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Impacting Student Learning Template: Revised Fall 2012 Section 1

Section 1 - Contextual Factors

Purpose: In order to understand the context of learning and learners, you must be able to describe and understand the context that will shape your teaching. Teachers must be able to describe and analyze the community, school, and classroom context. These understandings not only encompass varied dimensions of the social environment but also reflect the richness of the school and class as a basis for developing a community of learners. As a teacher candidate, you will develop a comprehensive description of the school and classroom as a basis for reflecting on these demographics and how these contextual features affect your instructional choices. You will focus on one group of students for this ISL. Process: In order to fully explore the context, you will provide a rich description of each of the following areas: 1a) School and Curricular Context

Size, ethnic, racial, and socio-economic make up Relevant organizational structures (school grades, school administration, etc.) Support personnel (school nurse, counselor, instructional coaches, etc.) Co-curricular offerings in your school (music, art, physical education, SPED, etc.) Extra-curricular offerings at your school (clubs, athletics, PTO, etc.) Academic performance initiatives School wide or community wide outcomes, tensions, problems, budget issues, AYP, standardized testing, etc. Explain how the school meets the needs of English language learners (ELL) and cultural practices of families and community. If the school does not have any ELL students, state what you as a teacher could do to serve those students if they were to be assigned to your classroom.

1b) Classroom Context

Describe the community of learners you have selected for your ISL- including number of students, gender, racial, linguistic, ethnic, adoptive/foster (if known), numbers of students using IEPs and relevant special needs categories including gifted, at grade level, and below.

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Section 2
Section 2 - Assessment and Analysis of Student Learning
Purpose: Tracing student progress and development from beginning assessment through formative to summative assessment is a core responsibility of each teacher. At any given point in time, a teacher must be able to answer the question: How do I know what my students have learned? In order to answer this central question of teaching, you must be able to analyze results of assessments. Teachers who are able to accurately analyze student learning are well positioned to make data-driven decisions about teaching and curriculum.

Process: Analyze your assessment data, to determine your students progress toward the curriculum plan learning objectives. 2a) Standard(s) and Learning Objectives (established prior to instruction)

State the Common Core/GPS Standard(s) being addressed in the unit. Create a list of learning objectives that: o Clearly state what you expect students to have learned by the end of the curriculum plan o Are appropriate for your students (Section 1 and reflected in strengths and weaknesses identified in 3a. o Are challenging o Are varied in type and level o Are clearly tied to the Common Core/GPS standard(s)

2b) Initial or Diagnostic Assessment (completed prior to instruction) Acceptable diagnostic assessment is defined by individual programs.

Attach a copy of the diagnostic assessment Create a table displaying assessment results for every student aligned with learning objectives. Write a narrat ive identifying students instructional needs based on the diagnostic assessment.

2c) Formative Assessment (completed during the unit of instruction)

Select one formative assessment from one of your lesson plans to analyze. Attach a copy of the formative assessment. Create a table displaying data on every student demonstrating the extent to which your students made progress toward each learning objective. Clearly identify which of your learning objectives were assessed. Write a narrative explaining how you used the assessment data. How did it inform your instruction?

2d) Summative Assessment (completed after the unit of instruction)

Attach a copy of the summative assessment. Create a table displaying data on every student demonstrating the extent to which your students made progress toward all of your learning objectives. Write a narrative analyzing the data and discussing student learning.

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Section 3
Section 3 - Design for Instruction
Purpose: Thinking critically about planning for both long-term and short-term is an essential component in your quest to guide the learning of your students. This portion of the ISL represents your instructional designing process, and will help you plan for student learning. Process: Design an instructional unit with detailed lesson plans using the lesson plan template for each lesson. After teaching each lesson, record reflections at the end of the lesson plan template. Lesson Plan Template: Date Submitted to Supervising Teacher: Date Approved by Supervising Teacher: Date Taught: Grade Level: Length of Lesson: Common Core/GPS Standard(s): Lesson Objectives: Essential Question: Introduction (Opening Activator): Teaching Procedures/Strategies Including Guided Practice and Assessment of Objectives (List and explain each step): Closure and/or Summarizing Strategies: New Vocabulary: Differentiation: Credits/References: Lesson Reflection What parts of the lesson were successful and why do you think they were successful? What would you change and how would you do it differently next time? What was your impact on student learning (refer to your assessment data)?

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Section 4
Section 4 - Reflection and Self-Assessment
Purpose: Reflective practice involves looking beneath surfaces, asking questions, raising issues, exercising and judging merit. Based on what you have learned through your assessments of students learning. When critically analyzing the impact of your teaching, please consider what you have learned about your teaching. Process: Write a narrative reflecting on the following questions:

Based on your assessment data, how effective were you in teaching your learning objectives? Describe the implications of this experience with the ISL for your future teaching.

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Glossary of Terms
Impacting Student Learning
The Augusta State University Impacting Student Learning (ISL) is an assessment that demonstrates the teacher candidate's impact on student learning. The following document includes the sections, rationales, processes, and products for the 6 components of the ASU-ISL. There are several definitions that will help you to understand our materials:

Classroom environment this is the physical space in which students function as well as the social, cultural and emotional climate, rules for engagement, time schedule, educational personnel involved, and any other factors that contribute to the ability of the students to learn in a classroom. "Context" - this term refers to the interrelated conditions in which something exists or occurs. P-12 learners the designation for students from preschool through grade 12; this includes both public school students as well as non-public school students.
We believe that assessment is an on-going process.

Beginning Assessment" - typically occurs at the beginning of an instructional experience, usually for the purpose of determining initial levels of function or understanding. "Formative Assessment" - usually occurs in the midst of an instructional experience for the purpose of determining the effectiveness or interests of students. "Summative Assessment - regularly occurs at the conclusion of an instructional experience for the purpose of determining the extent to which learner objectives have been achieved. Student this term refers to the P-12 learner. Teacher Candidate this term refers to the ASU student in the teacher education program. "GPS" - Georgia Performance Standards Instructional Unit this term refers to a series of teacher candidate planned and managed instructional experiences that can emerge from a number of sources: student interests, contextual factors, variables, content standards, and other requirements. An instructional unit can be a project, a unit of instruction, or lessons grouped around a theme. Lessons should have a connection to academic standards at the national, state, and local levels.

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