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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: Emma Foerster
School: Linville-Edom Elementary School Cooperating Teacher: Erin Howard
Subject/Grade: 3rd School Year: Spring 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

My classroom consists of 16 students (7 boys and 9 girls). The majority of the class is at
an average or above-average level, with one or two exceptions. There is one ELL student,
two Challenge (Gifted and Talented) students, two students who are in a pull-out
reading/testing strategies intervention group, and one student who is in speech therapy. Of
the 16 students, 12 are White, two are Hispanic, one is Black , and one is Polynesian.
Over of the students have divorced parents, and do not live with a parent due to
incarceration, drug-related issues, or abuse. The students are seated in groups of 5 and 6,
and are moved based on behavior and ability-level (finding out where struggling students
work best) about once a month.

II. Content/Subject/Field
Area
I am teaching a math unit on combinations. This unit fulfills SOL 3.5 (The student will
recall multiplication facts through the twelves table, and the corresponding division facts)
and the latter half of SOL 3.18 (The student will investigate and describe the concept of
probability as chance and list possible results of a given situation).The students need to be
able to list all possible outcomes in a situation--as well as tell how many outcomes there
are--for the SOL test in May. They need to be able to answer these questions using a
combination tree, a combination chart, listing, and multiplication. When working with the
students, I have the responsibility of teaching them to use these methods in a manner that
they can look back at and read accurately. They also need to know which numbers to
multiply in certain questions, and they need to read the questions thoroughly and carefully
to avoid error. This could be particularly difficult for my ELL student, as well as the two
students in a reading/testing strategy pull-out program.

III. Baseline Data

Current pretest data shows that students know little to nothing about combinations. Some
of the upper-level students were able to work their way through a problem or two, but
they still did not show a mastery or understanding of the subject, by far.
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IV. SMART Goal (Specific, Measurable, Attainable, Results-oriented, Timely)

Goal Observable Behavior Criteria Measurement

My goal is for the class As we go through this unit, I will be able It is necessary for I will be able to
average to exceed 85% on to observe the progress of learning in the students to participate measure the success
the combinations posttest. students, both when they are working in daily activities of students in
It is also my hope that individually and when they are called on during this unit. Not several ways.
students will individually in whole group situations. It will also be only will it further During whole group
increase their grades by at evident on the posttest. their own learning, but instruction, I will be
least 50%. it also allows me to sure to call on
gauge their everyone at least
understanding. It is once so as to check
also necessary for for individual
students to ask for help understanding and
or clarification when to keep students
needed. If they are engaged. I will also
struggling, this is the measure their
best way for them to understanding
get the help they need. through their
If students are absent, I answers on
need them to come to individual work,
me the day they return and by their
to receive instruction performance on the
and to catch up on any posttest.
missed work.
SMART Goal Statement:
By the end of this unit, it is my hope that all students will have thorough understanding of combinations. Not only will
they understand the terms combinations and outcomes, but they will be able to solve combination problems using
several different methods: a combination tree, a combination chart, multiplication, and listing. I want all students to be
able to complete a problem with full understanding. I also want them to gain a basic understanding of the relevance of
combinations in every-day life. By the end of the unit, I want the class average to be above an 85%, and I want each
individual students test score to raise by at least 50%.

V. Means for Attaining Goal

Strategy Evidence Target Date

Using Manipulatives After modeling during the whole group 3/2/17

instruction portion of this lesson, I will
give each student a packet of paper
manipulatives to work with to solve the
problem. This method allows them to
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really see the different combinations and

physically move things around, which
aids in learning. It also allows me to walk
around from student to student and check
for understanding.

Modeling and Teaching Students will be able to learn the material 3/3/17
the Teacher as I model a problem. Students will then
be able to show their learning through
teaching me. By this, I mean that I will
have students walk me through
EXACTLY how to solve the problem. I
will have them give specific instruction
and purposefully make errors for them to
catch. I believe that the best way to learn
something is through teaching someone
else. This technique is also good for
keeping students engaged, as I call on
each student at least once. It also
encourages the students to work together
and help each other out.
Learning Centers During this review lesson, I will be able 3/7/17
to engage students in all of the methods
they learned to solve combination
problems. By making two of the stations
hands-on, more of the students brains
are engaged because movement is tied to
solving the problem. This also gives me
the chance to make sure students retained
the knowledge from the previous lessons,
and to help the students who struggle.
Lastly, it is a great environment for
students to help their peers who struggle.
Sometimes, A student can explain
something to a peer in a way that clicks
better than it does coming from the
teacher.
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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.

Before teaching, I will pre-assess using a the same test they will take at the end of the
unit. This assessment has 10 problems: two combination trees, two charts, two list/draw, and four
multiplication. All problems are short answer. I chose this assessment because I want something
where they either know it or they do not: I do not want them to be able to guess themselves to a
higher score, which would ruin the accuracy of the assessment. Instead, I want an assessment
where they can demonstrate their learning when they take it as a posttest, but also show me what
they know already when they take it as a pretest. Because it is short answer instead of multiple
choice, pretest accuracy is a strength of this data collection instrument. Another strength is that,
when I use it as a final, I can give partial credit to student who demonstrate understanding, but
make small mistakes here and there. A weakness of using this assessment as a pretest is that some
students may get overwhelmed or stressed out taking a test where they know none of the
information. To ease this anxiety, I will be sure to stress to students that the pretest is NOT for a
grade, and that I do not expect them to know it. I just want to see where we are at. After
administering the pretest, it is clear that we have some work to do.
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As expected, none of the students scored above a 40 percent on the pretest. Half of the students
scored a zero. This is perfectly normal for this topic, however, as it is not one they have learned
anything about to this point. I was surprised to see that Student 16 got a 30%. This student
typically struggles with math. It will be interesting to see if the student continues to do well with
this unit. I was surprised that only one of my challenge students received above a zero. Because
of their logical thinking skills, I was expecting them to score higher. The student that received a
40% always does well in math and tested into Challege but declined. The students in a pull-out
program for reading and testing strategies, as well as the ELL student both received zeros. I need
to make sure I work hard with them on this, as the problems all rely on careful reading.

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).

Based on the data collected, the learners need to develop the skill set necessary to solve
combination problems. In order to do this, they first need to understand what the terms
outcomes and combinations mean. I hope to teach these terms in a way that is easy to
remember/relevant to their lives. They then need to know how to solve these problems using a
tree chart, a chart (table), a list/pictures, and multiplication. When I teach these, I will start with
the most basic way: listing/drawing. This way shows them what they are doing and gives them a
clear mental image of all possible outcomes. Then, I will move on to teaching them to make
combination trees. I want to do this second because it is a somewhat simpler way to make sure
you get all of the combinations, but they need to know the fundamentals first. Finally, I will move
on to using a chart and multiplication. Though students missed most problems of the pretest, the
ones most commonly answered correctly were the ones using multiplication. This let me know
that I could teach multiplication in a shorter period of time, which enabled me to teach it on the
same day as charts/tables. I have combined these two days because they go hand-in-hand. The
chart makes an array, something the children are familiar with when it comes to multiplication.
That draws an easy connection as to why multiplication can solve combination problems.
Every lesson in this unit that introduces a new method will begin with whole group
modeling and the teacher and students reversing roles, which is my teaching strategy for lesson
two. I choose to do this because I believe it is important for children to not only see how it is
done, but to also teach me how it is done. After I model how a problem is done, students will
follow along on a piece of paper with a clipboard on a few problems. Then, I will call on students
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to lead me through solving a problem while I play dumb. This does three things: it gives the
students extra practice, and it also allows me to call on students to check for understanding, which
also helps to keep students engaged. Every lesson will end with independent practice so that
students can practice on their own, and I can help students that are still struggling.
In my first lesson, I will be using manipulatives/hands-on learning as a teaching strategy.
I believe that this strategy helps to encourage learning by making more connections in the brain,
as more parts of the brain are active. I also think that this strategy improves student engagement
by making learning more fun. Lastly, it gives students a visual, physical model of what they are
doing, which could help students that are visual and kinesthetic learners.
For my wrap-up of this unit, the class will be participating in stations. These stations
ensure that all students get one last review of all of the material before the test. These stations also
give me the opportunity to walk around the room and see what students are doing and which
problems they struggle with. This will let me know if there is anything I need to review a little
extra before the test the next morning. They also are a break for the students from the typical
lesson format. They get the students moving, and the hands-on parts of some stations activate
more parts of the brain, which fosters learning. One of the stations involves the students writing
their own questions, which I will use in the morning to review for the test.

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 shows that all students learned the necessary information about combinations
and were able to demonstrate this on the posttest. The class average on the posttest ended up
being a 93.6%, which significantly exceeded my goal of 85%. Only one student did not reach my
the goal of improving their score by 50%, but they were only short one point. Of the students that
did receive lower scores, one was an ELL student, one is in pull-out instruction for careful
reading and testing strategies, and the third did not follow question instructions.
If I were to teach this unit again, there are a few things I might change, but I would
probably leave it the same for the most part, as it proved effective. I would definitely keep the
same general lesson format (modeling, students teach me, individual, stations for a review before
the test). It gave them plenty of practice on different types of problems, as well as the ability to
make their own problems, thus exercising their creativity. The first thing I would change,
however, is that I would give the students more opportunity to work on the problems that they
had to draw out or list. We ended up reviewing that method again right before the test, as many
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of them struggled on that station the day before. I would also incorporate some sort of technology
(like making the trees on a paint application) just to allow the students to solve the problems with
different media. Lastly, I would cut down on the number of problems on the test. It took them a
lot longer than I anticipated, and I did not mean for it to be stressful for some slower test-takers. I
would include one problem for tree, chart, and drawing/listing, and I would still keep the 4
multiplication problems. Another solution would have been for me to use more simple and less
time-consuming problems for the tree problem and the problem where they had to draw it out.
I was surprised (and thrilled) to see such a large jump in scores. All students had at least a
C, and most scored Bs or As. I believe this is due to the large amount of modeling on my part, as
well as the large amount of practice they had the opportunity to participate in. Not only did they
have practice solving problems in conventional ways, but they also were able to use hands-on
techniques, which mix it up a little and use more areas of the brain. I was surprised to see that the
one student who did not reach my SMART Goal (student 6) is one that normally does really well.
Unfortunately, however, all of student 6s errors came down to not reading carefully enough,
rushing and skipping steps, or not following instructions. For example, when asked to solve a
problem with a combination tree, this student used another method to solve the problem. He
received partial credit for getting the answer, but not full credit. My ELL student received the
lowest score. I wonder how much of this is due to language rather than the math problem itself. It
may have helped him to sit in a room and read the problems aloud. I was pleased that Student 16
that typically struggles with math did VERY well with this unit. I am unsure as to whether this is
because of the amount of practice involved, or because this unit just makes more sense to the
student than traditional math (this subject is more logic-based).

Student Academic Progress Assignment Rubric
CATEGORY EE (4)
Part A: Chart
I. Setting Thorough and clear
description of the population
and special learning
circumstances of your
students.
II. Content/ Clear description of the
Subject/ Field content, subject, and field
Area area. Includes all relevant
SOLs or National Standards
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.
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ME (3) DE (2) DN (1) TOTAL
Complete description of Brief description of the Very brief __ x 1 = ___
the population and population and learning description of the
special learning circumstances of your population and
circumstances of your students. learning
students. circumstances or not
included
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.
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.

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
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
10
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.
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)
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