Fresno Assessment of Student Teachers: Education Specialist—Extensive Support Needs

Fresno Assessment of
Student Teachers:
Education Specialist–
Extensive Support Needs
A MANUAL FOR TEACHER CANDIDATES
SITE VISITATION PROJECT
TEACHING SAMPLE PROJECT
Fall 2023

LETTER FROM FAST COORDINATOR

Dear Fresno State Teacher Candidate:

The California Commission on Teacher Credentialing (CCTC) requires that every credential program candidate seeking recommendation for a Preliminary California Education Specialist Credential show mastery of the Teacher Performance Expectations (TPEs). The TPEs will be taught in your coursework and applied and practiced in your fieldwork. The Kremen School of Education and Human Development has designed its own assessment system to evaluate your mastery of the Universal and Extensive Support Needs TPEs, the Fresno Assessment of Student Teachers (FAST)—Education Specialist Extensive Support Needs. The system consists of two tasks or “projects” that you will complete during your fieldwork. Please note that success on FAST is just one of the requirements for earning a Preliminary Credential.

This manual provides you with important information regarding the two required FAST tasks, the Site Visitation Project and the Teaching Sample Project.

The Site Visitation Project and the Teaching Sample Project will be scored by trained scorers using a task-specific four-point rubric. The rubric levels are:
1= Does not meet expectations
2= Meets expectations
3= Meets expectations at a high level
4= Exceeds expectations

In order to receive credit for the fieldwork course in which the assessment is required, you must meet all fieldwork expectations AND you must earn a minimum score of “2” on each of the three sections evaluated in the Site Visitation Project and the seven sections evaluated in the Teaching Sample Project.

Should you earn a non-passing score of “1” on any section, you will have the opportunity to revise and resubmit that section. If you still do not earn a passing score in the resubmission, you may apply for Special Consideration using the FAST Non-Passing Score Procedure in this manual. Remember, you must pass all sections of the assessment before you can receive credit for the associated fieldwork course. Please be aware that the CCTC requires that your scores and any notation of the necessity for re-takes on the FAST projects be sent to them. A history of your scores will be available to you through Tk20 for sharing with your professional induction program supervisor as you see fit.

We are confident that you will show mastery of the TPEs by careful attention to the project directions and rubrics and by diligently studying and practicing your craft while enrolled in the credential program. As a result of your hard work and your successful performance on FAST and other required indicators of quality, you, our Credential Programs, and your hiring district can be confident that you will enter the next phase of professional growth as a competent beginning teacher with the skills necessary to teach California’s youth. Best of luck!

Sincerely,
Suzanne Brandl
FAST Coordinator
sbrandl@mail.fresnostate.edu

FAST ALIGNMENT WITH UNIVERSAL TEACHING PERFORMANCE EXPECTATIONS

Universal TPE	TPE Elements Assessed	Site Visitation Project	Teaching Sample Project
TPE 1	1.1	X	X
1.3		X	X
1.5		X	X
1.6		X
1.8		X
TPE 2	2.1	X
2.2		X
2.3
2.6		X
TPE 3	3.1	X	X
3.2		X	X
3.3		X	X
3.5		X	X
TPE 4	4.1	X	X
4.2		X	X
4.7		X	X
TPE 5	5.1		X
5	5.2		X
5.5			X
5.8			X
TPE 6	6.1	X	X

FAST ALIGNMENT WITH ED SPECIALIST EXTENSIVE SUPPORT NEEDS TEACHING PERFORMANCE EXPECTATIONS

ESN TPE	TPE Elements Assessed	Site Visitation Project	Teaching Sample Project
TPE 1	1.4	X	X
1.5		X	X
1.6		X	X
1.7		X	X
1.8		X	X
1.9		X	X
1.11		X	X
TPE 2	2.1	X
2.2		X
2.3		X
2.4		X
2.5		X
2.6		X
2.8		X
2.9		X
2.10		X
2.11		X
2.13		X
TPE 3	3.1	X	X
3.2		X	X
3.3		X	X
3.4		X	X
3.5		X
TPE 4	4.1	X	X
4.3		X	X
4.4		X	X
4.5		X	X
4.7		X	X
TPE 5	5.1		X
5.2			X
5.3			X

SITE VISITATION PROJECT *

The Site Visitation Project assesses the candidate’s ability to plan, implement, and reflect upon instruction. The Teaching Performance Expectations (TPE) elements being evaluated are:
TPE 1 - Engaging and Supporting All Students in Learning (Universal: 1.1, 1.3, 1.5, 1.8; ESN: 1.5, 1.6, 1.7, 1.8, 1.9, 1.11)
TPE 2 - Creating and Maintaining Effective Environments for Student Learning (Universal: 2.2, 2.6; ESN: 2.4, 2.5, 2.8, 2.9, 2.10, 2.11, 2.13)
TPE 3 - Understanding and Organizing Subject Matter for Student Learning (Universal: 3.1, 3.2, 3.3, 3.5; ESN: 3.1, 3.2, 3.3, 3.3, 3.4, 3.5)
TPE 4 - Planning Instruction and Designing Learning Experiences for All Students (Universal: 4.1, 4.2, 4.7; ESN: 4.3, 4.4, 4.5, 4.7)
TPE 5 - Assessing Student Learning (ESN: 5.1)
TPE 6 - Developing as a Professional Educator (Universal: 6.1)

Overview

For this project you will plan, teach, and evaluate a 20- to 45-minute lesson that is observed by your University Coach and videotaped for a small group of students classified as needing Extensive Support that includes:
(1) at least one student who has an IEP,
(2) at least one student who has an IEP and is classified as an English Learner*, and
(3) at least one student who has an IEP and who is from an underserved education group.

The lesson plan and instruction should address goals and skills aligned with the state adopted subject matter standards, English Language Development (ELD) and/or English Language Arts (ELA) standards and frameworks. At the elementary level, you should plan a lesson in mathematics that infuses English language development. At the secondary level, you should plan a lesson in an academic content area, as deemed appropriate for special education, that infuses ELD and/or ELA standards. You will submit your written lesson plan at least three days prior to implementation to your University Coach through TK20. The lesson will be observed by your University Coach and/or a subject-matter expert and videotaped. After you watch the video, you will evaluate your planning and implementation by selecting a segment of the video to demonstrate subject-specific pedagogy and responding to questions about your lesson. The project will be submitted on Tk20 and evaluated using the Scoring Rubrics at the end of the directions.

*In the instance that no one in the class is classified as an English Learner, the candidate should provide explanations of how the lesson would be adapted to meet the needs of an English Learner.

Submissions: (1) CLASS PROFILE form, (2) lesson plan, (3) ACTIVITY/STRATEGY TABLE form, (4) 3- to 5-minute unedited video clip, (5) SELF-EVALUATION OF LESSON form.
NOTE: All forms are found on TK20.

General Directions

These general directions present an outline of the Site Visitation Project requirements. See Parts of the Project (on pp. 2-5) for more detailed instructions and information about the required forms to submit.

To complete this project, you will:
1. Collect information on your students for the class you will teach, using the CLASS PROFILE form, including details pertaining to specific IEP goals and 504 plans. The information should be useful for planning instruction.
2. Plan a lesson that demonstrates your ability to teach a standards-based lesson in mathematics that infuses the development of communication skills. This lesson should respond directly to your students’ learning needs as identified through the CLASS PROFILE and specified in their IEPs. The entire lesson should last between 20 and 45 minutes.
3. Arrange with your University Coach to have the lesson observed at a mutually convenient time.
4. Write a detailed lesson plan for the lesson that will be observed.
5. Complete the ACTIVITY/STRATEGY TABLE form to identify the purpose of specific instructional strategies planned for your lesson.
6. Submit your class profile, lesson plan, and activity/strategy table on Tk20 at least 3 days prior to the observation.
7. Teach the lesson. Your University Coach will observe the entire lesson and it will be recorded on video. The video must be a continuous video of the lesson, start to finish. Do not stop and start the video during the lesson. You are responsible for arranging the videotaping.
8. Save the full unedited video to a secure, private location until the end of the semester.
9. Watch the entire video recording of your lesson and select a 3- to 5-minute unedited segment of the video that demonstrates your ability to utilize appropriate subject-specific pedagogy.
10. Reflect on your implementation of the lesson based on your review of the video and the scoring rubric for this task.
11. Write a detailed evaluation of the lesson by responding to the Self-Evaluation of Lesson questions. Your responses should be based on your review of the video and rubric (see #10 above). Use the SELF-EVALUATION OF LESSON form.
12. Submit your evaluation and video segment on Tk20 within 7 days of the observation.

Preparation for this Project

● Review the Teaching Performance Expectations (TPEs) that are evaluated in this project, including Part 2, Subject Specific Pedagogy for math.
● Review the Scoring Rubrics for this project, located at the end of the directions.
● Discuss with your Mentor Teacher the expectations for this project, and make arrangements with your University Coach for a mutually acceptable time for the observation.

Part 1 – PLANNING

❖ Class Profile
❖ Lesson Plan
❖ Activity/Strategies Table

Part 2 – IMPLEMENTATION

❖ Lesson Observation by University Coach, plus video recording

Part 3 – REFLECTION

❖ Selected Video Clip
❖ Self-Evaluation of Lesson

Part 1 – Planning

Class Profile

Using the CLASS PROFILE form (located on Tk20), collect information about your students. Information must include a class summary of:
(a) identified needs (IEP special factors, present levels of academic and functional performance, specially designed instruction and related services, behavioral plans, health/medical protocols, primary modes of communication and mobility, etc.),
(b) English proficiency levels,
(c) ethnicity, and
(d) reading/writing proficiency (with the source of your information).

In addition, you will identify other information about individual students. The information you gather should directly inform your planning and instruction to ensure all students have access to the curriculum. This information may include the following:
● academic strengths and challenges,
● cultural background,
● interests,
● social interactions,
● attitude,
● language proficiency,
● health needs, etc.

A review of IEP goals, specially designed instruction, accommodations/modifications, and behavior plans must be part of this process.
Interest surveys, observations of interactions and behavior, and conversations are good sources of information.
Select the most useful information for your planning. More is not necessarily better.
• Submit the Class Profile with your Lesson Plan and Activity/Strategy Table on Tk20 at least 3 days prior to the lesson observation.

Lesson Plan

(1) Write a detailed lesson plan for your lesson. No specific format for the lesson plan is required. Optional lesson plan templates are available on Tk20.
The lesson plan must include at least the following elements:
● Brief summary of the lesson
● Grade level
● Topic
● Subject matter content standards
● ELD and/or ELA standards
● Lesson objective(s)
● Planning considerations
● Assessment plan
● Procedures
● Closure

(2) Submit the Lesson Plan with your Class Profile and Activity/Strategy Table on Tk20 at least 3 days prior to the lesson observation.

Activity/Strategy Table

Complete the ACTIVITY/STRATEGY TABLE form (located on TK20). Use the information below the table to guide your completion of the form. The form is intended for you to think about and document the purpose of the activities or strategies you include in your lesson plan.

Activity/Strategy Table	Check ONE for each listed item	Purpose
Instructional Activity or Strategy	X	Brief explanation of the purpose of activity related to the category you’ve identified
X	X
X	X
X	X

Part 2 – Implementation

Videotaped Classroom Observation

In order to assess your teaching competence, your University Coach will observe you teaching your prepared lesson. The following procedure should be used for the observation:
1. Schedule a mutually acceptable time and date with your University Coach for the observation.
2. Review the Universal and Extensive Support Needs Teaching Performance Expectations (TPEs) that will be evaluated during this observation. When appropriate given your teaching context, your review should include the Subject Specific Pedagogy TPE related to your content, found in Part 2 of the TPEs.
3. Review the Scoring Rubrics for this project, located after the directions for this project.
4. Remember you must complete, and submit on Tk20, the Class Profile, your Lesson Plan, and the Activity/Strategy Table (as described above) at least 3 days prior to the observation.
5. Prior to the observation, provide your University Coach (and Mentor Teacher if requested) a copy of your lesson plan and supporting materials.
6. Prepare for video recording of the lesson. It is your responsibility to arrange for the video recording.
7. Identify your focus students for the observer. A seating chart or description of the students may be used.

Part 3 – Reflection

Selected Video Clip

Within 7 days after teaching your Site Visitation Project lesson, watch the entire video of your lesson.
a) Select a 3- to 5-minute unedited video clip to clearly demonstrate an example of a strategy or activity consistent with current subject-specific pedagogy in the content area of instruction.
b) Submit on Tk20 this unedited video clip with your responses to the questions listed in the Self Evaluation of the Lesson.

Self-Evaluation of Lesson

You will use the SELF-EVALUATION OF LESSON form, located on TK20. Use examples from the video clip and the entire lesson to support your evaluation.

Subject Specific Pedagogy
1. What were the overall strengths and weaknesses of the entire lesson? On what evidence do you base your conclusions?
2. The following questions refer to your selected 3- to 5-minute unedited video clip.
a. How does the activity or strategy depicted in your video clip demonstrate current subject-specific pedagogy? Use evidence to justify your responses. [Sources for evidence: content standards and frameworks, Universal and Extensive Support Needs Teaching Performance Expectations (especially TPE 3 and related Subject Specific Pedagogy expectations in Part 2 of TPEs), professional readings or experiences, examples from lesson].
b. How did your knowledge of the content help or hinder the effectiveness of the lesson?

Applying Knowledge of Students
3. The following questions refer to one of the three focal students you identified in the CLASS PROFILE. You must select focal students who are identified as requiring Extensive Support from the CLASS PROFILE in your response to these questions.
a. How effective was your lesson in providing access to the content for your selected focal student? Be honest about whether you addressed the needs of this student. On what evidence do you base your conclusion?
b. What might you do differently in future lessons to more effectively provide access to content for this student?

Student Engagement
4. Think about how you used interactions (teacher to student(s), student to student) to engage your students.
a. How did you use interactions in your lesson to promote multiple perspectives and equitable participation? Give specific examples.
b. How effective were these interactions in promoting student learning? On what evidence do you base your conclusion?

Evaluation of the Site Visitation Project

The Site Visitation Project 3- to 5-minute unedited video clip and SELF-EVALUATION OF LESSON form should be submitted through Tk20 within 7 days after the observation.

Your University Coach or a subject-matter expert, who has been trained to score this specific task, will use the following to evaluate your Site Visitation Project:
(1) CLASS PROFILE form
(2) Lesson Plan
(3) ACTIVITY/ STRATEGY TABLE
(4) the observed teaching performance
(5) selected 3- to 5-minute unedited video clip, and
(6) SELF-EVALUATION OF LESSON form

Note: In order to ensure the anonymity of students, school site, school district, and other adults, use aliases or identifying codes rather than names in your documentation for this project.

Scores for each section will be based on the Scoring Rubric designed for that section. The rubrics focus on the qualities embedded in each of the TPEs aligned with that section. Levels of proficiency are described across each row.
To pass the Site Visitation project you must receive an overall score of at least 2 on each section (PLANNING, IMPLEMENTATION, REFLECTION).
Unsuccessful candidates will have an opportunity to remedy any portions rated as not meeting expectations.

Planning Rubric

Indicator	1 Does Not Meet Expectations	2 Meets Expectations	3 Meets Expectations at a High Level	4 Exceeds Expectations
Subject Specific Pedagogy	The lesson plan includes content and related activities or strategies inconsistent with current subject specific pedagogy and standards, with limited support for acquisition or use of academic language. Little/no documentation of alignment with IEP goals is provided	The lesson plan includes content and related activities or strategies: (a) consistent with current subject specific pedagogy and standards, (b) that support the acquisition or use of academic language, c) that generally align with students’ IEP goals.	The lesson plan includes content and related activities and strategies: (a) consistent with current subject-specific pedagogy and standards, (b) that provide multiple opportunities for students to acquire and use academic language. c) with some evidence of a plan to monitor students’ access to content that aligns with students’ IEP goals.	The lesson plan includes content and related activities and strategies adapted for specific needs of students: (a) consistent with current subject-specific pedagogy and standards, (b) that provide multiple opportunities for students to acquire and use academic language. (c) with clear evidence of a plan to monitor students’ access to content that aligns with the specifications articulated in students’ IEPs.
Applying Knowledge of Students	Information about students, gathered by the candidate, provides little or no useful information for planning. Candidate plans activities or strategies that demonstrate little or no understanding of the connection between knowledge of students and promoting access to the content.	Information about students, gathered by the candidate, provides some useful information for planning. Based on general knowledge of students at this grade level, candidate plans appropriate activities or strategies to promote access to the content.	Information about students, gathered by the candidate, provides useful information for planning. Based on knowledge of students in this class, including the details of their IEPs, candidate plans appropriate activities or strategies that include accommodations or modifications to promote access to the content.	Candidate gathers relevant and detailed information on students to be used for planning. Based on knowledge of individuals or groups of students in the class, including their specialized learning and communication needs as specified in IEPs, candidate plans appropriate activities or strategies that include accommodations and/or modifications to promote access to the content specifically referencing these students.
Student Engagement	Candidate plans few or inappropriate methods for student engagement.	Candidate’s plan for engaging students is appropriate to the developmental level (e.g. real-life contexts, connections to students’ experiences or interests, opportunities for critical or creative thinking, varied communication strategies/supports).	Candidate’s plan for engaging students Includes varied methods appropriate to students, as specified in students’ IEPs (e.g. real-life contexts, connections to students’ experiences or interests, opportunities for critical or creative thinking, varied communication strategies/supports).	Candidate’s plan for engaging students includes varied methods specifically connected to the backgrounds and needs of individuals or groups of students, as specified in students’ IEPs (e.g. real-life contexts, connections to students’ experiences or interests, opportunities for critical or creative thinking, varied communication strategies/supports).

Implementation Rubric

Indicator	1 Does Not Meet Expectations	2 Meets Expectations	3 Meets Expectations at a High Level	4 Exceeds Expectations
Subject Specific Pedagogy	Candidate implements instruction that is inconsistent with subject-specific pedagogy or not in alignment with identified academic content standard(s). Instruction fails to or inadequately supports students’ acquisition of academic language and/or their specific IEP goals.	Candidate effectively implements instruction consistent with subject-specific pedagogy to teach the identified academic content standard(s). Instruction supports the acquisition or use of academic language appropriate for students at this grade level and the development of students’ specific IEP goals	Candidate effectively implements and monitors instruction consistent with subject-specific pedagogy and addressing students’ specific learning, as documented in their IEPs, to teach the identified academic content standard(s). Incorporates effective instructional strategies and materials to support the acquisition and use of academic language for students in this class.	Candidate effectively implements and monitors instruction consistent with subject-specific pedagogy that clearly matches the level and content of the identified academic content standard(s) and the specific learning needs of the students, as specified in their IEP Demonstrates effective integration of instructional strategies and materials to support the acquisition and use of academic language for specific needs of individuals or groups of students in this class.
Applying Knowledge of Students	Candidate demonstrates little or no awareness of the learning needs, backgrounds, and interests of students at this grade level.	Candidate uses knowledge of the learning needs, communicative needs, backgrounds, or interests of students at this developmental level to provide access to the content for all students.	Candidate uses knowledge of the learning needs, communicative needs, backgrounds, and/or interests of the students in this class to increase access to the content for all students.	Candidate adjusts instruction in response to the specific learning needs, communicative needs, backgrounds, interests, and experiences of individuals or groups of students in the class in order to provide all students equitable access to the content and experiences.
Student Engagement	Candidate uses inadequate techniques to promote and monitor participation by students in the learning activities. Candidate inadequately expresses or reinforces expectations for behavior. The candidate models few or no positive interactions.	Candidate uses primarily management techniques to promote and monitor participation by students in the learning activities. Candidate expresses and reinforces expectations for social or academic behavior. Candidate models generally positive interactions.	Candidate uses both management and instructional techniques with strategies (e.g. universal design, differentiated instruction, scaffolding, accommodations and/or modifications, real life contexts, opportunities for critical or creative thinking) addressed in student IEPs to promote and monitor active participation by students in the learning activities. Candidate expresses and reinforces expectations for social and academic behavior. Candidate models interactions that create a positive learning environment of respect for diversity and multiple perspectives.	Candidate is able to use primarily instructional techniques, strategies and individualized supports (e.g. universal design, differentiated instruction, scaffolding, accommodations and/or modifications, real life contexts, opportunities for critical or creative thinking) addressed in student IEPs to ensure and monitor active and equitable participation by students in the learning activities. Candidate expresses and reinforces expectations for social and academic behavior as well as supports students with developing positive communication skills and systems to promote positive behavior. Both the candidate and the students consistently model interactions that create a positive learning environment of mutual respect for diversity and multiple perspectives.

Reflection Rubric

Indicator	1 Does Not Meet Expectations	2 Meets Expectations	3 Meets Expectations at a High Level	4 Exceeds Expectations
Subject Specific Pedagogy	Candidate’s description of strengths and weaknesses of lesson is unrealistic or inadequate. Provides inadequate justification for how the activity or strategy in the selected video clip represents subject specific pedagogy. Demonstrates little awareness of the relationship between content knowledge and skill development and planning or teaching.	Candidate realistically describes strengths and weaknesses of lesson. Provides general justification for how the activity or strategy in the selected video clip represents subject-specific and skill-specific pedagogy. Demonstrates a realistic understanding of the relationship between content knowledge and skill development and planning or teaching.	Candidate realistically evaluates, with evidence, strengths and weaknesses of lesson. Provides specific justification for how the activity or strategy in the selected video clip represents subject-specific and skill-specific pedagogy. Demonstrates a realistic understanding of the relationship between content knowledge and skill development and effective planning and teaching.	Candidate realistically justifies, with evidence of student learning, strengths and weaknesses of lesson. Provides specific justification, using a variety of sources, for how the activity or strategy represents subject-specific and skill-specific pedagogy. Demonstrates a realistic understanding of the relationship between content knowledge and skill development and effective planning and teaching, with relevant evidence.
Applying Knowledge of Students	Candidate’s description of the effectiveness of the lesson to promote access to the content for the focus student are unrealistic or inadequate. Provides unrealistic or inappropriate suggestions to improve access to content for students, in general.	Candidate realistically describes how the lesson promotes access to the content for the focus student, using evidence of participation. Provides appropriate suggestions to improve access to content for students, in general.	Candidate realistically evaluates the effectiveness of the lesson to promote access to the content for the focus student, using evidence of student learning. Provides specific and appropriate suggestions to improve access to content for the focus student.	Candidate realistically evaluates and justifies the effectiveness of the lesson to promote access to the content for the focus student, citing specific evidence of student learning. Provides specific and appropriate suggestions to improve access to content and justifies why the suggestions will be effective for the focus student.
Student Engagement	Candidate provides few or inappropriate examples of interactions from the lesson. Shows little awareness of the effectiveness of engaging students through interactions to promote productive student learning, multiple perspectives, or equitable participation.	Candidate provides general examples of interactions from the lesson. Realistically describes how these interactions promote productive student learning, multiple perspectives, or equitable participation.	Candidate provides specific examples of interactions from the lesson. Realistically evaluates the effectiveness of these specific interactions to engage students in learning, and promote multiple perspectives or equitable participation.	Candidate provides specific examples of interactions from the lesson. Candidate realistically evaluates and justifies the effectiveness of these specific interactions to engage students in learning, and provides clear evidence of how these interactions promoted multiple perspectives, learning related to the specific content, and equitable participation.

SITE VISITATION PROJECT FORMS

(1) CLASS PROFILE form
(2) LESSON PLAN format*
*Recommended format, not required. Other lesson plan formats may be used.
(3) ACTIVITY OR STRATEGY TABLE
(4) SELF-EVALUATION OF LESSON form

Class Summary

Class Summary: List the number of students in each category.
English Proficiency Status
● Proficient:
o English only:
o Redesignated:
● Bridging:
● Expanding:
● Emerging:
Ethnicity
● African American:
● American Indian:
● Asian/Filipino/ Pacific Islander:
● Hispanic/Latino:
● White:
● Two or more races:
Identified Needs
• IEP:
• Medical:
• AAC/AT:
• Other:

Select three of your students as focal students for your lesson. Choose students who are representative of the range of individual learning needs, as identified in your class profile.
● At least one student must have an IEP
● At least one student must have an IEP and be an English learner
● At least one student must have an IEP and be from an underserved education group.

NOTE: Make sure that at least one of your focus students will be a participant in your SVP lesson.

For each focal student:
a) identify why you selected this student (i.e. what are the learning needs and how does this student represent the learning needs of other students in the class)
b) describe at least one way you plan to make the content more accessible to the learning needs of that student.

Lesson Plan format*

BASIC INFORMATION
Summary
Grade Level
Time Frame
Subject(s)
Topic(s)
Instructional Materials & Prep
STANDARDS AND OBJECTIVES
CA Content Standard(s)
CA ELD/ELA Standard(s)
Lesson Objective(s)
PLANNING CONSIDERATIONS
IEPs, Accommodations/ Modifications specific to students, Differentiated Instruction, UDL, Culturally Relevant Pedagogy, SDAIE
Vocabulary and/or Vocabulary Resources
TPEs Utilized Rationale
ASSESSMENT
Assessment of Learning
LEARNING EXPERIENCES
Sequence of Activities
CLOSURE
Closure
*This format is recommended, but not required, for the SVP. This format includes the basic elements that should be included in whatever lesson plan format you use.

Activity/Strategy Table

Directions
When planning your lesson, each activity or instructional strategy should have a purpose. There are many factors that may influence your choices. For the Site Visitation Project, use the Activity/Strategy Table on the next page to record how these four categories influenced your planning decisions.

Subject Specific Pedagogy
The activity or strategy is consistent with the current methods recommended for the subject you are teaching. [Sources of Subject Specific Pedagogy: Teaching Performance Expectations (Universal and Extensive Support Needs TPEs, especially TPE 3 and related Subject Specific Pedagogy expectations in Part 2 of TPEs), content standards and frameworks]

Acquisition of Academic Language
The activity or strategy is designed to encourage the acquisition and use of academic language in the subject area.

Knowledge of Your Students
The activity or strategy has been designed to be relevant to the students’ prior experiences, interests, backgrounds, social-emotional development, or current academic status.

Student Engagement
The activity or strategy is designed to encourage active participation and communication by all students, connections to real-life contexts, opportunities for inquiry, or reflection.

Complete the table to show the relationship between your activities or strategies and these four categories. On the table, list an activity (or part of an activity) or a strategy that was most influenced by each category. All four categories must be represented.

Completing the table
A. List four different activities or strategies from your lesson plan in the first column. You may separate an activity into more than one part to represent multiple activities.
B. For each of the listed activities or strategies, check the one category (Subject Specific Pedagogy, Academic Language, Knowledge of Students, Student Engagement) that most influenced your decision to include this activity or strategy in your lesson. NOTE: Each category must be represented by one of the activities or strategies.
C. In the last column, briefly explain how the purpose of the activity or strategy relates to the category you selected. Be sure to include how the activity/strategy addresses your selected focal students’ learning needs.

Self-Evaluation of Lesson

After watching the video and selecting the video clip, prepare a written self-evaluation of your planning and teaching of the lesson by responding to the Self-Evaluation of Lesson questions in the three categories listed below (i.e. Subject Specific Pedagogy, Applying Knowledge of Students, Student Engagement). You will use the SELF-EVALUATION OF LESSON form, located on Tk20. Use examples from the video clip and the entire lesson to support your evaluation.

Subject Specific Pedagogy
1) What were the overall strengths and weaknesses of the entire lesson? On what evidence do you base your conclusions?
2) The following questions refer to your selected 3- to 5-minute unedited video clip.
a) How does the activity or strategy depicted in your video clip demonstrate current subject-specific pedagogy?
a. Use evidence to justify your responses.
i. Sources for evidence: content standards and frameworks, Universal and Extensive Services Support Needs Teaching Performance Expectations (especially TPE 3 and related Subject Specific Pedagogy expectations in Part 2 of TPEs), professional readings or experiences, examples from lesson.
b) How did your knowledge of the content help or hinder the effectiveness of the lesson?

Applying Knowledge of Students
3) The following questions refer to one of the three focal students you identified in the CLASS PROFILE. You must select an identified focal student who has an IEP from the CLASS PROFILE in your response to these questions.
a) How effective was your lesson in providing access to the content for your selected focal student? Be honest about whether you addressed the needs of this student.
a. On what evidence do you base your conclusion?
b) What might you do differently in future lessons to more effectively provide access to content for this student?

Student Engagement
4) Think about how you used interactions (teacher to student(s), student to student) to engage your students.
a) How did you use interactions in your lesson to promote multiple perspectives and equitable participation? Give specific examples.
b) How effective were these interactions in promoting student learning?
a. On what evidence do you base your conclusion?

Teaching Sample Project

Successful teachers support learning by designing instructional units that employ a range of strategies and build on their students’ strengths, needs, and prior experiences. The Teaching Sample Project is a performance assessment in which teacher candidates provide credible evidence of their ability to facilitate learning by meeting the Universal and Extensive Support Needs Teaching Performance Expectations (TPE) listed below. These TPEs are consistent with Teaching Process Standards that have been identified by research and best practice as fundamental to improving student learning. The Teaching Performance Expectations (TPE) elements being evaluated are:
TPE 1 - Engaging and Supporting All Students in Learning (Universal: 1.1, 1.3, 1.5, 1.8; ESN: 1.4, 1.6, 1.7, 1.8, 1.9, 1.11)
TPE 2 - Creating and Maintaining Effective Environments for Student Learning (Universal: 2.2, 2.6; ESN: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13)
TPE 3 - Understanding and Organizing Subject Matter for Student Learning (Universal: 3.1, 3.2, 3.3, 3.5; ESN: 3.1, 3.2, 3.3, 3.4, 3.5)
TPE 4 - Planning Instruction and Designing Learning Experiences for All Students (Universal: 4.1, 4.2, 4.7; ESN: 4.1, 4.3, 4.4, 4.5, 4.7)
TPE 5 – Assessing Student Learning (Universal: 5.1, 5.2, 5.5, 5.8; ESN: 5.1, 5.2, 5.3, 5.7)
TPE 6 - Developing as a Professional Educator (Universal: 6.1)

Overview

For this project you are required to:
(a) identify the context of your classroom (i.e. students and classroom environment)
(b) plan and teach a series of at least 5 cohesive lessons (a unit of study) with a focus on content knowledge and literacy to a class of students classified as requiring Extensive Support, while also making sure to address identified IEP goals
(c) assess students’ learning before, during, and after the unit
(d) document your teaching and your students’ learning, and
(e) reflect on the effectiveness of your teaching.

To prepare for this unit you should be familiar with:
a) the California subject matter content standards
b) the California Common Core State Standards for English Language and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS ELA/Literacy)
c) the California English Language Development Standards (CA ELD Standards), and the English Language Arts/English Language Development Framework for California Public Schools: Kindergarten Through Grade Twelve (ELA/ELD Framework)
d) your schools’ adopted curriculum

All of these documents are available on the California Department of Education website, https://www.cde.ca.gov.

Parts of the Project

The project is divided into seven sections. Each section delineates the reporting requirements for that particular process as well as listing Teaching Performance Expectations (TPE) evaluated in that section.
1) Students in Context (Universal TPE: 1.6, 2.1, 2.3, 2.6, 4.1, 5.8; ESN TPE: 1.7. 1.9, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 2.9, 2.10, 2.11, 2.13, 3.1, 3.2, 3.3, 3.4, 4.5, 5.1, 5.3)
In this section you will: Collect data about your students. Discuss the implications of the data and students’ learning needs for your instructional planning. Develop a classroom management plan appropriate for your students and the classroom context.
2) Learning Outcomes (Universal TPE: 3.1, 3.2, 3.3; ESN TPE: 1.6, 1.9, 3.1, 3.2, 3.3, 3.4, 5.1, 5.3)
In this section you will: Select appropriate subject matter content standards and CA ELA/Literacy and/or CA ELD standards for a unit focusing on content knowledge and literacy. Describe how the standards will be addressed in your unit. Set the learning outcomes for the unit. Justify why your unit is appropriate for your students.
3) Assessment Plan (Universal: TPE 4.3, 5.1, 5.2; ESN TPE: 4.4, 5.1, 5.2)
In this section you will: Select, adapt or develop assessments to assist in (a) planning the unit (pre-assessments), (b) monitoring student progress (formative assessments), and (c) measuring student learning (summative assessments). Describe the assessments, scoring, and evaluation criteria for two of your learning outcomes. Provide a rationale for your choice of assessments.
4) Design for Instruction (Universal TPE 1.5, 1.6, 3.1, 3.2, 3.3, 4.4, 4.7, 5.8; ESN TPE: 1.4, 1.7, 1.8, 3.1, 3.2, 3.4, 4.3, 4.4, 4.5)
In this section you will: Summarize the results of your pre-assessments and indicate how the results will influence your planning. Provide an overview of your unit showing how your lessons relate to the learning outcomes. Select and describe three of the lessons from your unit that demonstrate your ability to plan appropriate instruction related to students’ characteristics and needs and to use a range of instructional strategies. Provide a rationale for your instructional choices, including the use of technology.
5) Instructional Decision-Making (Universal TPE: 1.8, 3.2; ESN TPE: 1.4, 3.1, 3.2, 3.3, 3.4, 4.5)
In this section you will: Provide two examples of instructional decision-making during your lessons, based on students’ learning or responses and identified student needs.
6) Analysis of Student Learning (Universal TPE: TPE 5.2, 5.5; ESN TPE: 4.7, 5.2, 5.3)
In this section you will: Analyze your assessment data for evidence of students’ progress related to your learning outcomes and their specific IEP goals. Develop a unit progress report for a student who has struggled with instruction.
7) Reflection and Self-Evaluation (TPE 6.1, 6.3, 6.5; ESN 5.3)
In this section you will: Reflect on your performance as a teacher, including effective

Students in Context

Teaching Process Standard
The teacher uses information about the students, their individual characteristics and differences as well as information about the learning-teaching context to set learning outcomes and to plan instruction and assessment.

Teaching Performance Expectations
TPE 1: Engaging and Supporting All Students in Learning (Universal: 1.6; ESN: 1.7, 1.9)
TPE 2: Creating and Maintaining Effective Environments for Student Learning (Universal: 2.1, 2.3, 2.6; ESN: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.8, 2.9, 2.10, 2.11, 2.13)
TPE 3: Understanding and Organizing Subject Matter for Student Learning (ESN: 3.1, 3.2, 3.3, 3.4)
TPE 4: Planning Instruction and Designing Learning Experiences for All Students (Universal: 4.1; ESN: 4.5)
TPE 5: Assessing Student Learning (Universal: 5.8; ESN: 5.1, 5.3)

Overview

In this section you will:
❑ Collect data about students in your class to assist with planning instruction and assessment.
❑ Describe the specific learning needs of three groups of students:
. (1) English language learners,
. (2) students with identified special needs, and
. (3) students from an underserved education group.
Identify how your instruction will meet their learning needs.
❑ Develop a classroom management plan appropriate for your students and the classroom context.

Directions: How do I complete this section?

❑ Students and Context Data
Complete the “Students in Context” chart in the project addendum by gathering data related to the school and students in your classroom. (For a digital version of the chart, see the Teaching Sample Project section of Tk20.) Office staff, state or district websites, mentor teacher, and special education teachers are good resources for this information.
❑ Implications for Instruction
Respond to the following questions:
(a) How will you design your instruction to meet the learning needs of students with differing levels of English language proficiency, even if these levels are not represented in your class? Be specific about the instructional approaches (e.g. SDAIE, focus on ELD, structured English immersion) you will use to enhance English language development and academic learning.
(b) How will you design instruction to address the identified special needs of your students (i.e. IEP, advanced learner, medical/physical)?
● Describe the specific learning needs and the methods you will use to support learning for two of your students who have IEPs, one of whom should also be identified as an English Learner.
● Be sure to address how you will coordinate, collaborate, and/or co-teach with other service providers, including paraprofessionals, general education teachers, parents, students, and/or community agencies.
❑ Classroom Management Plan
For this section use a format that easily conveys the required information. You may use a narrative, graphic organizer, or outline.
● Expectations and management strategies. Identify three expectations for your students’ behavior that will support academic learning. For each expectation give an example of how you will respond to behavior that does and does not meet the expectations. The three expectations must address these areas:
o one expectation should be related to facilitating student independence and individual responsibility for behavior or learning (i.e. self-monitoring),
o one expectation should be related to addressing instances of intolerance and harassment among students, such as bullying, racism, and sexism,
o one expectation should reflect another aspect of creating an inclusive classroom climate.
● Classroom routines. Give examples of two classroom routines or procedures you have established in your classroom. For each routine:
o Explain how this routine will facilitate learning in your classroom.
o Describe how you communicated the expectations of this routine to your students when it was first introduced and throughout the year.
o Explain how the routine aligns with the school’s Positive Behavior Intervention Support Plan.

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Fresno Assessment of Student Teachers: Education Specialist—Extensive Support Needs

TABLE OF CONTENTS

LETTER FROM FAST COORDINATOR

FAST ALIGNMENT WITH UNIVERSAL TEACHING PERFORMANCE EXPECTATIONS

FAST ALIGNMENT WITH ED SPECIALIST EXTENSIVE SUPPORT NEEDS TEACHING PERFORMANCE EXPECTATIONS

SITE VISITATION PROJECT *

Overview

General Directions

Preparation for this Project

Part 1 – PLANNING

Part 2 – IMPLEMENTATION

Part 3 – REFLECTION

Part 1 – Planning

Class Profile

Lesson Plan

Activity/Strategy Table

Part 2 – Implementation

Videotaped Classroom Observation

Part 3 – Reflection

Selected Video Clip

Self-Evaluation of Lesson

Evaluation of the Site Visitation Project

Planning Rubric

Implementation Rubric

Reflection Rubric

SITE VISITATION PROJECT FORMS

Site Visitation Project Class Profile

Class Summary

Lesson Plan format*

Activity/Strategy Table

Self-Evaluation of Lesson

Teaching Sample Project

Parts of the Project

Students in Context

Overview

Directions: How do I complete this section?