Alignment with SPA Standards and Final TWS Scoring Sheet
Name of Person Aligning SPA Standards and TWS: National
Middle School Association
Content Area: Middle School
Kristina Doubet
Date Aligned: 10-28-09
Note that you must earn a minimum of 80% on each section and an overall score of 80% on the TWS.
You may not receive any “indicator not met” classifications for any section of the TWS.
If you do not meet the minimum competency, you will not pass the course.
Section I: Contextual Factors
Spa Standards
1. Required Elements
2. Community, District, School Factors
3. Classroom Factors
4. Student Characteristics
5. Instructional Implications
2K3-5-6 Middle Level Philosophy and School Organization:
characteristics, team structure, flexible scheduling
2K6: Middle School Level Philosophy and School Organization:
flexible schedule
1P10: Respond positively to the diversity found in young adolescents
and use that diversity in planning and implementing curriculum and
instruction.
2K4: Know best practices for the education of young adolescents in a
variety of school organizational settings;
5K1: Understand the principles of instruction and the research base
that supports them,
5K2: Know a wide variety of teaching, learning, and assessment
strategies, and when to implement them;
5D3: Believe that instructional planning is important and must be
developmentally responsive.
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
Section II: Learning Goals
Spa Standards
1. Required Elements
2. Appropriate Nature of LGs
3. Alignment of LGs w/ Standards
4. Significance, Challenge, & Variety
3K1, 3: Understand that middle level curriculum should be relevant,
challenging, integrative, and exploratory, Possess a depth and breadth
of content knowledge;
3K11: Understand the key concepts within the critical knowledge base
and know how to design
assessments that targets them.
3K4: Are knowledgeable about local, state, and national middle level
curriculum standards and of ways to assess the student knowledge
reflected in those standards;
3K11: Understand the key concepts within the critical knowledge base
and know how to design assessments that targets them.
5K3: Know that teaching higher order thinking skills is an integral part
of instruction and assessment.
5. Appropriate for Students
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
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Section III: Assessment Plan
Spa Standards
1. Required Elements
2. Validity: Assessments Aligned w/ LGs
3K11: Understand the key concepts within the critical knowledge base
and know how to design assessments that targets them.
3. Clarity
4. Multiple Modes & Approaches
5. Adaptations Based on Needs
3K7: Understand multiple assessment strategies that effectively
measure student mastery of the curriculum,
3P8: Use multiple assessment strategies that effectively measure
student mastery of the
Curriculum,
1P6: Use multiple assessments that are developmentally appropriate
for young adolescent learners;
5K5: Understand ways to teach the basic concepts and skills of inquiry
and communication;
5P8: Implement a variety of developmentally responsive assessment
measures (e.g. portfolios, authentic assessments, student selfevaluation);
5D5: Value the importance of on-going and varied assessment
strategies.
1K2: Understand the range of individual differences of all young
adolescents and the implications of these differences for teaching and
learning.
6. Writing Quality
Total Pts. Possible = 60; Passing Score > 48
Section IV: Design for Instruction
Spa Standards
1. Required Elements
2. Alignment w/ LGs & AP
3. Unit & Lesson Structure
4. Use of Varied Activities, Assignments, etc.
5. Use of CFs and Data to Influence Design
6. Use of Technology
3P2: Use current knowledge and standards from multiple subject areas
in planning, integrating, and implementing curriculum,
4P1: Use their depth and breadth of content knowledge in ways that
maximize student learning.
3P1: Successfully implement the curriculum for which they are
responsible in ways that help all young adolescents learn;
3P3: Incorporate the ideas, interests, and experiences of all young
adolescents in curriculum;
3P5: Teach curriculum in ways that encourage all young adolescents to
observe, question, and
interpret knowledge and ideas from diverse perspectives;
4P2: Use effective content specific teaching and assessment
strategies;
5P1: Use a variety of teaching/learning strategies and resources that
motivate young adolescents to learn, 2: Create learning experiences
that encourage exploration and problem solving so all young
adolescents can be actively engaged in learning;
5P4: Provide all young adolescents with opportunities to engage in
independent and collaborative inquiry.
2P1-4 Application of Middle Level Philosophy in School Organization;
5D6: Realize the importance of basing instruction on assessment
results.
3K5: Are fluent in the integration of technology in curriculum planning,
8: Understand the integrated role that technology plays in a variety of
student assessment measures;
3P9: Incorporates technology in planning, integrating, implementing
and assessing curriculum and student learning;
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4K4: Understand how to integrate state-of-the-art technologies and
literacy skills into their teaching fields;
4P5: Integrate state-of-the-art technologies and literacy skills into
teaching content to all young adolescents;
4D4: Value the integration of state-of-the-art technologies and literacy
skills in all teaching fields.
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section V: Instructional Decision Making
Spa Standards
1. Required Elements
2. Mods. Grounded in ASL
3. Congruence b/t Mods. & LGs
4. Sound Professional Practice
5. Writing Quality
Total Pts. Possible = 50; Passing Score > 40
Section VI: Analysis of Student
Learning
Spa Standards
1. Required Elements
2. Quality of Visual Presentation of Data
5P9: Maintain useful records and create an effective plan for evaluation
of student work and achievement ;
3. Rationale for Subgroups & Individuals
4. Description/Discussion of Whole Group
5. Description/Discussion of Subgroups
6. Description/Discussion of Individuals
3D4: Realize the importance of connecting curriculum and assessment
to the needs, interests, and experiences of all young adolescents;
3D5: Are committed to implementing an integrated curriculum that
accommodates and supports the learning of all young adolescents;
5D8: Are committed to using assessment to identify student strengths
and enhance student growth rather than deny student access to
learning.
5D8: Are committed to using assessment to identify student strengths
and enhance student growth rather than deny student access to
learning.
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section VII: Reflection & Self-Evaluation
Spa Standards
1. Required Elements
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2. Interpretation: Most Successful LG
3. Interpretation: Least Successful LG
4. Insights about Effective Instruction
5. Ideas for Redesign
6. Implications for PD
5D6: Realize the importance of basing instruction on
assessment results.
5D6: Realize the importance of basing instruction on
assessment results.
4K3: Are knowledgeable about teaching and assessment
strategies that are especially effective in their teaching
fields;
5K4: Know how to select and develop formal, informal, and
performance assessments based on their relative
advantages and limitations;
5K6: Know how to evaluate the effectiveness of teaching
strategies;
3D3: Value the importance of ongoing curriculum
assessment and revision;
4D1: Value the importance of staying current in their
teaching fields;
5D6: Realize the importance of basing instruction on
assessment results,
7D6: Are committed to refining classroom and school
practices that address the needs of all young adolescents
based on research, successful practice, and experience.
5D6: Realize the importance of basing instruction on
assessment results;
7D6: Are committed to refining classroom and school
practices that address the needs of all young adolescents
based on research, successful practice, and experience;
3D1: Value the need for being knowledgeable and current in
curriculum areas taught;
7D1: Value learning as a life-long process,
7D7: Value collegiality as an integral part of their
professional practice;
7P4: Engage in and support ongoing professional practices
for self and colleagues (e.g., attend
professional development activities and conferences,
participate in professional organizations), 5: Read
professional literature, consult with colleagues, maintain
currency with a range of technologies, and seek resources
to enhance their professional competence;
7. Writing Quality
Total Pts. Possible = 70; Passing Score > 56
Section VIII: Appendices
Spa Standards
Lesson Plan 1 + Instructional Materials
Lesson Plan 2 + Instructional Materials
Lesson Plan 3 + Instructional Materials
Lesson Plan 4 + Instructional Materials
Lesson Plan 5 + Instructional Materials
Inventory Instrument (used for CF section)
Student 1 Assessments (Pre/Post/Formative)
Student 2 Assessments (Pre/Post/Formative)
Reference List (for all sections; APA format)
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Total Pts. Possible = 45; Passing Score > 36
Overall Organization & Presentation
Spa Standards
Professional Presentation:
3-ring binder utilized; cover page follows specified
guidelines
Section Organization:
Table of Contents included; tabs utilized; sequential page
numbers used throughout
APA Formatting:

Double-spaced text

12 pt. easily-readable font (Times New Roman,
Arial, Helvetica, Tahoma, Palatino, etc.)

Consistent & appropriate margins (generally 1
inch; 1 ½ inch top margin preferred for first page
of each section
Total Pts. Possible = 15; Passing Score > 12
TOTAL POINTS POSSIBLE: 500
Other Alignments
Grading Scale:
A
468 – 500 pts.
A-
448 – 467 pts.
B+
433 – 447 pts.
B
418 – 432 pts.
B-
398 – 417 pts.
C
397 pts. and below
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