3.4.f ADEPT APS 1 High Performing Example
ADEPT APS 1 - Domain 1: Long-Range Plan
Candidate: Katey Rentz
Semester: Spring
Year: 2014
Subject: ELA Mini Lessons
School/District: Coosa Elementary/ Beaufort County
Cooperating Teacher: Kelly
Pulaski
Supervisor: Mary Hope
Roseneau
Grade Level(s): Second Grade
ADEPT Performance Standard 1
Key Elements
An effective teacher facilitates student achievement by establishing appropriate long-range learning goals and by identifying the
instructional assessment and management strategies necessary to help all students progress toward meeting these goals.
1.A
1.B
1.C
1.D
1.E
The teacher obtains student information, analyzes this information to determine the learning needs of all
students, and uses this information to guide instructional planning.
The teacher establishes appropriate standards-based long-range learning and developmental goals for all
students.
The teacher identifies and sequences instructional units in a manner that facilitates the accomplishment of the
long-range goals.
The teacher develops appropriate processes for evaluating and recording students’ progress and achievement.
The teacher plans appropriate procedures for managing the classroom.
Instructions to intern: Using this template, complete a Long-Range Plan for the course/content area(s) that your unit for the Teacher Work Sample
(TWS) will address. While your TWS covers two weeks within the semester, your Long-Range Plan should cover the entire semester of your internship,
and the entire scope of the course/content area(s) in which your TWS is completed. This Long-Range Plan is to be submitted to your university
supervisor according to the timeframe she/he has scheduled for you. Note: The Early Childhood Education Internship Evaluation Scoring Rubric,
from Domain 1: Long-Range Planning will be used to assess your Long-Range Plan.
Section I: Student Information
(Key Element APS 1.A)
Internship
*Student
Number
USCB
Languag Relevant
Special Interests or
Reading
e(s)
Cultural
Hobbies
Level
spoken Background
(Student Interview, Scores and
Info **
at home
Interest Inventory) Test Used
1
English
2
|
3
|
4
|
5
|
6
|
7
|
8
|
Basketball
Long-Range Plan
Math Level
Differentiation
Scores and Test
Used
Needs
195/above
207/above
165/below
173/below
Playing on the
phone
204/above
202/above
Trains
203/above
212/above
186/onlevel
195/above
Playing with pig
188/onlevel
193/above
Snowboarding
199/above
197/above
Staring eye contest 195/above
201/above
Military
(IEP, ELL, G/T)
Other Relevant
Student
Information
RTI
SIT
Process
Speech
Allergies to dairy, nuts
Military
cheese. Also
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Long-Range Plan
has asthma
9
|
Basketball
10
|
11
English
&
Spanish
12
English Vietnamese
145/below
165/below
192/above
200/above
159/below
169/below
RTI
X
SIT Process
Football
158/below
155/below
RTI
X
SIT Process
Soccer
190/onlevel
207/above
173/below
179/below
Playing Xbox
182/onlevel
191/above
Hispanic
13
|
Indian
14
|
Military
15
|
16
|
Military
Football
169/below
193/above
17
|
Military
Making jelly
bracelets
190/onlevel
201/above
18
|
Military
19
|
20
|
Military
Playing PlayStation 193/above
ODD
RTI
SIT Process (Parents Request)
187/on-level
Watching TV
179/onlevel
185/on-level
Playing with the
dog
203/above
207/above
ADHD and retained
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USCB
|
Auburn football
Long-Range Plan
171/below
177/below
Section II: Learning and Developmental Goals
(Key Element APS 1.B)
List the major goals from the course/content area(s) that you are outlining.
Goals
By the end of the unit, the student will be able to identify the common characteristics of a fairytale, fable, and folktale.
By the end of the unit, the student will be able to determine the central message, lesson, or moral of a given text.
Be the end of the unit, the student will be able to compare and contrast two versions of the same story by different authors or from different cultures.
Section III: Instructional Units and Assessments
(Key Elements APS 1.C)
In chronological order, list the units as they will occur in this course/content area(s) in the table below. Indicate in bold the Unit Topic or Title that is
your Teacher Work Sample.
Unit Topic or Title
Correlated Standards
Non-fiction Text
Features
Biographies
CCSS.RI.2.5, W.2.5
Point of View
CCSS. RL.2.6,
Comparing and
Contrasting
CCSS. RI.2.6, RI.2.9
Fairytales, Fables, and
Folktales
CCSS.RL.2.1, RL.2.2,
RL.2.3, RL.2.7, RL.2.9
CCSS.RL.2.3, RI.2.6,
RF.2.3,
Length
(# days or weeks)
4 weeks (January 6February 4)
2 weeks (February 5February 21)
Assessment(s)
(e.g., projects, quizzes, chapter/unit tests, homework assignments.
Include weightings, if applicable.)
1 week (February 24Februaury 28)
1 week (March 3-March
7)
1) Non-fiction text poster match up.
2) Non-fiction text scavenger hunt.
1) Biography Book Buddy
2) Biography Book Report
3) “All about Me” autobiography book
1) Which point of view activity
2) First person Flip Book.
1) Venn Diagram
2) T-Chart
2 weeks (March 10March 21)
1) Fairytale Flip book
2) Fable reading and response questions.
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Unit Topic or Title
USCB
Correlated Standards
Long-Range Plan
Length
(# days or weeks)
Assessment(s)
(e.g., projects, quizzes, chapter/unit tests, homework assignments.
Include weightings, if applicable.)
3) Folktales around the world.
Section IV: Assessment Data
(Key Element APS 1.D)
Describe your methods in this course/content area(s) for analyzing, evaluating, recording, and reporting student progress and achievement.
A variety of assessments will be used throughout the two-week unit to analyze, evaluate, and record student’s growth. There will be several formative
assessments throughout the unit to gage the amount of knowledge students are gaining. Some of these assessments will include class discussions,
Promethean board activities, splash webs, and Venn diagrams. During the entirety of the unit I will be monitoring their progress and making adjustments
as needed.
For the summative assessments there will be three main assessments for each genre. For fairytales students will be creating a flipbook that gages
their knowledge of the different characteristics of a fairytale. For fables, students will complete a reading and response activity where they must find the
moral of the story. During the folktales portion of this unit students will complete a folktale around the world activity where they will compare a contrast
the different folktales.
The assessment tools that will be used during this unit will include observations, performance assessment, and project/demonstration. For the
assessments that will be used for a grade, they will be recorded into a regular grade book and then eventually transferred into an electronic grade book. In
order to report student’s progress during this unit a variety of way will be used. For students, they will receive their graded work every Friday to take
home. There will also be one on one conference for any students who may be struggling. Parents have many portals to keep track of their student’s
progress. Every parent has access to his or her student’s grade book online and it is available at all times. Parents will also receive progress reports and
report cards, have parent-teacher conferences, and all the work their students complete will be sent home every Friday. Administration may ask for
grades at any point. They will be given students graded work and any anecdotal notes taken on that particular student. They too have access to the
electronic grade book and they may ask for any other grades they need. Any progress report or report card sent home would first be sent to
administration. All students’ progress will be made available to any authorized personal.
Section V: Classroom Management
(Key Element APS 1.E)
Insert your classroom management plan or rules, which should include your expectations regarding student behavior during instructional and noninstructional procedures and routines. Highlight the specific management demands of the course/content area(s) for this Long-Range Plan.
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Long-Range Plan
Behavior Discipline Plan
For the overall behavior discipline plan, each child in the classroom has his/her name written on a clothespin. This clothespin is
placed on the green light at the beginning of each day. The first rule of infraction is a verbal warning. The second on is that the child’s
clothespin will be moved to yellow light. The third rule of infraction is that the child’s clothespin will be moved to red. The child loses some
recess time and his/her good behavior point. Behavior points are given twice in one day, one for good behavior in the morning and one for
good behavior in the afternoon. If students get on red then his/her behavior point if taken and on Fridays when bob bucks are given out they
will only receive one instead of two. The behavior points are tracked by push pin on a cork board, each student has his/her own paw print
and everyday the correct number of push pins are added under the students names. At the end of the week the points are added up and a
reward is given to each child that has earned nine or ten good behavior points. If there is severe disruption it will result in an immediate
referral to the school administration.
Non-Instructional
As students move about the school to all the different areas there are several procedures they must follow. In order to line up,
students wait for their table number to be called and then they may line up quickly in the hallway. The leader of the day is always the line
leader. Once out in the hallway students know to walk quietly without leaning on the walls. For recess students are free to play on the
playground equipment, basketball court and in the backfield area. Students are aware not to go beyond the fences. If a ball or something gets
thrown across the fence the students will come get a teacher to go get it. When recess is coming to a close the whistle will blow and all the
second grade will come to the front of the playground and line up according to which class they are in. Once teachers completed a count of
students the first class moves to the door and the rest of the grade proceeds to follow. From there the students walk into the cafeteria where
they stay lined up according to class. The first class goes into the lunch line while the other classes wait right outside the line. Once one
class is finished another one will follow. The first ten minutes of lunch is silent lunch. This allows students to eat their lunch instead of
talking the whole time. Once the ten minutes are up the leader of the day goes to each table, just in our class, and switches the cups on the
table from yellow to green. When lunch is over they clear off their trays, silently line up and proceed back to the classroom to continue the
instructional day.
Instructional
My two-week unit will be taught during the Daily 5. During Daily 5 there are specific expectations students have during each
activity and they are to follow the normal classroom rules which are, Be Respectful, Be Productive, Be Safe, and Be prepared. During the
focus mini lessons the students will either be at the carpet or at their desks. During this time the normal classroom rules are in effective and
the behavior discipline plan will be followed if there are any disruptions. Once the focus mini lesson is complete the students will be
released to go into their Daily 5 activity. During these activities there are specific rules the students must follow on top of the normal
classroom rules. The rules are as follows:
Read to Self
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Long-Range Plan
-Read silently or quietly to yourself.
-Don’t sit next to someone you will talk to.
-Read the whole time.
-Stay in one spot.
-Read “just right” books.
-Build Stamina.
-Find your reading spot quickly.
Read to Someone
-Sit EEKK (elbow to elbow and knee to knee)
-Level 1 voice
-Read the whole time.
- Stay in one spot.
-Get started right away.
Work on Writing
-Write the whole time.
-Check your work.
-Stay in one spot.
- Get started quickly.
-Circle unknown words.
-Work quietly.
Word Work
-One person takes out his or her materials and sets up in a quiet location.
-Work the whole time.
-Build Stamina
- Find your spot quickly and get started right away.
-Stay in one spot the whole time.
-Three people to one area.
Listen to Reading
-Get out materials quickly.
-Listen to the whole story.
-Follow along with the book.
-Stay in one spot.
-Listen quietly.
-Put materials back in the proper manner.
Once the first rotation of Daily 5 is complete a whistle will be blown and students will be directed to their seats or to the carpet for the
second focus mini lesson. When the mini-lesson is complete another round of Daily 5 begins. Each Daily 5 rotation should last about 15-20
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Long-Range Plan
minutes and the focus mini-lessons will be only about 10-15 minutes. While students are at their Daily 5 activities I will be working with a
guided reading group. During these groups we will be working on specific skills based on the groups reading level. For example groups one
and two are still focusing on chunking words and practicing common sight words and high frequency words. Groups three and four are more
focused on comprehension and vocabulary skills. During each of these groups the expectations are the same as normal classroom rules.
Students that are working in these groups understand that their voices levels may not get to high because the rest of the class is working on
other things. Once the last rotation is complete a whistle will be blown, students will clean up their area, go back to their seats, and wait
quietly for their instructions.
Instructions to University Supervisor: After evaluating the intern’s Long-Range Plan (using the Early Childhood Education Internship Evaluation
Scoring
Rubric,
from
Domain
1:
Long-Range
Planning),
circle
the
appropriate
performance
level
below.
Exceeds Expectations
Supervisor signature:
Circle one
Supervisor name:
Date:
Meets Expectations
Does Not Meet Expectations
Adapted from Winthrop University’s Long Range Plan (2009) and SAFE-T, March 2008, SCDOE on 8.19.08
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Long-Range Plan
Domain 1 - Long-Range Planning Rubric
Exceeds Expectations
(3 pts)
Meets Expectations (2 pts)
Does Not Meet
Expectations
(1 pt)
Domain 1: LONG-RANGE PLANNING 1.
Uses contextual factors to develop longrange goals and to guide instructional
planning. (1.000, 20%) NAEYC-INI2010.5.c SC-ADEPT-06.1.A SC-USCB-CECF.FI.9 SC-USCB-CE-CF.N.3
Teacher candidate analyzes relevant
contextual factors (e.g., informal and
formal assessment data, prior
achievement levels, learning styles and
needs, interests, cultural or ethnic
origins) to make direct connections to
long-range goals and instructional plans.
Teacher candidate references
contextual factors (e.g., both
informal and formal
assessment data, prior
achievement levels, learning
styles and needs, cultural and
socioeconomic backgrounds,
and individual interests) to
develop long-range goals and
guide instructional planning.
Teacher candidate does
not demonstrate an
understanding of
contextual factors and
long-range goals chosen
Long-range goals are
unrelated to contextual
factors.
2. Establishes appropriate standardsbased long-range learning and
developmental goals for internship.
(1.000, 20%) NAEYC-INI-2010.5.a SCADEPT-06.1.B SC-USCB-CE-CF.FI.11
Unit goal(s) is/are measurable, aligned
with state and/or national standards, and
reflect the appropriate level of difficulty
for the range of students in the
classroom.
Unit goal(s) is/are
measureable and aligned with
state and/or national
standards.
Unit goal(s) is/are not
measurable and fail to
align with state and/or
national standards.
3. Identifies and sequences instructional
units in a manner that facilitates the
accomplishment of long-range goals for
internship. (1.000, 20%) NAEYC-INI2010.5.c SC-ADEPT-06.1.C SC-USCB-CECF.FI.10
Instructional units are logically
sequenced and aligned with long-range
goals. Teacher candidate provides a
progressive and logical set of integrated
lessons (scope and sequence).
Instructional units are logically
sequenced and aligned with
developmental long-range
goals. Teacher candidate
provides a progressive and
logical set of lessons (scope
and sequence).
Instructional units are
not aligned with
developmental longrange goals. Teacher
candidate fails to provide
a progressive and logical
set of lessons (scope
and sequence).
4. Plans strategies for evaluating and
recording students' progress and
achievement and communicating
achievement results to students. (1.000,
20%) NAEYC-INI-2010.3.c SC-ADEPT06.1.D SC-USCB-CE-CF.FI.13
Strategies for evaluating student
progress (e.g., observations,
performance projects, portfolios and
other appropriate assessments) include
well-organized plans for communicating
achievement results on a regular basis
to students in an appropriate manner.
Strategies for evaluating
student progress (e.g.,
observations, performance
projects, portfolios and other
appropriate assessments)
include plans for
communicating achievement
results to students in an
Teacher candidate plans
strategies for evaluating
student progress;
however, communication
to students is limited to
the use of report cards.
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Long-Range Plan
Domain 1 - Long-Range Planning Rubric
Exceeds Expectations
(3 pts)
Meets Expectations (2 pts)
Does Not Meet
Expectations
(1 pt)
appropriate manner.
5. Plans appropriate procedures for
managing the classroom that promotes
positive behaviors and maximizes
instructional time. (1.000, 20%) NAEYCINI-2010.3.b SC-ADEPT-06.1.E SC-USCBCE-CF.FI.13
Teacher candidate plans specific
proactive management procedures that
promote positive classroom behaviors
and provides explicit instruction on
transitions and routines and positively
stated classroom rules.
Teacher candidate plans
appropriate management
procedures that promote
positive classroom behaviors
and transitions and routines
that maximize instructional
time, and positively stated
classroom rules.
Teacher candidate plans
general classroom
management techniques
that do not maximize
instructional time and/or
rules and/or routines are
not identified in the plan.
Overall Total Score
Exceeds Expectations
Meets Expectations
Does Not Meet
Expectations
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