Student Work Analysis
MC/Gen – Building Mathematical Understanding
Accomplished Response Weaker Response What’s the Difference?
I selected these assignments because they meet the many needs of my I selected these assignments because they meet
students. First, they must be appealing. If I do not attract my students’ the needs of my students. Foremost they can’t
attention I can lose them easily. My middle school children need to be bore the children or else they won’t do the work.
challenged but not frustrated by assignments that are beyond their level. I set The assignments must be at their level. I want
high expectations but still have tasks available that they can succeed within. them to do harder problems but I still want them
to do them correctly.
The use of hands-on material is prevalent because the majority of my students To make learning easier I had the students use
are below level in math and reading and concrete materials enable them to concrete, hands-on material to achieve the
grasp mathematical concepts easier. learning. I encourage my students to do things
that they are comfortable with.
My aim is to create a learning environment where everyone can experience
There they can do their own thing, because if
success. I encourage innovation, creativity, independent inquiry and student
they are happy in their work environment, they
engagement, making it a point to provide consistent recognition for a wide
will expand their thinking.
variety of student accomplishments because my students need a supportive
work environment if they are to thrive.
Accommodations were made for special
Special education students are taught the same skills but required to complete
education students, but they were still given the
fewer problems. The problems given them are not as complicated; such as
traditional rewards.
simpler number combinations are used to teach the same skill. For example,
success with two problems is rewarded the same as success with twenty.
I am aware that not all young people learn in the same way, so group activities
are used so that peer diversity can be an asset to the learning process.
Children at this age develop at different rates and the group activities offer a
wide range of thinking abilities that provide opportunities for students to stretch
and challenge themselves and others. I also use alternative methods of
Group activities were used so the students would
assessment, depending on the student’s needs. With my special education
be with students of their same level.
students I assess them using a one-to-one conference method. These children
have limited written skills and are more understandable verbally so I confer with
them so they can clearly explain their work. When assessing the enclosed
student work I also used this method to get a clearer understanding of the work
of the boys that I chose. The face-to-face conference offers immediate
feedback and clarification and I can use this time to praise and encourage too.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 1
Student Work Analysis
Analysis of Instruction and Student Work – AYA/ELA
Accomplished Response Weaker Response What’s the Difference?
Danielle’s responses show an independent reader who is able to analyze, Danielle’s responses show she is able to
understand and appreciate different texts. For example, Danielle shows analyze, understand and appreciate texts. She
understanding and appreciation when she writes that My Darling My writes in her journal how the book My Darling My
Hamburger was “a great book with the emphasis on moral decisions and their Hamburger relates to a moral struggle.
effects.” Previously in her journal she stated that “I think that Sean made the
right decision by not marrying Liz. Not only were they both too young and still
in school, but they would have a baby to care for and support also.” Danielle is
not only showing her understanding of the text, but also she ties her journal
entry to the major emphasis of the unit given that the unit was based on moral
struggles.
Next, Danielle’s ability to parallel the idea that it is a sin to kill a mockingbird to Next, Danielle relates the idea it is a sin to kill a
the poem about a Japanese girl who is sent to an internment camp shows her mockingbird to the poem about a Japanese girl
ability to make connections with other texts in what she has read. The idea that who is sent to an internment camp. She was
racism ran through both pieces of literature show her strength in being able to able to see how racism ran through both texts.
not only understand, but also appreciate what each text has to offer.
Finally, the fact that Danielle was able to utilize the CD-ROM “Lest We Forget” Finally, Danielle used the CD-ROM “Lest We
to parallel her reading of the book Night further suggests that Danielle, as a Forget” to connect her understanding of the
reader, is able to view various images in order to help her understand how novel Night. The concentration camps came
indifference played a role in the holocaust. While she had been reading about alive for her in the text as well as through the
the concentration camps in the book, the software enabled her to see how software.
indifferent people were and appreciate what the holocaust must have been like.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 2
Student Work Analysis
Analysis of Instruction and Student Work – AYA/Math
Accomplished Response Weaker Response What’s the Difference?
I would use these optimization problems again because I think that they I would use these optimization problems
are within a reasonable level of expectation for my students to model. again because I think that they are within a
They require no fancy tricks nor recognition of similarity of triangles that reasonable level of expectation for my
don’t appear related. Both problems can be drawn easily and the students to model
formulas needed should be readily available to my students. The
algebra and differentiation are not especially complicated. Since
graphing calculators are available, solutions can be found to a desired
level of accuracy and students can pay attention to the concepts.
The first problem requires that students consider the endpoints of the I think these two problems are a reasonable
domain interval. Students are asked to justify their conclusions, assessment of students’ application of
providing the opportunity for them to cite applicable theorems and verify calculus to optimization situations.
that their hypotheses are met. I think these two problems are a
reasonable assessment of students’ application of calculus to
optimization situations. Giving the problems as a take-home
assignment with a week before they were due, allowed students time to
ask any questions they might have about the problems themselves or to
look up any needed geometry formulas, and time to think through these
problems, checking over their work.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 3
Student Work Analysis
Analysis of Instruction and Student Work – EA/ELA
Accomplished Response Weaker Response What’s the Difference?
Evidence in this response suggests that Maxcine made predictions
about the future and understood that the cause for predictions is Maxcine did understand how to predict in
found in the text. She demonstrates this when she used the phrase “I Parts 1, 3, and 4; however, she did not
predict” and supports it with logical reasons from the text. She did not predict in number 2. She explained the
consistently use clues in the text to make and support logical author’s sentence structure which was not
predictions as seen when she writes, “I think that Noni will not kill a focus of the prediction.
because he is too scared cause it says Noni heard the rattle in his
throat.” Maxcine does not connect the sound with the scared feeling.
It suggests that she does not critically read for meaning and responds
by “grabbing words and phrases” that may fit what the teacher
expects, rather than what is meaningful and makes sense. Maxcine
did understand how to predict in Parts 1, 3, and 4 because she stated
what would happen in the future, however, she did not predict in
number 2.
She explained the author’s sentence structure to support what the
village people did which was not the focus of a prediction of what I determined that she understood the
would happen in the future. I determined that she understood that predictions told of future events but did not
predictions told of future events but did not understand the past tense understand the past tense.
about the village people in #2 to know they were not present with
these characters.
She did not understand the concept of isolation from the words,
breakup, marooned, and nothing of flesh and blood because she She did not understand the concept of
supported her predictions by saying she and the dog could interact isolation from the words, breakup,
with the village people in #3 and buy and sell in #1. In #4, she marooned and nothing of flesh and blood.
assumed rattle was a sound of fear, ignored the word savage,
misread his for the and used her perspective that he could not kill if
afraid. This is logical using her definitions and reading, however, it is
not logical in the context of the other clues she did not address,
defenseless, too weak, hungry, and creeping up from behind. She did
not form the predictions based on the variety of clues. In #3, she
supported her prediction using the clue from the first sentence of the
lengthy passage and referred back to the village people in the second
part. In #4 she supported her prediction using the clue from the last
sentence. She did not critically read these passages; form predictions
based on text clues, and relate the support to her predictions. When
asked, she said she had not read it all.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 4
Student Work Analysis
Analysis of Instruction and Student Work
EA/ELA -- Whole-Class Discussion (video)
Accomplished Response Weaker Response What’s the Difference?
One of my main goals as a middle level reading teacher is to get One of my main goals as a middle level
students interested in reading as many different quality pieces of reading teacher is to get students to read
literature spanning as many genres as possible. Students were different genres. Science concepts were
introduced to a piece of non-fiction that used literary elements of integrated into a literature discussion.
fiction to make its initial impact. Science concepts were successfully
integrated into a literature discussion. In this respect, students
evidenced a performance – based assessment: they were able to take
what we had discussed in science, synthesize it into generalizations
about the environment, and make opinions based on literature dealing
with that information. Also interesting was the role reversal that took
place in the midst of discussion.
Matt F. made the point that we should “put ourselves in the tree’s My role as teacher morphed from
place” when considering deforestation. Adam made a literary allusion discussion leader to discussion facilitator.
to The Lorax by Dr. Seuss. At that moment, the definition of my role
as teacher began to morph. Suddenly, I saw my students making
literary connections between subject matter. I was simply the
discussion facilitator for the great higher level thinking that emerged.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 5
Student Work Analysis
Analysis of Instruction and Student Work
MC/Gen - Video Whole Group
Accomplished Response Weaker Response What’s the Difference?
The structure of my classroom is a self-contained room that is I teach twenty-four 8 and 9 year olds in a
heterogeneously grouped. There are twenty-four students in the self contained classroom. Five of my
room. Five of these students have individual instructional plans students leave the room for one period per
written to help them with their educational needs. Three of the day to work with the Special Education.
students receive extra math help. One of the student’s main Three out of five students receive extra
classifications is behavior disorder with a secondary classification as support in Math according to their
learning disorder. Of the nineteen remaining students two are in the education plans. These students have
above average range, nine are in the average range and eight are in Individual Educational Plans (IEP) written
the below average range according to the Otis Lennon test given in to help them with their educational needs.
the second grade. Eleven of my students are nine years old and the My students’ math standardized test
other thirteen are eight years old. One of the students in the scores range from the first grade level to
classroom is repeating third grade and another student repeated first the fifth grade level.
grade.
We change our seating monthly so all students will have the benefit of Students are grouped in various ways for
working in flexible groups and working with different peers. The different purposes. The young people in
young people in this classroom need movement and exploration this classroom need movement and
activities to keep their interest high. exploration activities to keep their interest
high.
I choose more hands on and interactive
activities because the majority of the class
I choose more hands on and interactive activities because the is more successful when working with
majority of the class is more successful when working with concrete math manipulatives or concrete objects
objects instead of pencil and paper activities. I often plan the instead of pencil and paper activities. I
activities and materials with another third grade teacher but the actual plan activities and share materials with
lessons are done in our own self-contained classroom. The another third grade teacher but the
videotaped activity was produced as a result of some of the questions teaching of the lessons are done in our
on our state test about nets (flat open geometric shapes that fold into own self-contained classroom. The
a three-dimensional geometric form). The student written selection is videotaped activity occurred during the
a result of a hands-on activity that was co-planned with my colleague. middle of the unit. Students are engaged
in a hands-on activity, where they are
creating a flat open geometric shape that
fold into a three-dimensional geometric
form.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 6
Student Work Analysis
Analysis of Instruction and Student Work – AYA/Social Science
Accomplished Response Weaker Response What’s the Difference?
These assignments allowed Lisa to demonstrate her understanding of Lisa seemed to know much about the
the subject matter through an essay that answered a specific question subject by completing an essay and
and analytical illustrations that portrayed a historical political concept drawing an accompanying picture. She
and her judgment of the current state of the political culture. In had good information about the Populists
assignment 1, Lisa put her writing skills into practice to “analyze the and dealt with a number of important
reasons for the emergence of the Populist movement in the late issues. In her picture, she noted an issue
nineteenth century.” She formulated a position with a strong thesis important to the Progressive movement.
statement that the Populist movement originated from the economic After adding a list of important dates, Lisa
distress of farmers and organized factual evidence in support of this related these ideas to a current political
proposition. Lisa is able to argue that the emphasis placed on issue.
inflating the currency with the coinage of silver to solve their economic
problems led farmers to embrace a third political party to press their
demands. Assignment 2, a primarily non-written assessment of the
primary source, Plunkitt of Tammany Hall, required Lisa to synthesize
her findings in an illustration. Based on her evaluation of the data,
she cited patronage as the primary concept that enabled the political
bosses to obtain votes and remain in power despite the efforts of the
reform-minded Progressives. This concept is placed in historical
context through the use of a chronology of the period 1890-1920.
Combining these ideas, themes, and knowledge in a political cartoon
strip, Lisa used this information to explore and address the current
state of the political culture by focusing on the partisan politics
involving President Clinton that led to his impeachment and
subsequent acquittal. Thus, she was able to make real-world
application of the historical evidence drawn from the Populist and
Progressive eras and create her own analytical interpretation of the
current state of politics.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 7
Student Work Analysis
Analysis of Instruction and Student Work
EAYA/WLOE Cultural competence/ Entry 2 (video)
Accomplished Response Weaker Response What’s the Difference?
There were many opportunities for students to expand their There were many opportunities for
awareness of their own culture, other cultures represented in the students to expand their awareness of their
classroom, and the target language culture. I used the paired own culture, other cultures represented in
interview as a starting point for students to reflect on personal the classroom, and the target language
traditions and to begin to differentiate between new and familiar. After culture. I used the paired interview. After
we discussed and listed general American habits, I had students we discussed and listed general American
create Venn diagrams to compare and contrast American and French habits, I had students create Venn
cultural habits. I used the strategy of a diagram because it helps diagrams.
visual learners to organize their thoughts and ideas.
On our staff we are lucky to have a native French speaker, originally On our staff we are lucky to have a native
from Paris. She is a resource for our French curriculum. I invited her French speaker, originally from Paris. She
to speak to my classes and to answer their questions about traditions is a resource for our French curriculum. I
surrounding food and eating. I did this because it is good for students invited her to speak to my classes and to
to hear more speakers of the target language than just myself, to answer their questions about traditions
provide a real-life “source” for the answers to some of our questions, surrounding food and eating. We followed
and also to show students that there are French speakers just about this experience by sampling French foods
everywhere, so the study of French is beneficial. We followed this in the classroom. Using a motivational
experience by sampling French foods in the classroom. I purchased grant made available through my school, I
traditional French foods (bread, Brie cheese, apin au chocolat was able to take 28 students to have lunch
pastries) so that my students could taste them for the first time and at a French restaurant.
could compare them with foods in their own and American cultures.
Using a motivational grant made available through my school, I was
able to take 28 students to have lunch at a French restaurant. I did
this to give my students a real-life experience where they could use
language they had learned and practiced in the classroom in an
unstructured event, and achieve expected or unexpected results,
depending on their skills with French. For example, Javier was
excited to have more French bread, so when the waiter did not bring
any right away, he started to ask, using phrases we practiced. Also,
Erik was able to order another “coca” cola in French, without any help,
and Jorge asked for a replacement fork after he dropped his.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 8
Student Work Analysis
Analysis of Instruction and Student Work
ECYA/ENS - Enhancing Social Development, Small group (video)
Accomplished Response Weaker Response What’s the Difference?
I used his nap suggestion to talk about the effects of being tired on I used his nap suggestion to talk about the
one’s performance and behavior, and to draw Jesse into the effects of being tired on one’s performance
discussion. I could see that he was beginning to get a little restless and behavior, and to draw Jesse into the
and past experience has shown me that engaging him will head off discussion. Michael acted bored.
negative behavior. Perhaps the topic’s power of suggestion
influenced Michael to yawn, but he stifled it and laughed softly at
himself.
After I provided a scenario, I asked Jesse how he might respond After I provided a scenario, I asked Jesse
when over-tired (fuzzy sound here). Michael said (in the background) how he might respond when over-tired.
“Oh, I know”, raised his hand and looked at me intently. I wasn’t Michael was paying attention. He is not
through with Jesse yet, and when I redirected a question to him about normally patient when he wants to be called
how I (the teacher) would react to bad attitude, Michael looked back on.
and forth between us as we spoke. He was sitting high in his chair,
with his complete attention on the lesson. He is not normally patient
when he wants to be called on (self-control goal).
When Greg shared his thoughts on being
When Greg shared his thoughts on being tired, Gene made a quiet tired, Gene made a quiet comment to Jesse
comment to Jesse behind his sleeve and laughed. Neither Jesse not behind his sleeve and laughed. Neither
Michael responded because they were listening to Greg (empathy, Jesse nor Michael responded.
self-control). At this point, I felt that we had covered the purpose of
this lesson segment, and that I was losing Gene and Jesse.
I was about to move to the conclusion activity, but Samantha was
eager to add another idea. Because of my knowledge of her I was about to move to the conclusion
particular strengths and needs, I changed my mind and allowed her to activity, but allowed Samantha to add
continue. It was a good choice because it elicited a positive response another idea. The group responded
from the group and stimulated more discussion. In fact, Michael and positively, and continued the discussion.
Greg began discussing it between themselves, as did others. (I made Michael and Greg began to discuss it
a gentle “shhh” sound as I was writing “taking a bath” to bring them between themselves. Michael was
back to the group discussion.) During this time, Michael can be agreeing with the idea. I questioned him
heard saying “Ah, yeah!” and “I like to take baths.” My questions further. At the end of the tape, Michael
were trying to lead him to the recognition that relaxation is a tool for responded “calm down.” I responded
dealing with stressful situations. At the end of the tape, Michael said enthusiastically.
what I was looking for: “calm down.” My response was enthusiastic
because I realized that this was an important idea for him to learn and
apply.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 9
I was also delighted that he had been so appropriately engaged in the
The discussion had been a success and the
entire lesson to this point. In the past, discussions of any kind tended
goals had been achieved. The discussion
to disintegrate within 4-5 minutes. It was clear that Michael and the
continued for a few minutes after the video
others were capable of sustaining this activity longer. The trusting
ended. I moved the students to the last
climate and peer interaction goals had been strengthened. The
segment of the lesson.
discussion continued for a few minutes after the video ended.
Because of time constraints, I was obliged to move the students to
the last segment of the lesson.
I introduced the concept of “self-talking” – a self-awareness and I introduced the concept of “self-talking,” a
reflection technique for dealing with rough spots. I gave a short strategy included in Rough Spots Training.
preview of the next Rough Spots Training lesson. The students went After a short preview of the next lesson, the
back to their homeroom still discussing the lesson, and shared what students went back to their homeroom still
they had learned with their teacher. discussing the lesson.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 10
Student Work Analysis
Analysis of Instruction and Student Work – ECYA/ENS, Fostering Communications Development
Accomplished Response Weaker Response What’s the Difference?
This school year, picture symbol communication has been a This school year, picture symbol
secondary goal for Joe. Because Joe tends to develop his own ways communication has been a secondary goal
of communicating the things that are important to him, no one has for Joe. No one has ever encouraged him
ever encouraged him to use picture symbols. However, there are to use picture symbols before now.
several reasons why I think it is important to begin doing so. The However, there are several reasons why I
primary reason is that Joe is approaching graduation and transition to think it is important to begin doing so. The
adult vocational settings. Even though we understand his primary reason is that Joe is approaching
vocalizations and gestures, people outside of school and family won’t graduation and transition to adult vocational
understand much of what he says. Picture symbols would be settings.
universally understood.
Even with Joe’s serious cognitive delays, he initiates communication Even with Joe’s serious cognitive delays, he
with people and shows frustration when he is not understood. Taking initiates communication with people and
away what little communication that he has would be devastating to gets upset when people don’t understand
him, so we need to find a way for him to successfully communicate him. He can already match pictures to
with people who aren’t familiar with his patterns. Attention to visual objects, so picture symbols should be easy
detail and visual discrimination are relative strengths for Joe, and he for him to learn.
has already demonstrated the ability to match photographs to
concrete objects. Therefore, the next logical step is to teach him to
match picture symbols to concrete objects.
From there, I hope to teach Joe the more abstract concept that
symbols can stand for messages. I have collaborated with Joe’s
family and several community sources to secure funding for a sixteen If he learns to use the symbols, he can also
square augmentative communication device. Joe should receive the use the communication device that I am
device sometime this summer and I plan to spend some time with his getting for him.
family teaching them how to program and use it. Hopefully, he will be
able to competently use the device by the time he goes to a
vocational setting in the fall.
From the State of Illinois Department of Education website http://www.isbe.net/profprep/nbpts.htm 11