Early Childhood/Special Education (ECSE) Program - Undergraduate

Assessment #5

Evidence of Student Learning (ESL)

Directions

Outcomes: As a result of the completion of the Evidence of Student Learning signature assessment,
the candidate will demonstrate competency in the ability to design instruction that meets the
developmental needs of all learners, plan instruction based on knowledge of content, students,
community and curriculum goals, use assessment data to adjust instruction and use pre, formative and
summative assessments to diagnose, monitor and document student progress.

CEC/InTASC/NAEYC/CEC-ECSE Standards Addressed: This activity is designed to assess the

following CEC/InTASC/NAEYC and CEC-ECSE standards:

CEC Initial Preparation InTASC Teacher Standards NAEYC Standards

Standards
A. Learners and Learning
1. Learner Development and
Individual Learning Differences
1. Learner Development 1. Promoting Child
Development & Learning
2. Learning Differences

2. Learning Environments 3. Learning Environments

B. Content
3. Curricular Content Knowledge
C. Instructional Pedagogy
4. Assessment
5. Instructional Planning and
Strategies
D. Professionalism and Collaboration
6. Professional Learning and
Ethical Practice
4. Content Knowledge
5. Applications of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Professional Learning and
Ethical Practice
5. Using Content Knowledge
to Build Meaningful
Curriculum
3. Observing, Documenting
& Assessing to Support
Young Children and Families
4. Using Developmentally
Effective Approaches
2. Building Family and
Community Relationships

7. Collaboration 10. Leadership and 6. Becoming a Professional

Collaboration

ECSE Evidence of Student Learning (ESL) Rev. 8/31/2018 1

 Candidate Directions for the Completion of the Evidence of Student Learning

The Evidence of Student Learning is a project required for all undergraduate teacher candidates
enrolled in the Department of Special Education’s single certification special education major and
dual certification elementary/special education and early childhood/special education majors, as well
as the initial certification teacher candidates enrolled in the Department of Special Education’s
graduate programs. Candidates will demonstrate the ability to plan and implement assessment driven
instruction. Additionally, they will make instructional decisions, including appropriate adaptations
and accommodations, based on the results of a variety of assessments. Finally, candidates will reflect
upon the effectiveness of instruction as indicated by student achievement, and identify needed
adjustments for future instruction. This artifact will be presented as a cohesive paper including some
narrative descriptions as explained below and a minimum of 3 lesson plans.

Part I: Learning Context

A. The candidate accesses the Maryland School Report Card and writes a narrative description of the
school’s inclusive and culturally responsive learning environment, including data reflecting
 enrollment;
 attendance rate;
 student mobility;
 FARMs;
 English Learners; and
 special education population.
B. The candidate accesses informal and formal data, observes the educational setting, and writes a
narrative description of the classroom demographics, including data reflecting
 classroom model (e.g. inclusion, resource room, etc.);
 class size;
 gender;
 exceptionalities;
 cultural and linguistic differences; and
 oral and written language development.

Part II: Lesson Objectives

The candidate creates lesson objectives that reflect meaningful learning progressions for
individuals with and without exceptionalities and that
 align with the Standards and Essential Skills and Knowledge from the Maryland College
and Career Ready Standards (MCCRS);
 are meaningful and measurable for the specific learning to result from this series of
lessons that align with the MCCRS; and
 describe how student knowledge will be demonstrated.

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Part III: Individual Learning Differences
The candidate includes modifications and accommodations to the lessons for any students with
exceptional learning needs, including Individual Education Program (IEP), 504 Accommodation
Plans, English Learners, etc. as appropriate.

Part IV: Assessment Plan

The candidate will design an assessment plan that
 includes a summative unit assessment aligned with the selected MCCRS and Essential
Skills and Knowledge;
 describes a pre-assessment instrument that will enable identification of students’ prior
knowledge and learning needs;
 describes formative assessment strategies to use throughout the lessons and at the end of
each lesson to guide subsequent instruction that will enable all students to accomplish the
lesson objectives; and
 includes scoring tools to assess learning.

Part V: Instruction
A: Lesson Planning
The candidate creates lesson plans that include
 MCCRS and Essential Skills and Knowledge and students’ IEP goals and objectives;
 student-friendly objectives to ensure that students understand expectations for
achievement;
 pre-assessment data;
 introduction of new knowledge/content;
 description of instructional practices: modeling, guided practice, and independent practice;
 formative assessments to check for understanding and guide instruction;
 differentiated instruction to address each student’s learning needs, cultural diversity, and
language development; and
 closure.
B: Lesson Narrative
The candidate generates a narrative that describes how the lesson plans will address
 motivation and engagement of students;
 provision for descriptive, clear feedback to students;
 encouragement of critical and creative thinking skills; and
 management of behavioral expectations
Part VI: Analysis and Instructional Decision-Making
The candidate analyzes student assessment data for evidence of student achievement and will report
 how student achievement of selected MCCRS and Essential Skills and Knowledge was
determined;
 the percentage of change from pre to post assessments in order to measure student growth.
 students who did not master lesson objectives and appropriate interventions to improve
subsequent instruction;

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  additional instruction, interventions, and assessment to address lack of student
achievement; and
 data using appropriate visual representation (e.g. chart, graph) for
1. aggregated class data
2. disaggregated data of identified subgroups from Part I.

Part VII: Collaboration

The candidate will reflect upon and explain
 how collaboration with school-based professionals supported this series of lessons; and
 how collaborating with other school-based professionals and/or students’ families might
improve future instructional activities.
Part VIII: Reflection
The candidate will write a narrative that
 provides a data-based reflection on the effectiveness of instructional strategies and
intervention;
 describes and cites evidence of how instruction influenced student learning, addressing the
cultural, linguistic and learning differences of the students;
 identifies at least two implications based on student achievement data and this instructional
practice that guide future instructional decisions; and
 includes two personal professional learning goals based on CEC standards that emerged
from these experiences.

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 Towson University
College of Education
Department of Special Education
Evidence of Student Learning Project Rubric

This rubric outlines both the processes that the candidate must perform in order to demonstrate mastery of CEC standards and elements, as well as
specific program expectations for the candidate to successfully complete the assignment.

Candidate: Refer to the attached instruction sheet for a specific explanation of requirements for this assessment. Responses to components and
requirements should be completed in narrative format.

Components and Requirements 3 points 2 points 1 point Candidate’s

Proficient Developing Unsatisfactory Score

I.A. The candidate accesses the Maryland School The candidate The candidate The candidate develops
Report Card and writes a narrative description of develops a written develops a written a written summary of
the school’s inclusive and culturally summary of the summary of the the school’s
responsive learning environment, including school’s demographic school’s demographic demographic profile,
data reflecting profile, which profile, which partially which does not address
 enrollment; addresses all of the addresses the all of the components
 attendance rate; components listed. components listed. listed and/or contains
 student mobility; multiple mechanical
 FARMs; and/or spelling errors.
 English Learners; and
 special education population.

CEC 2 (2.0)
ECSE.2.K1
InTASC 3
NAEYC 3b
I.B. The candidate accesses informal and formal The candidate The candidate The candidate develops
data, observes the educational setting, and develops a narrative develops a narrative a narrative description
writes a narrative description of the classroom description of the description of the of the educational
demographics, including data reflecting educational setting, educational setting, setting, which does not
 classroom model (e.g. inclusion, resource which addresses all of which partially address all of the
room, etc.); the components listed. addresses all of the components listed
 class size; components listed. and/or contains
ECSE Evidence of Student Learning (ESL) Rev. 8/31/2018 5
 gender; multiple mechanical
 exceptionalities; and/or spelling errors.
 cultural and linguistic differences; and
 oral and written language development.

CEC 2 (2.0)
ECSE 2.K1
InTASC 3
NAEYC 3b
II. Lesson Objectives The candidate creates The candidate creates The candidate creates
The candidate creates lesson objectives that lesson objectives that lesson objectives that lesson objectives that
reflect meaningful learning progressions for reflect meaningful reflect meaningful do not reflect
individuals with and without exceptionalities learning progressions learning progressions meaningful learning
and that for individuals with for individuals with progressions for
 align with the Standards and Essential Skills and without and without individuals with and
and Knowledge from the Maryland College exceptionalities, exceptionalities, without
and Career Ready Standards (MCCRS); which address all of which partially exceptionalities, and/or
 are meaningful and measurable for the components listed. address the which do not address
the specific learning to result from this series components listed. the components listed
of lessons that align with the MCCRS; and and/or contain multiple
 describe how student knowledge will be mechanical and/or
demonstrated. spelling errors.

CEC 3 (3.1)
ECSE 3.K3
InTASC 4
NAEYC 5c

III. Individual Learning Differences The candidate The candidate The candidate
The candidate incorporates modifications and incorporates complete incorporates incorporates incomplete
accommodations to the lessons in response to and appropriate modifications and and/or inappropriate
the development and individual differences for modifications and accommodations to modifications and
students with and without exceptional learning accommodations to the lessons in accommodations to the
needs, including those identified in Individual the lessons in response to the lessons in response to
Education Programs (IEPs), 504 Accommodation response to the development and the development and
Plans, and as needed by English Learners, as development and individual individual differences
identified in section IB. individual differences for some, for some, but not all,

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 differences for but not all, students students with and
CEC 1 (1.2) IGC.1.S1 students with and with and without without exceptional
ECSE 1.S2 without exceptional exceptional learning learning needs, as
InTASC 2 learning needs as needs, as identified in identified in IB.
NAEYC 1a identified in scection IB. Multiple mechanical
IB. and/or spelling errors
are present.
IV. Assessment Plan The candidate The candidate The candidate develops
The candidate will design an assessment plan develops an develops an an assessment plan that
that evaluates students and engages them to assessment plan that assessment plan that does not evaluate all
work toward quality learning and evaluates students evaluates students students nor engage
performance, which and engages them to and engages them to them to work toward
 includes a summative unit assessment aligned work toward quality work toward quality quality learning and
with the selected MCCRS and Essential Skills learning and learning and performance, and/or
and Knowledge; performance, which performance, which does not address the
 describes a pre-assessment instrument that will addresses all of the partially addresses the components listed
enable identification of students’ prior components listed. components listed. and/or contains
knowledge and learning needs; multiple mechanical
 describes formative assessment strategies to and/or spelling errors.
use throughout the lessons and at the end of
each lesson to guide subsequent instruction that
will enable all students to accomplish the
lesson objectives; and
 includes scoring tools to assess learning

CEC 4 (4.4)
ECSE 4.K3
InTASC 6
NAEYC 3b

V. Instruction The candidate creates The candidate creates The candidate creates
A. Lesson Planning lesson plans that lesson plans that lesson plans that do not
The candidate creates lesson plans that include a include a repertoire include a repertoire include an
repertoire of evidence-based instructional of evidence-based of evidence-based appropriate
strategies to advance learning of students with instructional instructional repertoire of
and without exceptionalities incorporating strategies to advance strategies to advance evidence-based
learning of students learning of students instructional

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 MCCRS and Essential Skills and Knowledge with and without with and without strategies to advance
and students’ IEP goals and objectives; exceptionalities, which exceptionalities, which learning of students
 student-friendly objectives to ensure that address all of the partially address the with and without
students understand expectations for components listed, as components listed, as exceptionalities,
achievement; identified in section identified in section and/or does not address
 pre-assessment data; IB. IB. the components listed
 introduction of new knowledge/content; and/or contains
 description of instructional practices: multiple mechanical
modeling, guided practice, and independent and/or spelling errors,
practice; as identified in section
 formative assessments to check for IB.
understanding and guide instruction;
 differentiated instruction to address each
student’s learning needs, cultural diversity,
and language development; and closure.

CEC 5 (5.1) IGC.5.S3

ECSE 5. S10
InTASC 7, 8
NAEYC 1c

V. Instruction The candidate The candidate The candidate develops

B. Lesson Narrative develops a written develops a written a written summary of
The candidate considers individual abilities, summary of the summary of the the student’s
interests, learning environments and cultural and student’s background, student’s background, background, which
linguistic factors in order to generate a narrative which addresses all of which addresses some does not include all
that describes how the lesson plans will address the components listed, of the components required information
 motivation and engagement of students; and discusses how listed, but only and does not discuss
 provision for descriptive, clear feedback to these factors discusses how these how these factors
students; influence the identified factors influence the learning
 encouragement of critical and creative learning and needs of influence the and needs of the
thinking skills; and the individual with learning and needs of individual with
 management of behavioral expectations. exceptionalities. the exceptionalities.
individual with Multiple mechanical
CEC 5 (5.1) IGC.5.K8 exceptionalities. and/or spelling errors
ECSE 5.S10 are present.
InTASC 7, 8

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NAEYC 1c

VI. Analysis and Instructional Decision- The candidate The candidate The candidate develops
Making develops a written develops a written a written summary of
The candidate analyzes student assessment data summary of the summary of the the student’s
for evidence of student achievement and will student’s background, student’s background, background, which
report which addresses all of which addresses some does not include all
 how student achievement of selected MCCRS the components listed, of the components required information
and Essential Skills and Knowledge was and discusses how listed, but only and does not discuss
determined; these factors discusses how these how these factors
 the percentage of change from pre- to post- influence the identified factors influence the learning
assessments in order to measure student learning and needs of influence the and needs of the
growth. the individual with learning and needs of individual with
 students who did not master lesson objectives exceptionalities. the individual with exceptionalities.
and appropriate interventions to improve exceptionalities. Multiple mechanical
subsequent instruction; and/or spelling errors
 additional instruction, interventions, and are present.
assessment to address lack of student
achievement; and
 data using appropriate visual representation
(e.g. chart, graph) for
1. aggregated class data
2. disaggregated data of identified
subgroups from Part I.

CEC 4 (4.3)
ECSE 4.S5
InTASC 6
NAEYC 3c

Part VII: Collaboration The candidate The candidate The candidate develops
The candidate will reflect upon and explain develops a written develops a written a written summary of
 describing how collaboration with school- summary of the summary of the the student’s
based professionals supported this series of student’s background, student’s background, background, which
lessons; and which addresses all of which addresses some does not include all
 proposing how collaborating with other the components listed, of the components required information
school-based professionals and/or students’ and discusses how listed, but only and does not discuss

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 families might improve future instructional these factors discusses how these how these factors
activities. influence the identified factors influence the learning
learning and needs of influence the and needs of the
CEC 7 (7.3) IGC.7.K4 the individual with learning and needs of individual with
ECSE 7.S2 exceptionalities. the individual with exceptionalities.
InTASC 10 exceptionalities. Multiple mechanical
NAEYC 2b and/or spelling errors
are present.
Part VIII: Reflection The candidate The candidate The candidate develops
The candidate will write a narrative that develops a written develops a written a written summary of
 provides a data-based reflection on the summary of the summary of the the student’s
effectiveness of instructional strategies and student’s background, student’s background, background, which
intervention; which addresses all of which addresses some does not include all
 describes and cites evidence of how instruction the components listed, of the components required information
influenced student learning, addressing the and discusses how listed, but only and does not discuss
cultural, linguistic and learning differences of these factors discusses how these how these factors
the students; influence the identified factors influence the learning
 identifies at least two implications based on learning and needs of influence the and needs of the
student achievement data and this instructional the individual with learning and needs of individual with
practice that guide future instructional exceptionalities. the individual with exceptionalities.
decisions; and exceptionalities. Multiple mechanical
 includes two personal professional learning and/or spelling errors
goals based on CEC standards that emerged are present.
from these experiences.

CEC 6 (6.2) IGC.6.K8

ECSE 6
InTASC 9
NAEYC 6d

KEY
Points/Score
Minimum passing scores = 24/30 = 80% - Must obtain 24 or more overall points and cannot score lower than a 2 on any section to pass this
signature assessment

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