Case Study Four

Case Study #4, Kelley Shand This Case Study follows Kelley Shand, a 7th Grade Science teacher at Wimberley Danforth Junior High School in Wimberley Independent School District. Ms. Shand is a veteran teacher who has taught at the Elementary, Junior High and High School levels. She is the Science Department Head and AVID coordinator at her school.

1

Name: Kelley Shand Appraiser: Howard Campus: Danforth

Appraisal Year: Date Submitted: Assignment/Grade:

2006-2007 October 5, 2006 Pre-AP Science 7

PROFESSIONAL DEVELOPMENT AND SUPPORT TEACHER SELF-REPORT FORM Contributions to The Improvement of Academic Performance of All Students on Campus The following are general rules for use of the Teacher Self-Report (TSR): (1) Based upon the nature of the teaching assignment, TEKS/TAKS objectives may vary in content and level of difficulty. (2) Context for the objectives include (1) teaching field, (2) assignment and/or (3) varying characteristics of the teacher’s students. (3) Depending upon the classroom context, objectives may be identified for: a. A subset of the TEKS/TAKS objectives. b. A subset of classes assigned to the teacher. c. A subset of the teacher’s students. (4) The TSR requires the least amount of writing necessary to communicate the point or make the example (limited to one-half page per item). Section I* The data requested in Section I must be presented to the principal within the first three weeks after the orientation. The teacher may elect to revise this section prior to the annual summative conference. 1.

Which academic skills (TEKS/TAKS objectives) do you directly teach or reinforce in your classes?

READING

Objective

Grades where TEKS/TAKS objectives are tested

TEKS/TAKS Objectives

ALL OBJECTIVES………………………………………………………………………………….. 1

3,4,5,6,7,8

2

3,4,5,6,7,8

3

3,4,5,6,7,8

4

3,4,5,6,7,8

1

9,10,11

2

9,10,11

3

9,10,11

The student will demonstrate a basic understanding of culturally diverse written texts. The student will apply knowledge of literary elements to understand culturally diverse written texts. The student will use a variety of strategies to analyze culturally diverse written texts. The student will apply critical thinking skills to analyze culturally diverse written texts. The student will demonstrate a basic understanding of culturally diverse written texts. The student will demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

2

Check all that apply X

Name: Kelley Shand Appraiser: Howard Campus: Danforth

Appraisal Year: Date Submitted: Assignment/Grade:

2006-2007 October 5, 2006 Pre-AP Science 7

WRITING

Objective

Grades where TEKS/TAKS objectives are tested

TEKS/TAKS Objectives

ALL OBJECTIVES………………………………………………………………………………….. 1

4,7

2

4,7

3

4,7

4

4,7

5

4,7

6

4,7

1

10,11

2

10,11

3

10,11

Check all that apply X

The student will, within a given context, produce an effective composition for a specific purpose. The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar usage, and sentence structure. The student will recognize appropriate organization of ideas in text. The student will recognize correct and effective sentence construction in written text. The student will recognize standard usage and appropriate word choice in written text. The student will proofread for correct punctuation, capitalization, and spelling in written text. The student will, within a given context, produce an effective composition for a specific purpose. The student will produce a piece of writing that demonstrates a command of the conventions of spelling, capitalization, punctuation, grammar usage, and sentence structure. The student will demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

MATHEMATICS Grades where TEKS/TAKS objectives are Objective tested

TEKS/TAKS Objectives

Check all that apply

ALL OBJECTIVES………………………………………………………………………………….. 1

3,4,5,6,7,8

2

3,4,5,6,7,8

3

3,4,5,6,7,8

4

3,4,5,6,7,8

5

3,4,5,6,7,8

6

3,4,5,6,7,8

The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. The student will demonstrate an understanding of patterns, relationships, and algebraic reasoning. The student will demonstrate an understanding of geometry and spatial reasoning. The student will demonstrate an understanding of the concepts and uses of measurement. The student will demonstrate an understanding of probability and statistics. The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

3

X X X X X X

Name: Kelley Shand Appraiser: Howard Campus: Danforth 1

9,10,11

2

9,10,11

3 4

9,10,11 9,10,11

5

9,10,11

6

9,10,11

7

9,10,11

8

9,10,11

9

9,10,11

10

9,10,11

Appraisal Year: Date Submitted: Assignment/Grade:

2006-2007 October 5, 2006 Pre-AP Science 7

The student will describe functional relationships in a variety of ways. The student will demonstrate an understanding of the properties and attributes of functions. The student will demonstrate an understanding of linear functions. The student will formulate and use linear equations and inequalities. The student will demonstrate an understanding of quadratic and other nonlinear functions. The student will demonstrate an understanding of geometric relationships and spatial reasoning. The student will demonstrate an understanding of two-and threedimensional representations of geometric relationships and shapes. The student will demonstrate an understanding of the concepts and uses of measurement and similarity. The student will demonstrate an understanding of percents, proportional relationships, probability, and statistics in application problems. The student will demonstrate an understanding of the mathematical processes and tools used in problem solving.

X X X X

X

SCIENCE

Objective

Grades where TEKS/TAKS objectives are tested

TEKS/TAKS Objectives

ALL OBJECTIVES………………………………………………………………………………….. 1

5

2 3

5 5

4

5

1

10,11

2

10,11

3

10,11

4

10,11

5

10,11

Check all that apply X

The student will demonstrate an understanding of the nature of science. The student will demonstrate an understanding of the life sciences. The student will demonstrate an understanding of the physical sciences. The student will demonstrate an understanding of the earth sciences. The student will demonstrate an understanding of the nature of science. The student will demonstrate an understanding of the organizations of living systems. The student will demonstrate an understanding of the interdependence of organisms and the environment. The student will demonstrate an understanding of the structures and properties of matter. The student will demonstrate an understanding of motion, forces, and energy.

4

X X X X X

Name: Kelley Shand Appraiser: Howard Campus: Danforth

Appraisal Year: Date Submitted: Assignment/Grade:

SOCIAL STUDIES Grades where TEKS/TAKS objectives are Objective tested

2006-2007 October 5, 2006 Pre-AP Science 7

Check all that apply

TEKS/TAKS Objectives

ALL OBJECTIVES………………………………………………………………………………….. 1

8,10,11

2

8,10,11

3

8,10,11

4

8,10,11

5

8,10,11

The student will demonstrate an understanding of issues and events in U. S. History. The student will demonstrate an understanding of geographic influences on historical issues and events. The student will demonstrate an understanding of economic and social influences on historical issues and events. The student will demonstrate an understanding of political influences on historical issues and events. The student will use critical-thinking skills to analyze social studies information.

X X

OTHER OBJECTIVES With the approval of the principal, certain high school teachers may substitute other standardized measures and related objectives which are addressed in the AEIS system. This may include SAT/ACT, AP, TASP, and end-ofcourse examinations. Specify below.

2.

What processes do you use to assess the needs of your students with regard to academic skills (TEKS/TAKS objectives)? Check all that apply X X X X X X X

Disaggregated TEKS/TAKS data Curriculum-correlated assessment materials Teacher-designed assessment process/materials Diagnostic observations Other standardized test results Cumulative classroom performance data Other (describe)

5

Name: Kelley Shand Appraiser: Howard Campus: Danforth

Appraisal Year: Date Submitted: Assignment/Grade:

2006-2007 April 20, 2007 Pre-AP Science 7

PROFESSIONAL DEVELOPMENT AND SUPPORT TEACHER SELF-REPORT FORM Contributions to The Improvement of Academic Performance of All Students on Campus Section II* The data requested in Sections II and III must be provided to the principal at least two weeks before the annual summative conference. Limit all responses to one-half page per response. 3.

Describe a specific instructional adjustment (e.g., materials, sequencing, etc.), which you have made based on the needs assessment of your students. I assess the needs of students through our diagnostic instruments and TAKS results for each student, in addition to teacher observations and formative classroom assessments of each unit. Adjustments may include allowing for alternative assessment products, modified instructional delivery, or grouping strategies. I employ technological resources in the classroom, such as the ELMO and Smartboard, to assist students with diverse learning styles.

4.

Describe the approaches you have used to monitor classroom performance and to provide feedback to students regarding their progress in academic skills (TEKS/TAKS objectives). I assist each student in maintaining a progress chart for themselves, to which I add celebrations or constructive feedback each week and six week period. This helps them develop goal setting and selfmonitoring skills.

5.

Describe how you assisted your students who were experiencing serious attendance problems. I make expectations and consequences regarding attendance very clear from day one. I stay in touch with parents whose students show the first sign of exhibiting attendance problems, and I consistently enforce the campus and district established discipline procedures for unexcused absences.

6.

Describe your approach in working with students who were failing or in danger of failing.

I work to make my instruction engaging in order to motivate students to participate. Additionally, I make sure I am accessible to students requiring extra help. I also monitor student progress actively on a daily basis, so that I am able to intervene with students before they fall too far behind to catch up.

6

Name: Kelley Shand Appraiser: Howard Campus: Danforth

Appraisal Year: Date Submitted: Assignment/Grade:

2006-2007 April 20, 2007 Pre-AP Science 7

Section III** 7.

List or describe, in the space provided below, your professional development activities for the past year related to campus/district goals, assigned subject/content, needs of students, or prior appraisal performance in the following areas: inservice, team planning, mentoring, collaboration with colleagues, self-study, video coursework or distance learning, university-level coursework, professional conferences, and other non-traditional activities. • • • • •

8.

Facilitation of the AVID campus program Lead teacher for student intern/mentoring program with university Regional Service Center workshop series: Engaging Students in Science Book Study: The Courage to Teach Campus leadership team participation in Instructional Focus Visits

As a result of your professional development activities described above, what have you been able to use in your classroom that has positively impacted the learning of students? I have practiced many new and effective strategies for engaging students at high cognitive levels and have utilized many new models for assisting students in developing assertive questioning techniques. I am making more instructional decisions this year based on student data, and am facilitating other peers and interns more effectively.

9.

Be prepared to discuss three target areas for continued professional growth. In order to organize your thoughts, you may wish to make notes below, but it is not required.

1. 2. 3.

Campus leadership activities Using data for planning instruction Effective classroom assessments

7

(t) d -

G

At

v

-

A

Fr

v -

;

I

a -

a -

t-

a0

H f{

^e.

r -^

^f, -

G

fr

;l :)

h

L At

,t7 -

()

; -

li

A

G

-

-

I

v

-

e) A s

F

o-

Ka

-

tt

F F

v

ol

G

A

€)

-

L

I

I

-

ar -

ol

^t

()

{d

trfA Nl v = =

a -

+)

)

o-

E 3 trG G H

-r r u T- i . I -

c q )

€

7

-

=

q

q )Ft r

=

r-

=^r -

-

II

V

G

a

ts -

G v

8

e)

3'5

a /

€

9 0

+r

o-

|-I

5

c q o O r = o)

ril (EI

lc)1 ol ol

HI

$l 8l nl 3l

sl

ol ol

'cl

a

?

@ c O O

n

q

q

D o ) l ) l - O

)

El cr)

5l '61

EI Pl

,.1 .=l

l\

,@

l-

'','; G ,',

or ,-,,,d

o.i @

ol

(O

t-.

o)

o)

'f

O)

r''

tl Citl

,,, ,, ,,,1 .,,,,,1

g s) El El s S..;1..ii.;s. Fl

-cl ol rrl

-trt

II

Hl

bl

CA

O).,:ii,iii::t.ii.,tiimiiS

..:l:i.i.::'l..i:::i .:i::. .ii,

gl 5l ol

rt.ilii.,i"'ll::r.i:ffi.i:O

o

oi o)

€

o)

,d, I".,'.ffi:: ' :,':.i''':'

l: :li.:,r,'. ,,,,,,,,,

Ol

tl

. . , ' :,1. , , ' . ' . ,,,.,,,,.,,

s

@

ul

o)

trl

.rI

*.r l

.rI LI

=l -t

O) ii:i.liiil.. iii

S\l

(o

*l

.rj

oi

F-

lf,

O)

c.i

o,

il

ltl (!l ol

(o

@

o)

o)

Q

1,; ; (O..ii.i..liiiii.i.isli

9'l .=l

5l al

tO

-)

\if

o)

o)

x .i.,.r.i.rNi.r €i or o) o) ', : : :r: . :::

. , ,

E l

:,,,,,,fQ, Cq

Cq

er,: EJ.,:,.,::fii ca

l\ .i:.i...:.,,i.,',i$ '(}r

tI)

$

Sl,,.. ,,,,,,s,o)

o

o)

,

:

. : l . . : ' ' l : ' . . '.

El E|.,,..',.......,.s. .g E '..i'.......'...* -C|

iI

(r) ,,,r,..,:,:'S'.

(O

99 ,, QP

$J..,...'..,,,', i ,i,,,,, C

o o

D

) )

O

F

6

I

(

9

$

1

|

)

o o o o o o o o o c ) o o

(

g

o o

- ( r l N N ( r l C \ ( r l ( r l

9

q,)

()

v) 0.)

(5l

t

3.

0) (J

3

€.)

c,)

c)

O

a a

a.)

t
'-c-ao

Q co

10

f

, l Y

,^\C)E v.c cg € l 0

=

r

F

>'\J

--=

F:loO

I I

o

a

b!

i v 6

l-

t
-o

a

F( t

{

a v)

L r-t- .

c.r f Y C )

C) G)

63 C) >) Lr O r +

'oo r-

LLI a.

cg

c.)

t-

0)

q)

O (J

1i

c)

()

6

:u

C)

E

a L q)

+ a

O C)

t-

!.4 c)

.

o

= a

c) (') L i

a q) tV. Ft

1

v o.l

()

()

O (n

o 6

A -l

L,

n;

C) c ) O

d I

a T

aT

-

a

-

C)

a a

-q) -.a q) tV.

v

C.)E q c ) 2 C )

y o -

FI s

'=

A

.ia ri

ie

a.)

( i c ) q)

a

C ) -

. 9 5 F

x 0 ) 99)6

. E a ..- €

{ra

0 a q) o 0

T7l

()+,

i

A Y

-x 5 {) - 'F

=

X

J

i : . a

> E

\v

v

= c s - N oIJ d

)

w n w

v

(ta N

o

E - ,

. * t '

3 i r

i E i

E ^7a"r=i=*, , . ' ! l \ : ) . 7 ' 2 c 3 ' = t' dE- ? , " i E E . E s i : = g '-E ? r ' t i E E 3 , 3 R E! . ,

J

i

_

.==_ v

^

_

_

_

d

l

l^ I

L tt)

-

g

c!)l

(J

A v

h h 3 V

rr

t A

_

-

a r

> l

. F C J X

I q)l

e = a ?t

>r a.t arr'5

A E

H

q ) e tn

a

C. c) a.) r 5 ' tr -E _cg >.. .= (J Cl rn

I

\ > |

!

13

l

:

v

v-o 0) q ) F F

s = c r

(.1

a

iR

..s

- i - . -

^

ra \c

(/l c.l O e )

{ - r c

I

(n

6s

c q O d F(^.l'

'-l ^ l rrl

F-

c'l I

? G V L r O < '

6l rl

6

0.) AC v o c) c.i cn

v l

L) tJa

F-

(,i Oq.)Y

€r-

trI

0

E O (n

q ) -

C)

DO L

q)

(o

;c. q) F - c

L q)

14

Change Prior to Current

Prior Year Assessments

Current Year Assessments

Change Prior to Current

Prior Year Assessments

Current Year Assessments

Final AYP Results

15

Prior Year Assessments

Current Year Assessments

Prior Year Assessments

Current Year Assessments

Final AYP Results

16

2 Years Previous

Prior Year

Final AYP Results

Instructional FocusVisit i )

reacher' t) ll 4 tVl)

fulWrtKC observer:

''/' Date: ulcu

Learner Engagement authenticallyengaged {5) \*/ l. compliant c. not engaged Identifiable Curricular or Learning Objective? /)-t

(?

ves

b. no Alignment of Standards(TEKS/TAKS) /'{.1 on Level W Above Level c. Below Level d. Obj ective not alignedwith appropriategrade/subject level Classificationof Learning- Bloom's Taxonomy (Checkall that apply) B/