in class,
and those who miss often? In an important quote, Harry Wong says:
The importance of establishing procedures and routines to free up
instructional time is paramount to effective teaching(Wong & Wong,
2009, pg. 294). Students must be in attendance for these procedures to
become common place in their academic lives.

I will offer rewards for students who show responsibility by

coming to class each day.
I will compare data between students who miss class often with
those who are consistently present.
I will keep in contact with parents about certain measures that
will need to be taken if a child misses a certain number of
school days.

Tests- Tests and quizzes will fall under the same category of data collection.
In my classroom, I will give students the opportunity to put their best foot
forward on tests. If the child is deserving or if it is necessary, a retake
opportunity may be given on a test without any harm to the childs grade.
The tests I present will mainly be culminating information over a subject
area. Culminating data is crucial data.

I will compare data from tests throughout the school year (view
the difference in test taking capabilities).
I will send test data home to parents as a part of a progress
report. Parents will witness the improvement that their child has
made.

Does the Data match up? My Beliefs

35

To provide an accurate summary of students performance, teachers must begin

by looking for consistency in the evidence gathered (Guskey, 2002, pg.
778).
Does the
Data make
sense?

What I will do- Whatever is done within the classroom pertaining to data
must be consistent and well organized. Even though I may know exactly what I am
documenting, a parent may have a difficult time understanding specific data about
their child. I will be consistent, and I will be clear.

Collaborate- When it comes to gathering data, I will collaborate with

my fellow faculty members. This does not mean that I will share all of
my students grades. I will collaborate for the purpose of discovering
different ways of collecting data that are proven to work.
Reward- Just as I will work extremely hard throughout the school
year, it is important to remember that the children are putting forth
effort as well. Rewarding students who show improvement or
understanding is important in an elementary level classroom.
Time- I will not rush through the data collecting process, but I will
instead take my time and accurately assess each student.

36

What I will not do- Sometimes, the most important moments in a classroom
is when the teacher decides not to do something. Data provides many
opportunities for moments like this.
Gossip- Even in the safety of the teachers lounge, I will never talk in a
negative way about an individual students data. If there is the need to
discuss a childs progress, then I will set up a meeting and there will be
members of the administration involved.
Rush- To be an effective teacher, patience is needed during every part of the
day. When collecting data, there is nothing good that comes from rushing
through a students results. I will be patient with the data of each child.
Each child is important to me.
Set limitations- I will not set limitations or expectations on students when I
prepare to grade and assess. It is common knowledge that a successful
student will most likely have an off day in the classroom. As the teacher, it
is not my job to pressure or question my students abilities. Instead, I am to
encourage and mold my young learners into the students I know they can
be.

Communication Plan
37

No More: Weve always done it that way (Guskey, 2011, pg.6).

In my classroom, I will not be doing everything in one standard way
just because it has always been done that way. Creativity is essential to an
interactive learning environment and I aim to utilize my own creative abilities.
Teacher Involvement: Data

The Data I collect will be organized and accurate. I will not sacrifice an
accurate description of a childs development because of a lack of detail.

Organized Energy- Even in the process of collecting and distributing

data, it is important for the teacher to have an infectious energy. I will
be excited about every area of my work so the student is excited
about theirs. Also, maintaining energy is a great way to stay focused
and alert while muscling through a potentially boring process of
sorting data.
Preparing students for the Data- In my classroom, I will work with
my students each day to effectively develop and grow as learners.
When I cumulate student data and make it available to parents, I do
not want the families to be surprised by the results. Progress will be
the main point of celebration in my learning environment.
Leadership- In the classroom, I will be the captain of the ship. I am
presented with the task of leading my students to a sense of true
learning. Maintaining this role of leadership while collecting data is
crucial for not only the students development, but also for my growth
as a professional educator. When the students exit the classroom for
the day, I do not stop being a teacher. Leadership is an essential part
of the data process, because when I am reporting accurate scores, I
must keep in mind this fact: It is not about me; it is about them.
Communicat
ing with
stakeholder
s is a super

38

Distributing Data to those who Matter

Administration- I will follow the school procedures that are associated with
data collecting a distribution. The administrative staff will be expecting
accurate and descriptive representations of student work. I will make sure
that when my data is asked for, it will be ready.
Preparation is a key part of data distribution: All battles are won
before they are fought (Wong & Wong, 2009, pg.91).

Parents- Each time a progress report is sent home to the parents, they are
receiving pieces of their childs academic data. There is also a note that will
be attached to these documents so they are easy to understand and
comprehend. The students may be the ones in my classroom, but the
parents will most likely be the ones who are most interested in the childs
learning.
Students- Students, on a consistent basis, will be made aware of where they
are in the classroom. In my classroom, I will make this information very
available to parents as well. Conferences, letters home, and emails will be
ways in which I will contact and share information with my students.
39

Documents in accordance with my Communication

plan
Dear Administrative Faculty,
Attached is the data derived from
the work completed by Sidney Smith. As
requested, included are notes to parents,
progress reports and three writing prompts
that Sidney has completed.
Please notice the improvements
from the beginning of the school year to
now. The growth is slow and steady, but
progress is most definitely there.
With respect,
Mr. Taylor Hawkins

Dear Stephanie,
Hello there! I just wanted to write
you a little letter and let you know how
much I appreciate your hard work
throughout the year. Here are 3 BIG
improvements you have made in my
classroom:
Writing!
Letter
from Teacher to Student
Reading!
Mathematics!
Keep up the great work!
I will see you in class!
Mr. Hawkins

40

Dear Mr. and Mrs. Carlisle,

I am writing you this letter to make
you aware of a couple of things. Johnathon
is a pleasure to have in class. He always
has a smile on his face, and he is never in a
bad mood! I do however want you to take a
look at the attached progress report.
He has made improvements from
the beginning of the year, but this
improvement
is not to
as noticeable
Letter
Parentsas it
previously was. He has been at the same
reading level for 3 months now.
Johnathon is a very good student
and I am lucky to have him in my class.
Lets work together to try to help Johnathon
gain more consistent success!
Sincerely,
Mr. Taylor Hawkins

41

Part: 4

42

In-Class Lesson

3rd Grade

Social Studies

Dibble Elementary School

Jackson, Michigan

The Tale of Two Leaders

Name: Taylor Hawkins
Time Allotted: 45-50
minutes
Grade Level: 3rd grade
Subject(s): Social Studies
Materials Required: (create a bulleted list, including texts -- books and articles--

using APA format)

43

Meet Michigan Text book

William Hull Graphic Organizer
Whiteboard
Dry Erase Markers
Becoming Michigan Test
Comic Strip
Colored pencils
Becoming Michigan Answer key
Blank paper for folded notes
Do You Have It? sheet

Michigan Content Expectations: S.S. Grade Level Content Expectations (GLCE), E.L.A. or
Math Common Core State Standard (CCSS) or Next Generation Science Standard (NGSS)
include both the code AND fully written out expectation. 3 H3.0.1- Identify questions
historians ask in examining the past in Michigan (e.g., what happened? When did it happen?
Who was involved? How and why did it happen?)

Objective(s): A specific, measurable portion of a GLCE, CCSS, or NGSS (may more clearly
state with Blooms taxonomy verb) including the level of proficiency. (3Cs =
Content/Performance, Condition and Criteria i.e. The student will {Blooms taxonomy verb}{level of Blooms
taxonomy learning} so that they demonstrate 4out of 5 or higher proficiency on the {end of lesson assessment
rubric}.

Objective 1: The students will identify the two different positions held by William Hull,
as well as his influence on the territory of Michigan by filling out a graphic organizer and
writing in at least 4 facts that the teacher will write on the board upon completion.
(Comprehension)
Objective 2: The students will examine the significance of certain people involved in the
war of 1812 by completing a multiple choice test and achieving a score of 3 out of 4.
(Comprehension/Knowledge)
Assessment: Throughout the entire lesson (For-formative and Of-Summative) how do you assess
that students are progressing towards or have mastered EACH objective? (Formally- tests, quizzes,
worksheets, rubric based projects or performances/Informally observations, conversations). Make sure to
include necessary rubrics and/or scoring guides and answer keys.
Objective 1 Informal Formative Assessment: While the teacher observes, the students
will brainstorm in groups what they believe are important differences between Michigan
in 1805 and Michigan today. What did the land look like? Who lived here? After the
discussion, share with the class.
Objective 1 Formal Formative Assessment: In pairs, the students will read about William
Hull in pages 135-138 in the Meet Michigan textbook. During the reading, the students
will have already folded a paper in halves, creating two columns. One column will say
General, and the other will say Governor. How/When did he become Governor? When
did he become General? What did he do as General? (After reading, the teacher will
create two columns on Whiteboard, but allow students to lead discussion).
44

Objective 1 Formal Interim/Summative Assessment: The classroom helper for the day
will help the teacher in passing out William Hull Graphic Organizers. After receiving
the assignment, the students will put away their previous notes. The students will write at
least two point in each box, and write at least three sentences explaining what they
learned.
Objective 2 Informal Formative Assessment: On the Whiteboard, The teacher will write:
This is Michigan! Ask students if they think the people of Michigan were happy with the
British leadership. What do you think class?
Objective 2 Formal Formative Assessment: The students will partner up, and read pages
139 to the top of page 140 in the Meet Michigan textbook. After the reading, the
students will create a comic strip describing Oliver Hazard Perrys bravery on Lake Erie.
(The teacher will have previously made one for the class to see). Volunteers will come to
the front of the class to show their work.
Objective 2 Formal Interim/Summative Assessment: The students will receive a multiple
choice, 5 question test pertaining to both Michigan, and the war of 1812. The students are
to complete this test, and pass it in as a ticket out the door.
Data & Intervention: What data could you generate? What specific plan do you have in place
including resources if a student/or multiple students have/have not met the minimum level of
proficiency on the interim or summative assessment? Please cross-reference where the assessment occurs
with the component below (i.e. formative conversation about the objectives/topic during the anticipatory set; 10question, summative, whiteboard quiz after independent practice, before closure). The information from this

lesson is derived both from text and discussion, so the class will be working together to find the
best solutions. If students are struggling to pass the individual assessments however, the teacher
is to create an area where certain students may sit to be read aloud the given instructions. This is
not providing answers, but it is offering an auditory form of instruction.
Note: You will embed the names of your assessments into the sections below to communicate when during the
instruction part of your lesson you will implement each assessment and the allotted time necessary. Depending on
how quality and detailed your section above is, you should be able to minimally explain below to keep from
repetition.

Instructional Procedure: What information do students need to accomplish the objective?

(The following steps do NOT have to occur in number order 1-6, nor are they necessarily separate components.
You may structure your lesson however you like to best meet your planning needs but make sure to somehow still
identify that you have each component. For Direct Interactive Instruction, you may use the To, With & By
Model Direct Teaching with Integrated Modeling, Guided Practice and Independent Practice. For Inquiry, you
may use the 5 E model Engage, Explore, Explain, Elaborate, and Evaluate.) Consider and plan how you will
transition and other classroom management components that will affect your instruction.

Anticipatory Set: (Allotted Time: 5)

a Focus or grab student attention narrative, novelty: Alright class, it is time to
learn about this great state before it was even a state! Lets talk about it; what
do you think Michigan was like in 1805? Who lived here?
b Provide brief review of previous related lessons (systematic): We have learned
about the British, and how they have tried to take control of the U.S.A. Today, we
will fight back!
c Develop readiness for learning that is to follow: Today class, we will be stepping
back in time, and traveling from 1805 all the way to 1812. We will be learning
45

about a Man with two important jobs, and also about a man who would not give
up his fight against the British!
d Include clear and simple behavioral expectations and any necessary procedures
for classroom management: I expect that you will respect your classmates when
they are talking, and also be willing to add to conversation during this lesson!
Also, just have fun and try your best!
2

State Purpose and Objective of Lesson: (Allotted Time: 3)

a Tell the students what you want them to learn (direct): I want you to identify the
different duties of William Hull, and how he was so important to Michigan during
this time. I also want you to examine the importance of certain people involved in
the war of 1812, and how their influences changed Michigan forever.
b Tell them why its important to them (explicit). It is important to know this
information because Michigan is where you live! The people that we meet and the
battles that we are a part of during this lesson are important parts of why
Michigan is the state that it is today.
c How might this lesson connect to prior or upcoming lesson? How does it relate to
a larger theme or concept? This lesson connects to prior lessons because of the
overall influence of the British, and how Michigan is seeking a true independence
from British control. This lesson will connect to upcoming lessons because of the
War of 1812, and the continued influence that it had on Michigan. This lesson is
an introduction to how Michigan took some first steps to not only becoming free,
but how in time, it would become a state.

Instruction: (Allotted Time: You may want to break the times out by DII, Modeling, GP and IP to make sure youve planned
effectively)
a Direct Instruction: 40-45 minutes
Before initial instruction, have one member from each table
pick up the Meet Michigan text books for the table.
Alright class, it is time to learn about this great state before it
was even a state! Lets talk about it; what do you think Michigan
was like in 1805? Who lived here? What are some big differences
from today? The teacher will ask prompting questions before
discussion, and then have students brainstorm by table. (Take 3
minutes). [While the students are talking, the teacher will observe,
and also pass out blank white paper].
After brainstorming the questions, the class will come back
together and have a whole class discussion for about 2 minutes.
Great job class! Now, lets really dig into what Michigan was like
back then, and also see who played an important role in the
development of the territory. Please turn in your Meet Michigan
textbooks to page 135, and then look at me when you have done
so.
Teacher will instruct students to fold a white piece of paper in half,
and to draw a line down the center of the paper. At the top of the

46

left side of the paper, Governor Hull will be written. At the top of
the right side, General Hull.
View and apply Guided Practice Section
After the reading and note taking of the chapter, the teacher will
demonstrate a graphic organizer that the students are to fill out.
After about 1 minute explaining, the class will fill out a Graphic
organizer about William Hull as the summative assessment.
[Provided in materials] [6 minutes to complete]
After the organizer is completed, shift gears! Alright class, lets
dive right into some important things that Michigan did in the
beginning of the War of 1812.
The teacher will write This is Michigan! on the white board, and
ask the class what they think about the British in Michigan. (2
minute discussion)
Instruct students to turn to page 139 in their text.
View and apply modeling instruction
Alright class, it is time to see what you have learned today!
Teacher will now pass out the 5 question summative assessment
(Becoming Michigan!). Students will get about 7 minutes to
complete this.
Please hand the assignment into me class, and then fill out this
quick Do you have it survey.
Class, when you are done with this assignment, please turn it in,
and prepare for the next part of your day!

b Modeling: 12 minutes
i Showing an example(s) as you explain: As students read about Oliver
Hazard Perry, they will create a comic strip displaying his bravery during
the warship battle on Lake Erie. [Comic strip outline provided] The
teacher will have previously created a comic strip to show the class. To go
along with your comic, write about other important information that you
have learned from the reading.
ii Watch while I do this problem and Ill tell you what Im thinking as I
work. While showing the comic strip, the teacher will explain how he
went about creating the comic. Now class, feel free to use as much color
as you would like! [When finished, view Direct Instruction]
c

Guided Practice: 10 minutes

Instruct students to complete practice problems individually or
with another student while support/guidance is given: While the
students read the assigned pages, they will be working in pairs to
write key facts about William Hull; both as a Governor, and as a
General. Class, while you read from Page 135-138, you will work
with a partner to write different things William Hull did, or things
that happened, while he was in his two different roles. [Please take
47

turns reading so one partner is not doing all of the reading, and
the other is doing all of the writing]!
Must be monitored by teacher to make sure students are not
practicing errors (white board response), important place to
formatively/interimly assess: After the reading is done, the class
will collaborate, and discuss the important points that the groups
have written down. The teacher will have two columns previously
written on the board, and he will write in his own important
findings as well as the students. [When finished, view Direct
Instruction].

Independent Practice:
When the students can perform without major errors, discomfort or confusion,
then they are ready to develop fluency by practicing without the availability of the
teacher (independent centers)
Homework (not assigned unless the above is true). Students are to take
home their folded notes, and tell their parents (or legal guardian) three
things that they had learned that they had not known before. The students
are to then write a paragraph about what they talked about, and how the
parents responded [for no grade, just observation].
Student is then accountable for the knowledge
What proof do you have the students have arrived? Student has arrived
when the two assessments are completed, and the final assessment has a
rated score of 4 out of 5 questions correct.

Differentiated Consideration (Adjust instruction and assessments, tools, resources or

activities for students who):
Finish quickly but may or may NOT have mastered the objectives: - The teacher will
consistently be around the classroom to view how the children are doing, and to see if
there are areas that may be misunderstood. Also, the many points of group and whole
class discussion will reiterate topics, and introduce different ways of thinking.
Struggle to complete activity/assessments: - If the student struggles to finish one or
both of the assessments, the teacher will provide further instruction as the whole class
is working on one of the culminating reading activities.
Show proficiency early or directly after the first formative assessment: - Students who
show proficiency directly after the first formative assessment will be encouraged to
be leaders in their small groups, and for the whole class. Also, during the reading,
students who display high proficiency may be placed with a student or students who
are struggling with the material.
Still not proficient near end of lesson: - The teacher may once again use a small
group instructional method with the certain students who are struggling. Take them
away from the whole class for short period of time, and give them an individualized
instruction that they most likely need.
Needs different modes of learning or learn through a different multiple intelligence
strategies than what was delivered- embed multiple options of instruction and
48

assessment for students to choose how they best learn and how best they would show
proficiency: - This lesson cultivates the use of drawing, graphic organizing, writing,
reading, and discussion. If the student needs another way to learn the material, that is
completely fine! As mentioned previously, the teacher may work with the student on
an individualized level. Also, the worksheets achieved in class can be sent home so
the parents may look over the lesson with their child.
Closure: (Allotted Time: 5 minutes)
a Teacher or student reinforce/restate the objectives: I want you to identify the
different duties of William Hull, and how he was so important to Michigan during
this time. I also want you to examine the importance of certain people involved in
the war of 1812, and how their influences changed Michigan forever.
b Students summarize to what extent they feel they mastered each objective (more
than just a generic) what they have learned in relation to objectives. Tell me,
Show me, Signal responses, choral responses, ticket out the door Are just a
few potential options. The final test is the ticket out the door.
c Connect back to larger theme/unit: This lesson blends in with the larger theme of
the influence of the British over the United States. Michigan, just like many other
territories and states, were desperate to become free from the rule of the British.
The fight that Michigan so readily displays ties in with the many other provinces
that were tired of the British and their rule across the United States.
d Connect to previous lesson and/or next lesson- The British overstaying their
welcome was a popular them in the early days of the United States. This lesson
ties in to previous lessons as Michigan became another territory to seek
independence from the British. This lesson will connect to lessons in the future as
Michigan changes from a territory to a state.
e (Optional: Thanks students for their learning today)
References: Use APA references page formatting to correctly cite textbooks, other books,
websites, images, etc. that you used in the lesson. http://owl.english.purdue.edu/owl/resource/560/01/ . If
youd like to use a citation creation tool, you can use Zotero. Please do not use other tools that are not up to date
with APA 6th Edition Manual. Start with double spacing, 12 pt. Font, 1 inch margins with hanging indents, etc.

McConnell, D. B. (2009). Meet Michigan (First ed., Vol. 1, pp. 1-437).

Hillsdale, MI: Hillsdale Educational Publishers.

49

Name:
The Bravery of Oliver Hazard Perry!

Make a Comic strip that explains Oliver Hazard Perrys bravery on Lake Erie.
Also, on the lines below, write about any other important information that
was in the reading.

Page 139-140 Important Information

50

Name:
Governor

General
At least 2 facts for both boxes

William Hull

Tell me in your own words why William Hull was important to Michigan!

I Can Statements
51

 I can see why William Hull was an important

man in the History of Michigan.
I can understand why Oliver Hazard Perry was a
famous commander in the War of 1812

Student-work Examples and Understanding

52

*The questions were read to the students out loud in class. They were given the
option of working ahead, or waiting for the question to be read. All information on
quiz is derived from the Meet Michigan textbook written by D.B McConnell.

1. Example of a student with High-level understanding:

2. Example of student with Medium-level understanding

53

3. Sample of teacher work as an example to students

54

Do You Understand?

55

*Student displays understanding with check in the box

formatted worksheet. I will review these, and adjust instruction
accordingly.

56

Assessment Expansion
My Plan for Scoring
And
Grading

57

The Application of my Grading System

In my classroom, I will have a grading style that is effective and easy

to follow. I will develop my teaching style around the different
learning capabilities of my classroom, but my grading system will
target the quality of the work, not the kind of student.

I will score Assessments- If there is work completed within my classroom; I will

be the one to grade it. Each assessment that I give my students will be developed
with my grading beliefs in mind.

I will be prompt- When it comes to grading assessments, I will not waste time.
The type of assessment (Interim or summative) will determine the speed in which
complete scores and grades for my students. Also, for me personally, I do not want
my work space to become cluttered and unorganized. Waiting to grade and score
assignments as they pile up on my desk is a strong start toward a messy classroom.

Communicating Outcomes- Parents, students within my classroom, and certain

Administrative Faculty will be recipients of certain assessments throughout the
school year. Maintaining confidentiality is needed in an education environment. I
will only supply assessment grades to those who are clear to receive them.

Action plan- After grading, I will form a plan that will better serve the students
within my class. For instance, if one question was missed by a majority of the
class, that question will be left off of the assessment. I will not punish students for
a lack of clarity during my instruction.

58

Data Analysis and Application

Fact Finding

Hypotheses

Action Plan

Question #4 is difficult Both the War of 1812

because there could be and River Raisin took
two different answers. place in Michigan at
some point.

I will change the

wording of the
question, and take the
War of 1812 out of the
answer key

Differentiation is
needed in the
assessment.

A brief writing prompt

at the end of the
assessment would
benefit learning.

The writing prompt

would be a
culminating activity to
solidify learning on
the assessment.

Word key questions!

(Matching)

For a History based

assessment, matching
questions is beneficial
for student learning

I will limit the amount

of multiple choice
questions used, and
incorporate a word
matching section.

59

Data presented in table is derived from the

Tale of Two leaders assessments.

Part: 5

References

60

References

Allen, J. D. (2005, June). Grades as Valid Measures of Academic Achievement of Classroom

Learning. , 218-224.

Guskey, T. R. (2004, November). Are Zeros your ultimate weapon? , 31-35.

Guskey, T. R. (2001, March). High Percentages Are Not The Same as High Standards. , 534-536.

Guskey, T. (2001, September). Helping Standards Make the Grade. , 20-26.

61

Vatterott, C. (2011, November). Making Homework Central to Learning. , 60-64.

Wong, H. K., & Wong, R. T. (2009). The First Days Of School (pp. 1-346). Mountain View, CA:
Harry K. Wong Publications.

Wormeli, R. (2011, November). Redos and Retakes Done Right. , 22-27.

62