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Student Academic Progress Assignment

Background: The Virginia Department of Education mandates that all teacher education programs provide information on the
documentation of student learning by their student teachers. Therefore, we require each student teacher to document students
learning once during their student teaching experience. This documentation involves assessing each classroom students content
knowledge of a skill, concept, idea, view, or theory before it is taught and then assessing the students learning as a result of
his/her teaching. The following is a template for the documentation of student learning. This model is currently the sample of
goal setting for student academic progress provided by the Virginia Department of Education. Many local school districts use a
variation of this assignment.

Part A. Chart
I. Setting: Describe the population and special learning circumstances of your students (Ex.
number of students, gender, ethnicity, academic levels, ability grouping).
II. Content/Subject/Field Area: Choose a unit of instruction (at least 3-5 lessons). Describe the
area/topic addressed based on learner achievement, data analysis, or observational data. State
SOLs or National Standards.
III. Baseline Data: What is shown by the current pre-test assessment data?
IV. SMART Goal Statement: Describe what you want learners to accomplish.
(Specific, Measurable, Attainable, Re sults-oriented, Timely)
V. Means for Attaining Goal: Overview of the strategies you will use to accomplish the goal(s).

Part B. Reflection
VI. Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.
VII. Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pretest. Include the teaching strategies used and include a justification for
your instructional decisions. How did the results inform your instructional planning? Be specific.
This should be an expansion of part V (above).
VIII. Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?

Part C. Lesson Plans and Supplemental Materials

IX. Include complete Bridgewater College format lesson plans (at least 3-5) that directly relate to
the goals and objectives. Include a copy of any supplemental resources (ex. assessment, key,
worksheets) you used to assist students in this unit but do not include individual student papers.
A score of 75% or higher must be achieved in each category to pass this assignment - Any category with a DN must be revised
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SAPA
Teacher Candidates Name: Lauren Fields
School: River Bend Elementary School Cooperating Teacher: Cindy Lambert
Subject/Grade: Kindergarten School Year: 2016-2017

Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter
information electronically into the cells (the boxes will expand to fit the text).

I. Setting There are 18 students total in the Kindergarten classroom - 5 girls and 13
boys. There are a total of 2 students with minorities in the class - one
Hispanic and one African American. Four students receive speech services
once a day, every day of the week. In addition, two students have IEPs. The
two students receive care, as well as, are monitored frequently by the
TDT/Behaviorist specialist every day of the week. Twelve of the students
receive pull-out instruction for reading every day, in addition to reading
instruction in the classroom. Within the classroom, there are four student
diagnosed and medicated for ADHD.
II. Content/Subject/Field Area At the end of the time unit, students should have an understanding of the
concept of time such as more time and less time, the order of events, order
of the day, and telling time to the hour. Many students have background
knowledge of what a clock is, but do not have any concept of time beyond
identifying a clock.

SOL K.9 The student will compare two objects or events, using direct
comparisons, according to one or more of the following attributes: length
(longer, shorter), height (taller, shorter), weight (heavier, lighter),
temperature (hotter, colder), volume (more, less), and time (longer,shorter).

III. Baseline Data The pre-test assessed students for an ability to connect the main vocabulary
terms in the unit with visual pictures. This helped me test students for their
understanding and previous knowledge with the vocabulary. The data
revealed that many students could identify the number missing on a clock
face. The results showed that a majority of students do not have an
understanding of a process or order of events, such as first, next, and last. In
addition, the results helped to clarify that many students lack a concept of
time, as in how much time specific tasks may take and which would take
more time to complete. The majority of students were able to determine
from a list of pictures which activity would take place at night. Most
students scored well, with over half of the class receiving a fifty percent or
better. Seven of the eighteen students received a 100 percent on the initial
assessment. I believe this result attests to those students ability to follow
directions orally. Some students may have also been able to guess on the
pre-test which would also attribute to those students receiving a 100 percent.
IV. SMART Goal ( Specific, Measurable, Attainable, Results-oriented, Timely)
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Goal Observable Behavior Criteria Measurement

The overall goal for this unit is for The goal will be observed Students present in class The goal will be
students to be able to identify and throughout class during during instruction will measured mostly
understand the vocabulary for this unit teaching time, as well as, learn and have practice through the
which will strengthen the students during center time activities. with the materials pretest and
ability to identify visuals and In addition, it will be throughout the unit. posttest
communicate correctly by the end of the observed in the posttest. Completion of all assessments.
unit on March 22nd. In addition, my classwork as well as the However, there
goal is for 75% of students to score at homework on Friday, will be informal
least a 75 percent on the posttest will help to enhance assessing
assessment by March 22, 2017. their learning and occurring
understanding of the throughout the
content. Students who unit with daily
are not present in class math instruction
or completing the and practice.
practice work will have
a more difficult time
passing the post-test
assessment. Students
will increase one letter
grade or more.
SMART Goal Statement: The overall goal for this unit is for students to gain an understanding of the vocabulary
associated with various aspects of time. In addition, the goal is for 75% of students to improve their test score to at least
a 75 percent.
V. Means for Attaining Goal
Strategy Evidence Target Date

Direct instruction - Through direct
instruction with technology, readings,
and worksheet practice students learned
the vocabulary associated with time,
order of events, and morning, night, and
afternoon.
Through the use of direct March 22, 2017
instruction students will learn
the vocabulary and clues
associated with time. As
students listen to direct
instruction they will be
involved interactively with
questioning, technology, and
other hands-on activities.

Interactive and engaging instruction - In
math, students participated in varying
types of interactive instruction. Students
were given the opportunity to
manipulate clocks and arrange events
on the SmartBoard. Students also had
the opportunity to manipulate small
Allowing students to interact March 22, 2017
during instruction in various
different ways, helps
students stay engaged during
the lessons.
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hand-held clocks. When discussing

order of events, more or less time, and
morning, night, and afternoon students
discussed aloud.

Cues and questions - Students will be Students will be asked March 22, 2017
given cues and questioned daily during questions consistently
instruction to ensure they are retaining throughout the lesson to
information. ensure they are
understanding the lesson and
listening during instruction.

Reflection

VI. Pre-Assessment Analysis: How will you pre-assess before teaching? Create or choose a
baseline data collection instrument. Why did you choose this instrument? What are the strengths
and/or weaknesses in the instrument? Administer the pre-test assessment. Analyze the results of
the data. What does the data show? Prepare a graphic representation (ex. bar graph) of each
students pre-assessment data. Clearly indicate each students progress.

I will pre-assess with a multiple choice, four question quiz that asked broad questions of each
topic we covered during the time unit. I chose to use the instrument of a multiple choice question
quiz because during math we work as a whole-group aloud typically every day, so students are
accustomed to hearing instructions and questions aloud then responding appropriately. By
presenting the questions and explanations of the pictures aloud, it kept students from incorrectly
interpreting pictures and also benefitted the students in the class that are not strong readers. A
major strength of multiple choice assessments, is the quick ability to identify students areas of
strength and weakness. Multiple choice assessments can be quickly graded which is a strength. In
the case of this multiple choice assessment there was no reading, so students who are not able to
read were still able to pass/feel successful on the assessment. A weakness is that students are not
able to articulate or explain their responses on a multiple choice assessment. Specifically, on this
test students were not able to explain their decisions for the responses they chose whether they
were correct or incorrect. A major weakness of this multiple choice test is that students had the
opportunity to guess and still get the answer correct. The results from the pre-assessment showed
that seven students received a 100 percent. This could result from students being able to guess,
having prior knowledge of the terminology, or their ability to listen to the instructions and make
an educated choice. The data from the pre-test assessment showed that a majority of students did
not understand how much time an event takes. The question asked students which activity takes
more time than walking the dog. The options to choose from on the assessment were: getting
dressed, making the bed, watching a movie, or brushing your teeth. Only eight students out of
eighteen were able to correctly answer that watching a movie takes more time than walking the
dog. The data also showed that most students could determine which activity would occur last
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when making a sandwich. The pre-test assessment also revealed that almost every student could
identify the activity that happened at night and which number was missing on the clock face. As a
result of the pre-test data I chose to only briefly touch on the concept of the clock face as far as
the numbers that make up a clock face because students knew the information. In addition, the
pre-test data revealed that the students needed work on the terminology and concepts of more
time and less time as well as some help with first, next, and last.

VII. Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
on the data collected. How did you arrive at these goals? Describe your plan for instruction based
on information from the pretest. Include the teaching strategies used and include a justification for
your instructional decisions. How did the results inform your instructional planning? Be specific.
This should be an expansion of part V (above).

After collecting the data from the pre-test I determined that I wanted students to accomplish the
vocabulary within this unit utilizing various types of instruction like direct teaching and then
having students involved interactively with the vocabulary through examples and SmartBoard
activities. I realized that many students would talk about morning, night, afternoon, first, next,
last, more time, and less time but they did not truly understand the meaning of those terms. I
knew my instruction needed to be focused on allowing students to be involved with using the
vocabulary terms as frequently as I could to help them obtain a better grasp on the meaning.
Based off the pre-test results, I determined that as a class they only needed a brief review of what
the clock face looks like. I then decided I could focus my strategy moreso on the vocabulary that
goes with telling time, such as oclock, the minute hand, the hour hand, and the second hand,
rather than what numbers make up a clock face. The direct instruction with students hearing,
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speaking, and repetition of the vocabulary would help to increase their understanding and usage
of the terms correctly. Instructionally, it is important that I include pictures and other visual
examples as often as possible to help the students continue to make connections between the
vocabulary and everyday tasks.

VIII. Analyze the results: Administer the post-test assessment. Analyze the results of the data.
What does the data show? Prepare a graphic representation of each students post-assessment data
compared to the pre-assessment data (ex: double bar graph). Clearly indicate each students
progress. Discuss the reasons for student results and implications for further instruction (For
example: what went well, what you might change if you had it to do again, what you will do in
subsequent lessons). Were the goals achieved?

The data from the post-test showed that every student either increased their score or stayed the
same, but no student answered less questions correctly. There were six students who received 100
percents in the post-test assessment, joining the 5 students who scored 100s on the pre and post
assessment. Many students increased their scores, but there were several students whose scores
decreased. I would explain this as a lack of focus. The students took the test a their tables with
several other students around that could pose potential distractions. Although the classroom tends
to be quiet during this time, there are several occasions where students could lose focus. Another
possibility to the decrease in score from the pre-test assessment to the post-test assessment is that
I had to read the questions aloud. I noticed in the post-test several students had marked out
answers which could have to been due to them circling the first choice they heard and thought
was correct, rather than waiting to hear all the possible answer choices. This could result in
confusion for the students, especially if they forget to go back and mark out their incorrect
answer. A few students scores remained the same from the pre-test to the post-test. I would say
this could be mainly due to guessing on both tests or not attaining a full grasp on one of the
concepts taught. The main focus of my teaching on the question about which activity takes more
time than walking the dog was answered correctly by over half of the students. The number of
students answering questions correctly increased for each test question. The thing that went well
in my teaching was the heavy focus on vocabulary terms for this unit, as well as, the active
engagement daily helped students recall the information during the post-test, resulting in better
testing scores. In addition, the review during center time with worksheets that helped practice and
reiterate telling time with a clock, since my teaching focus was not on this topic also helped
students post-test scores. The strongest parts of these lessons were the students ability to get
hands-on with the topic, whether we used the SmartBoard, unifix cubes, storybook readings, or
discussions. Every student had the opportunity to demonstrate some aspect of knowledge for the
vocabulary in this unit. In subsequent lessons and during morning calendar time I will questions
students about what time it is, what the name of the hands on a clock are, and terms like first,
next, and last to refresh students knowledge of the terms. If I had to do it again in my own
classroom, I would remove the reliance on the EnVision worksheets and allow students to have a
variety in their demonstration of knowledge attained during the lessons. In future lessons and in
regular routine practices, I will continue to question children of their vocabulary and
understanding of time telling, order of events, and order of the day. I will also model consistently
using these terms throughout the day on several occasions so students are able to hear the
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terminology used. Analyzing the data my goals were achieved for this lesson, every student
received at least a 75 percent or higher. The students were not only successful in their post-test
assessment by receiving at least a 75 percent, they were able to demonstrate their understanding
daily with interactive and involved lessons and activities.

Student Academic Progress Assignment Rubric

CATEGORY EE (4) ME (3) DE (2) DN (1) TOTAL

Part A: Chart

I. Setting Thorough and clear Complete description of Brief description of the Very brief __ x 1 = ___
description of the population the population and population and learning description of the
and special learning special learning circumstances of your population and
circumstances of your circumstances of your students. learning
students. students. circumstances or not
included

II. Content/ Clear description of the
Subject/ Field content, subject, and field
Area area. Includes all relevant
SOLs or National Standards
Complete description of Brief description of Very brief __ x 1 = ___
the content, subject, and content, subject, and description of
field area. Includes all field area. Some SOLs content, subject, and
relevant SOLs or or National Standards field area and/or
National Standards included. SOLs or National
Standards or are
missing.

III. Baseline Clear description of baseline
Data data and thoughtful analysis
of the results.
IV. SMART Includes a strong goal
Goal Statement statement appropriate for
content area, grade level,
and students. Goal is
directly related to lesson
plans and is clearly a result
of the pre-assessment data.
Part B: Reflection
V. & VI. Very clear and insightful
Pre-Assessment description of student
Analysis results; including clear
analysis of strengths and
weaknesses of assessment
and possible contributors to
results. Excellent graphic
representation (ex. bar
graph) of each students
pre-assessment data
included.
VII. Means for Clear and thorough
attaining the description of goals and
goal well-constructed plans for
instruction. Includes
thoughtful justification for
teaching strategies used.
VIII. Very clear and insightful
Post-Assessment description of student
Analysis results; clear articulation of
possible contributors to
results; individual student
results analyzed based on
teacher self-evaluation;
excellent insights;
adaptations for future
teaching clearly articulated
and appropriate. Excellent
graphic representation (ex.
bar graph) of each students
pre-assessment and
post-assessment data
included.
Part C: Lesson Plans, Assessment & Supplemental Materials
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Complete description of Brief description of Very brief __ x 1 = ___
baseline data and baseline data and description of
analysis of the results. limited analysis of the baseline data and/or
results. analysis of the
results.
A complete goal Weak goal statement Very weak goal __ x 1 = ___
statement is provided provided. statement or
that is appropriate for the statement not
content area, grade, level included.
and students.
A complete description Brief description of Very brief __ x 4 = ___
of student results are student results are description of
including some analysis including limited student results and/or
of strengths and analysis of strengths missing analysis
weaknesses of and weakness of and/or incomplete
assessment with possible assessment. Weak graphic
contributors to results. graphic representation representation or
Graphic representation (ex. bar graph) of each pre-assessment data.
(ex. bar graph) of each students
students pre-assessment pre-assessment data
data included. included.
Description of goals and Brief description Very brief __ x 4 = ___
plans for instruction. overview of goals and description and/or
Includes justification for plans for instruction. missing goals and/or
teaching strategies used. Limited justification plans for instruction.
for teaching strategies
used.
A complete description Brief description of Very brief __ x 4 = ___
of student results student results description of
including some including; limited student results and/or
possible contributors to analysis of cause; missing analysis
results. Individual teacher self-evaluation and/or incomplete
student results analyzed but does not show graphic
based on teacher insight. Weak graphic representation or
self-evaluation; adequate representation (ex. bar pre-assessment and
insights; adaptations for graph) of each post-assessment data.
future teaching students
articulated and pre-assessment and
appropriate. Graphic post-assessment data
representation (ex. bar included.
graph) of each students
pre-assessment and
post-assessment data
included.

IX. Lesson All components of the BC
Plans & lesson plan complete, clear,
Supplemental and appropriate; clearly
Materials represent planning based on
pre-assessment results and
formative assessment
throughout. Strong
assessment with key related
to the taught content.
Overall
Writing - No grammar, spelling or
Mechanics mechanics errors. Sentence
structure is varied and
appropriate.
Overall Quality Provides work of the highest
of Assignment quality.
A score of 75 or higher must be achieved to pass this assignment - Any category with a DN must be revised
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All components of the Plans included; plans Incomplete lesson __ x 4 = ___
BC lesson plan complete, need more detail and/or plans; unclear; no
clear, and appropriate; clearer connection to evidence of
attempt to utilize pre-assessment results assessment data.
pre-assessment results and/or clearer Weak or missing
and formative formative assessment assessment/key.
assessment. Assessment throughout.
and key provided related Assessment
to taught content weaknesses based on
content,
implementation or
other.
Very few grammar, Several grammar, Grammar, spelling __ x 1 = ___
spelling or mechanics spelling or mechanics and/or mechanics
errors. Sentence structure errors. Weak sentence errors throughout.
is appropriate. structure. Includes sentence
fragments and/or
other syntax errors.
Provides quality work. Provides work that Unacceptable. __ x 4 = ___
needs improvement.
Total (out of 100)