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[quote=Anonymous][quote=Anonymous]OP again. Any teachers still in the midst of this?

I’m deep in the weeds of component 4.

Not finding this process useful at ALL. I’m having to take a perfectly normal unit and contort it all to heck to get in the required proof. It’s possible, but is sure isn’t good teaching.[/quote]

Ha, I see I also thought I was "deep in the weeds" two months ago. I guess I got out of the weeds for a while...

Well, I'm spending this long weekend trying to get the whole component written.  Wish me luck!

This is what I need to do for Component 4 (Part 1 and 2 -- There are two more Parts to Component 4 I will write up next weekend.  This is for a first grade class)

Effectively and appropriately gather information on my class from past test data, former or current teachers and school staff, family members, others who know the students;

Insightfully evaluate that information and determine the relative importance of it;

Use in-depth knowledge gained from that information plus my knowledge of the students current curriculum needs to plan a unit of instruction where the unit objectives, instruction and assessments are clearly and strongly related to the information I gained about the students;

Show evidence that the instruction and assessments I plan are both effective and fair (consistent, accurate);

Administer a formative assessment to the students; make sure that the formative assessment is related to something I learned about the students in my data gathering and that it is clearly related to the unit objectives; identify modifications to the assessment based on information I learned about the students in my data gathering (learning modality, social and emotional growth, abilities and interests, etc.)

Use information from the formative assessment and information from the data gathering to evaluate student progress in relation to my unit objectives;

Identify trends based on results of the formative assessment and skillfully apply that knowledge to modify both the instructional plan and the summative assessment;

Provide feedback on the formative assessment that allows students to use the assessment as a tool to improve their performance.

Create student self assessments on the targeted learning objective that encourages, guides and supports students to take ownership of their learning process; provide three examples of these self assessments by the students;

Create or administer a summative assessment for the same group of students; identify modifications to the assessment based on information I learned about the students in my data gathering (learning modality, social and emotional growth, abilities and interests, etc.);

Analyze the results of the summative assessment and my knowledge of students I gathered at the start and apply that knowledge to future instruction. Describe how it will change future instruction.

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