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=Welcome to ED/SED 395 Assessment and Student Learning III- Sp. 2011=

__ Syllabus __

__ Lesson Plan Template __

__ Understanding by Design ( UBD) Unit Plan Template __

__ UBD Sample Test __

__ Performance Assesment Template __

__ Performance Assessment Sample __

Instructor: Freda Russell Ph.D. Phone: 410-4735 Secretary: Pat Gilroy: pagilroy@stritch.edu. Phone 410-4333 E-Mail: frrussell@stritch.edu Office Hours: M/Th 10:00-5:00pm ; Room BH 2029 Meeting Times: T/Th 1:10-2:50pm Location: BH 064

General Information

Assessment and Student Learning III is a four credit course that builds on the prerequisite (Assessment and Student Learning II) course by extending the knowledge of professional competence in the areas of unit planning and understanding the impact that national, state and classroom assessment have on student academic achievement and overall school culture. The course includes practice- based field experiences, where teacher candidates apply what they learn in the higher education classroom to the k-12 classroom, including adaptations for students with special needs.

Course Description

This course will focus on backwards design, lesson planning elements, adaptations for special needs, and assessment/grade development. This course includes some small group field experiences in K-12 schools that will take place during the scheduled course sessions.

Course Text

Eggen, D. Kauchak P., D. (2006). //Strategies and models for teachers// (5th Ed.). Boston, MA: Pearson. Gregory, H. G., Chapman, Carolyn. (2007). //Differentiated instructional strategies. //Thousand Oaks, CA: Corwin Press . McTighe,J., Wiggins,G. (2004). //Understanding by design professional development workbook//. Alexandria, VA: ASCD __ Recommendations Only __ Lindsey, R., Graham, S., Westphal Jr. C., Jew,C. (2008). //Culturally proficient inquiry//. Thousand Oaks, CA: Corwin Press. Tomlinson,C., Imbeau, M., (2010). //Leading and Managing a differentiated classroom//. Alexandria, VA: ASCD: Airasian, P. (2005). //Classroom Assessment// (6th Ed.). New York, NY. McGraw-Hill. On-Line support: [|www.mhhe.com/airasian6e]

Course Assessments/ Percent of Grade

Powerpoints
 * Assignment ||  % of Final Grade  ||
 * First Graded Lesson Plan 1/Reflection (option: with video) || 20%  ||
 * Second Graded Lesson Plan 2/Reflection (option: with video) || 20%  ||
 * UBD Unit Plan || 20%  ||
 * Achievement Test and Performance Assessment || 20%  ||
 * Student Profile /Assessment Data || 20%  ||







** School Profile/Assessment Assignment **

**// (Online Assignment- Profile will be uploaded to online class website in two collection phases.) //**

** School Profile- Data Collection Process (Data I) ** The demographic group you will be studying will be the parent and community communication, in the context of your assigned classroom and the overall school/district.

1. In one paragraph describe the community in which the school belongs. 2. In one paragraph describe the mission and goals of the school. Utilize the Wisconsin's Information Network for Successful Schools (WINSS) [] website to collect the following **Student Demographics** (**4** tables) for your analysis: (1) Enrollment by Race/Ethnicity, (2) Student Performance on WKCE by //Race/Ethnicity// (3) Student Performance on WKCE by //Disabilities// (4) Student Performance on WKCE by //English Proficiency// 3. Briefly summarize each data table (3-4 sentences per table). 4. Identify the source of the information.

** School Profile- Parent and Community Communication and Outreach (Data II) ** 1. Complete the Parent and Community Communication and Outreach rubric. The rubric is composed of rows that list the five standards of cultural competence. The columns briefly describe the essential elements of cultural competency in the context of working with parents and community. 2. Reflect on the following questions: <span style="color: black; font-family: Times New Roman; font-size: 11pt; line-height: 115%; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">a. What do you see as the main difference between the practices described on the right side of the rubric and the practices described on the left side of the rubric? <span style="color: black; font-family: Times New Roman; font-size: 11pt; line-height: 115%; margin: 0in 0in 0pt 1in; text-indent: -0.25in;">b. In using this rubric as a key to unlocking our unawareness and opening our minds to possibilities for educating students with whom we have not been successful, what possibilities do you see for educating all student demographic groups to high levels that you did not observe in your placement? <span style="font-family: Times New Roman; line-height: 115%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;"> 3. __ This should be a 1-page only report __.