Describe and provide an example of how you communicated with and engaged the students’ families as partners in supporting student progress relative to the instructional unit associated with the assessment described above.
Is family communication required?
Provide a visual representation(table or chart) of student learning for your whole class relative to the learning objectives measured by the assessment.Provide a written summaryfor the Target Assessment results. ●Why do you think students met or did not meet the intended learning objectives associated with this assessment? (Be sure to summarize student learning for all of the aspects of the scoring tool submitted in conjunction with your assessment task/instrument).●Provide an analysis of areas of most and least improvement based on the assessment data.Student Work Samples
I also am confused by the wording here.
Student Work Samples and Feedback Examples
I have seen conflicting things on if we submit work samples or not.
Arts Integration
Do we have to included this?
TEACHER ACTIONS
How detailed do we need to be here?
LESSON BREAKDOWN -
This is the same as the one we used with Paula!
Submit only the blank assessment tasks/items/instruments given to students; do not submit student work samples
Will we not use samples to reflect on if our students were able to get the learning?
Get rid of barriers caused by the curriculum
It would be amazing if there was more of a push for changes at the curriculum level too and there weren't barriers caused by curriculum in the first place. Then it is not only on us as teachers but also on those who are creating the curriculum to create access and agency. I am assuming there is a fair amount of this within curriculum development happening, but I am not sure how much.
If they love learning, they will persist through challenges!
Im not sure that it is as simple as this. There is more that goes into students ability to persist through challenges than just a love for learning. Sometimes we have students that love learning but are unable to persist through challenge because of embarrassment or what has been previously told to them about how they are as a student. As teachers we want to build up students identities as learners to help them persist. I don't think it's always as simple as the student loving what they are doing.
UDL goes beyond access because we need to build in support and challenge.
I love this statement. It is essential that we think beyond just access. You can give students access, but without proper supports they will not truly be able to have agency with the content.