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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, Results-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

SAPA
Teacher Candidates Name: Jessica Patton
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School: Skyline Middle School Cooperating Teacher: Jerry Philp

Subject/Grade: 8th Grade Band 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
The 8th grade band has 35 students, made up of 17 boys and 18 girls. There
are two students with IEPs. It is a very culturally diverse class consisting of
13 Hispanic students, 2 African students, 4 African American Students, 3
Russian students and 13 Caucasian students. They are a mix of 3 year and 2
years of experience in band. The 8th grade band class meets for 45 minutes
every day.
II. Content/Subject/Field Area
This unit will be on the music of Japan, USA, Russia, and Mexico and the
impacts their music has on their specific societies. The students will learn
ten terms from these four different cultures of music and will be able to
connect them to each other.

SOLS
Music History and Cultural Context
8.7 The student will explore historical and cultural aspects of music by
1. describing the cultures, musical styles, composers, and historical periods
associated with the music literature being studied;
3. comparing and contrasting the functions of music in a variety of cultures;
Analysis, Evaluation, and Critique
8.8 The student will analyze and interpret music by
1. explaining the importance of cultural influences and historical context for
the interpretation of works of music; and
2. analyzing and interpreting works of music, using inquiry skills and music
terminology.
Aesthetics
8.10 The student will investigate aesthetic concepts related to music by
1. analyzing how time and place influence the characteristics that give
meaning and value to a work of music;
2. describing personal emotional and intellectual responses to works of
music;
3. analyzing ways in which music can evoke emotion and be persuasive;
4. explaining the value of musical performance to society.

III. Baseline Data

14 students seem familiar with the jazz terms chosen than any other terms.
They can explain simply or point out examples of the terms. Two students of
Russian descent and six students of Hispanic descent say they recognize the
terms Balalaika and Traje but cannot explain them in their own words.
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IV. SMART Goal (Specific, Measurable, Attainable, Results-oriented, Timely)

Goal Observable Behavior Criteria Measurement

By the end of this unit, the students will Observe how students The students will learn The students
be able to accurately draw connections participate in discussion and and understand the understanding of
between at least three different cultures Kahoot and their completion material by completing the vocabulary
and their music using specific music of their worksheets. the assignments within will be assessed
terminology through guided research, the unit. Interaction with informally each
interactive lessons, and cooperative the vocabulary is lesson and
learning. The students will score an necessary for full before and after
average of 4 out of 20 on the pre test understanding and the unit in the
and a 10 out of 20 on the post test. therefore participation is pre and post
required in discussions assessment.
and the activities for a
better score on the post
assessment..

SMART Goal Statement:

By the end of this unit, the students will be able to accurately draw connections between at least three different cultures
and their music through guided research, interactive lessons, and cooperative learning. The students will score an
average of 4 out of 20 on the pre test and a 10 out of 20 on the post test.

V. Means for Attaining Goal

Strategy Evidence Target Date

Ask students what they know and want
to know about Jazz.
Have a discussion on the importance of
Jazz.
Have students review terminology
through Kahoot.
Have students interact with the
vocabulary by completing a guided
worksheet in assigned stations.
The class will interact with and review
the vocabulary through a Kahoot game.
I will hold a discussion and April 4, 2017
observe the amount of hands
willing to participate.
The students will do this in
teams and I will have the
scores on hand.
I will collect the papers with April 6, 2017
the guided questions.
The students will do this in April 7, 2017
teams and I will have the
scores on hand.

The class will complete a KWL chart I will do this with the whole
together class
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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.

I have created a pre-assessment of ten music terms I want the students to grasp. I am
going to administer a written assessment where the students must write the definition next to the
term in their own words. I chose to have them write the terms in their own words because they
should be able to explain the terms to anyone in any setting and it is easier to remember
something in your own words.

One strength of this instrument is that I can clearly see which students are understanding
the vocabulary and which arent through their word choices. One weakness of my instrument is
that it is paper and I could very easily not have collected all of their tests or they may not turn
them in if I dont monitor them carefully. The instrument can be found in the Assessments folder
within my SAPA folder.

Below is my graphic representation of my students scores. It is clear that the students

know very little about the vocabulary and are not familiar with at least half of the terms.

VII. Means for Attaining Goal(s): Describe in detail what you want learners to accomplish based
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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).

My goal is for the students to gain an understanding of important musical terms in

relation to the multicultural unit studied. The students clearly have heard of the jazz terms I
selected so I spent less time on them and more time reviewing through Kahoot and through music
videos. The students were all clearly engaged.

For the Russian and Japanese terms, I chose to have them interact with the vocabulary as
individuals but through a guided worksheet I created. This did not go well for half of the class
because the entire 8th grade class had just come back from a field trip and did not have any
writing utensils with them. I was not informed of this field trip and my CT was absent. I tried to
modify this by having them work in groups but this lead to one person in the group doing all the
work. I modified it again and went through the worksheet with them as a class sitting in their
seats. I had trouble maintaining control over the class this day, especially without a helpful
substitute teacher.

For the Mariachi terms, I had planned to do a guided worksheet and an activity, but after
considering how well the first lesson went I just introduced them to the terms through a few
mariachi videos and pointed out the terms as they happened on screen. The students were almost
entirely uncooperative and the substitute for the day was egging them on. The lecture and post-
test were all I could accomplish this class.

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?

Below is my graphic representation of my students post assessment scores compared to

their pre-assessment scores. I only have twenty-four post-tests due to many absences, field trips,
and pull-outs for testing in other classes. Therefore, I only included in this graph the students who
completed both assessments. It is clear the students who could complete the pre and post test
assessments gained something from the lessons. The average for the pre-test was 2.83/20 and the
average for the post-test was 12.83/20 which means I undershot my goal for the pre test and made
my goal and more for the post-test. I think if all students were present and my CT was present for
the last two lessons, there would be an even greater increase in post-test scores.

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. Pre- Very clear and insightful
6
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 = ___

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. Post- Very clear and insightful
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
7
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 pre-
Graphic representation (ex. bar graph) of each assessment data.
(ex. bar graph) of each students pre-
students pre-assessment 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 self- insight. Weak graphic representation or pre-
evaluation; adequate representation (ex. bar assessment and post-
insights; adaptations for graph) of each assessment data.
future teaching students pre-
articulated and assessment and post-
appropriate. Graphic 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 need more detail and/or plans; unclear; no
complete, clear, and clearer connection to evidence of
appropriate; attempt to pre-assessment results assessment data.
utilize pre-assessment and/or clearer Weak or missing
results 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 = ___
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of Assignment quality. needs improvement.

Total (out of 100)

A score of 75 or higher must be achieved to pass this assignment - Any category with a DN must be revised