Component+6

=**Component #6- Monitoring for Success and Making Course Corrections **=

What is the synthesis statement for this component supposed to include? a space for participants to describe a second round of assessments and how this analysis affected their instruction descriptors: C 1.3, 2.1-2, 3.2 ; A 1.1, 1.3-4, 2.1-2, 3.1-2 ; I 2.1-3, 3.1-2, 4.1-2

What are some examples of artifacts that could work well for this component? Try to be specific.

TfR respond plan or intervention plan tfr student achievement data tracker student work annotated modified lesson plan

Use these two documents to name and summarize two descriptors that this component could address and what it would mean to be proficient in these descriptors: (Appendix A) Participant's understanding of content-area learning and planning is not informed by their own learning experience or that of their students. || C1.3b Participant does not instinctively take own learning experiences into account; however, at times the participant examines their own learning process in an attempt to inform content-area learning and planning. || C1.3c Participant takes own learning experiences into account when planning instruction, but may have trouble thinking about their students' learning processes with regard to content-area instruction. || C1.3d Participant consistently evaluates and takes their own and their students' experiences into account when planning instruction. Participant is able to articulate what they would do differently as a result of considering student learning processes. ||
 * C1.3 Takes own learning and student experiences into account when planning || C1.3a

Participant is unable to articulate lesson or unit goals. || C2.1b Participant articulates lesson or unit goals but not in a way that makes it apparent that the goals are based on an analysis of the content domain and/or relevant content standards. Rather, the goals are focused within the context of a self-contained lesson or set of lessons. || C2.1c Participant articulates lesson or unit goals that are aligned to the content domain and/or relevant content standards; however the participant is at times unable to communicate a vision of success for students beyond the immediate goals of the lesson or unit. || C2.1d <span style="font-family: Book Antiqua,Book Antiqua;">Participant articulates lesson and/or unit goals that are aligned to the content domain and/or relevant content standards and describes a compelling vision of what educational goals should be for their students. Participant communicates to students a model of what success looks like in the short term and the long term. || <span style="font-family: Book Antiqua,Book Antiqua;"><span style="font-family: Book Antiqua,Book Antiqua;">Participant's process for setting specific learning goals is not influenced by larger content-area student outcomes; participant struggles to see beyond immediate context of setting short-term goals or mastery of a content milestone. || C2.2b <span style="font-family: Book Antiqua,Book Antiqua;"><span style="font-family: Book Antiqua,Book Antiqua;">Participant makes an effort to develop specific learning goals that lead to larger content-area student outcomes, but instructional strategies do not consistently move students toward those goals. || C2.2c <span style="font-family: Book Antiqua,Book Antiqua;"><span style="font-family: Book Antiqua,Book Antiqua;">Participant develops specific learning goals from a vision of larger content-area student outcomes. Participant develops instructional strategies to move students toward those larger goals, but may not always succeed in helping students progress. || C2.2d <span style="font-family: Book Antiqua,Book Antiqua;"><span style="font-family: Book Antiqua,Book Antiqua;">Participant's process for instructional planning and setting specific learning goals is consistently informed by a vision of larger content-area student outcomes. Instructional strategies consistently and strategically move students toward content mastery milestones. ||
 * C2.1 Articulates goals aligned to standards || C2.1a
 * C2.2 Develops goals from larger vision of student outcomes || C2.2a

Which assessment project(s) is most closely aligned to this component?

diagnosing student readiness, setting achievement goals, and monitoring progress, part 2