Professional Documents
Culture Documents
News and Announcements Posted on Apr 23, 2018: Attention CAP Managers:
Please note that CAP data must be completed and submitted to ESE by July 15. For Your Program Supervisor
is Cynthia Grammer.
more information: http://www.doe.mass.edu/edprep/cap/qrgdatacollection.pdf
Your Supervising
Practitioner is
Welcome, Isabelle Sufler | Main Screen | Edit Profile | FAQ | Logout Gregory Gazzola.
Formative Assessment Rubric Element I.A.4
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill, Met?
Element action or behavior as described in the student, subset of children, all students) the time, sometimes, once) that the skill,
proficient performance descriptor. to which the skill, action or behavior is action or behavior is demonstrated with
demonstrated with quality. quality.
Calibrated Element 1.A.4 Feedback for Teacher Candidate: As observed, Ms. Sufler’s lessons are well developed and implemented with challenging, measurable objectives and
appropriate student engagement strategies. She continues to improve in gaining, maintaining, and regaining student’s attention to the task at hand. Her materials are prepared in
advance and include wellorganized visuals. She frames the learning that is to take place in her lessons by communicating the lesson objective orally, giving a written agenda, using
activators and keeping to her planned lesson, however, stopping where necessary to ensure student success. As a result, students are actively engaged throughout the lessons.
Formative Assessment Rubric Element I.B.2
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill,
Element student, subset of children, all students) the time, sometimes, once) that the skill, Met?
action or behavior as described in the
proficient performance descriptor. to which the skill, action or behavior is action or behavior is demonstrated with
demonstrated with quality. quality.
Calibrated Element 1.B.2 Feedback for Teacher Candidate: Ms. Sufler continues to check regularly for understanding. She organizes and analyzes results in realtime and from week
to week and class to class to determine progress towards intended outcomes As observed; she asks recall and comprehension questions to try and unscramble confusion. Her
questions have a purpose and lead to higherlevel thinking questions. She also uses questioning and positive teacher language to assess and reinforce students’ understanding.
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6/11/2018 Massachusetts Department of ESE - CAP Formative Assessment Form Summary
the first five notes instead of the entire scale. She models
appropriately and uses students to model as well. For
example, as everyone played together, Ms. Safler noticed
that there were errors. She asked a student she noticed that
played it correctly to demonstrate. “R* can you
demonstrate? Nice, I noticed everyone listening
respectfully. Let’s try it together. I know that we don’t have a
dynamic written but we can add mezzo piano just like R*
played. In this way, the student had a clear picture of the
expectation. At the beginning of class, Ms. Suffler noticed a
student was set up ahead of all of the rest of the students.
She challenged him by having him play the new note E and
the scale while she pointed to the notes on the board. As a
result, playing the entire scale instead of the five notes
challenged the student. This also served as an incentive to
the other students to get set up quickly. Ms. Suffler uses
questioning and positive teacher language to assess and
reinforce students understanding. For example: “We are
doing half notes right? How many beats per note?” “Let's try
to play at a nice mezzo piano.” “Do you see how important it
is to keep a steady beat during the round?
Formative Assessment Rubric Element II.A.3
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill, Met?
Element action or behavior as described in the student, subset of children, all students) the time, sometimes, once) that the skill,
proficient performance descriptor. to which the skill, action or behavior is action or behavior is demonstrated with
demonstrated with quality. quality.
Calibrated Element 2.A.3 Feedback for Teacher Candidate: Ms. Sufler is aware of the big picture and creates steps that will reach all students aurally, visually and kinesthetically.
She conveys the reason the objective and activity are worthwhile and the criteria for success. For example, following are a few examples of explanatory devices that she uses: · Simple
cues · Analogies, · Diagrams, · Translation into simpler language, reminding language · Focused accurate feedback · Pictures, Charts · Audio, video recordings · Models Ms. Sufler
uses appropriate practices such as tiered instruction and scaffolds, to accommodate differences in learning styles, readiness, and needs for all students. In this way, all students have an
opportunity to succeed.
Formative Assessment Rubric Element 2.B.1
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill,
Element student, subset of children, all students) the time, sometimes, once) that the skill, Met?
action or behavior as described in the
to which the skill, action or behavior is action or behavior is demonstrated with
proficient performance descriptor.
demonstrated with quality. quality.
Calibrated Element 2.B.1 Feedback for Teacher Candidate: Ms. Sufler continues to develop and implement strategies in her lessons to: · Tackle confusions and misconceptions ·
Activate thinking and anticipate areas where students may need additional support · Build selfdiscipline and responsibility among the students She sets up routines and rituals in
advance that encourage effort, perseverance and positive attitude. Her use of teacher modeling, small group modeling, and individual modeling throughout the lesson keeps students on
task with accuracy.
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6/11/2018 Massachusetts Department of ESE - CAP Formative Assessment Form Summary
Announced Obs. #1 Calibrated Evidence: Unannounced Obs. #1 Calibrated Evidence: Announced Obs. #2 Calibrated Evidence:
Observation date: 01242018 Ms. Suffler developed and Observation date: 02092018 Ms. Sufler continues to
Observation date: 02262018 Ms. Suffler has set up
implemented a variety of classroom management develop and implements behavior management strategies. routines and rituals in advance. Her routines encourage
strategies. These strategies included warmly greeting the Student as “teacher” demonstrating on xylophones Students effort, perseverance, and positive attitude. She uses
students at the door and using reminding language in her were offered options for strategies to use when listening teacher modeling, student modeling, small group modeling
directions. For example, “please sit in your assigned rug and not playing (i.e., tapping on lap) Constructive feedback and individual modeling throughout. Her use of allowing
seats quietly” and “if you do not remember your assigned (i.e., “nice first try,” “nice job, I see mostly twos”) Use of students to choose what they are comfortable playing
seat, sit on the riser, and I will help you.)” She reinforced proximity (two students in the back hitting each other with before moving on has allowed all students to progress. For
positive behavior by saying, “Look at, used student’s name, the mallets T goes to the back of the room, and student example, she asked students to focus on fingerings and
he looks ready.” She consistently used reminding, returns to playing) As a result, time on learning is increased notes. Some students that were having difficulty with the
reinforcing and redirecting language, an integral part of the with most students on task throughout the lesson. These entire piece were successful working on fingerings and
Responsive Classroom approach utilized throughout the procedures worked in building students’ sense of notes only for the time being.
school system. During “Sally Go Round the Sun,” Ms. responsibility within the classroom.
Suffler demonstrated positive reinforcement and utilized
student modeling by having a student model walking or
skipping around the circle before starting the activity. In this
way, students were on task for most of the period, and most
behaviors that interfere with learning were prevented
Formative Assessment Rubric Element II.D.2
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill,
Element student, subset of children, all students) the time, sometimes, once) that the skill, Met?
action or behavior as described in the
to which the skill, action or behavior is action or behavior is demonstrated with
proficient performance descriptor.
demonstrated with quality. quality.
Calibrated Element 2.D.2 Feedback for Teacher Candidate: Ms. Suffler continues to work on effectively modeling ways that students can master challenging material. She continues
to work on checking for understanding by reading body language, asking recall and comprehension questions and developing and implementing teacher language to redirect student to
keep them on task. She should continue to develop and implement higher order thinking questions as a wrap up to the lesson.
Formative Assessment Rubric Element IV.A.1
Readiness
Scope the scale of impact (e.g., one Consistency the frequency (e.g., all Threshold
Quality ability to perform the skill,
Element student, subset of children, all students) the time, sometimes, once) that the skill, Met?
action or behavior as described in the
to which the skill, action or behavior is action or behavior is demonstrated with
proficient performance descriptor.
demonstrated with quality. quality.
Calibrated Element 4.A.1 Feedback for Teacher Candidate: Ms. Sufler continues to reflect on her lessons with clarity and openness. She easily identifies areas for improvement and
can demonstrate improvement in subsequent lessons. She consistently identifies areas that need improvement immediately following the lesson and can think through what needs to be
done to address the situation the next time the lesson is taught. She has no problem seeking advice or clarifying with colleagues and mentors. She assimilates different ideas quickly.
Require additional (fifth) observation? No
Choose element(s) to be a Focus Element for the Unannounced Observation #2
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