Currc Final

Running
head: CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Curriculum Development with Assessment Portfolio
Sarah K. Dennison
University of Alaska Southeast

CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO
Backward Design Unit Design Template: MAT/Certification Elementary

Candidate Name: Sarah Dennison Host Teacher Name: Dr. Hartley
School: Middle School Grade Level: 8th # of Students: 20
Date Range Unit: Length of Unit: 3 weeks
Theme of Unit: Alaska history: World War II Area: Writing, Reading, History, Science

Materials: Include all materials including technology:
Lined paper, writing utensil, laptop, construction paper, magazines, scissors, glue, color pencils

Alaska Content and Subject area Standards:
WRITING The student writes about a topic by:
[8] 3.1.1 Incorporating the thesis statement, which identifies the focus or controlling idea for the entire
composition, into an introductory paragraph
[8] 3.1.2 Writing in paragraphs that include relevant details and evidence that support the main idea of the
paragraph and thesis statement *
[8] 3.1.3 Organizing ideas using appropriate structures (e.g., chronology order, order of importance, comparison
and contrast, classification and definition) to maintain the unity of the composition using a variety of transitional
words and phrases
[8] 3.1.4 Writing a concluding paragraph (e.g., restating the thesis and summarizing the main point)
READING The student restates/summarizes and connects information by
[8] 3.3.1 Restating and summarizing main ideas or events, in correct sequence, after reading a text (e.g.,
paraphrasing, constructing a topic outline, charting or mapping main ideas or events) or identifying accurate
restatements and summaries of main ideas
HISTORY The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:
AH.ICGP 5 explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment,
military expeditions) relative to Native communities. [DOK 2] (H. B1)
SCIENCE
The student demonstrates an understanding that interactions with the environment provide an opportunity for
understanding scientific concepts by:
[8] SA3.1 conducting research to learn how the local environment is used by a variety of competing interests (e.g.,
competition for habitat/resources, tourism, oil and mining companies, hunting groups) (L)

TRANSFER GOALS (Unpacked Standard(s)
WRITING
[8] 3.1.1 A student can construct a thesis statement that will create a focus for their writing.
[8] 3.1.2 A student can write well constructed paragraphs that support the thesis.
[8] 3.1.3 A student can develop ideas and communicate them in written form in a way that is easy for the reader to
understand.
[8] 3.1.4 A student can write a concluding paragraph.
READING
[8] 3.3.1 A student can evaluate written text and summarize it accurately.
HISTORY
AH. ICGP 5 A student can write an organized explanation of the impacts of military actions to Native communities.
SCIENCE
[8] SA3.1 A student can compare/contrast local environments; specifically what makes each environment valuable
to the local culture and outside interests.

STAGE 1 – Essential Questions and Enduring Understandings
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Enduring Understanding(s) What Essential Questions will be Considered? (Q)

Students will understand that…. • What makes a successful writer?
• Organized writing is necessary to conveying a clear • How do articles and other research help guide my
message. thinking about a topic?
• Reading comprehension is vital. • What are the impacts of military actions to Native
• Knowing Alaska’s history will make each of us communities; specifically the internment of the
better citizens for our State. population of the Pribilof Islands?
• Investigating the environment of the geographical
area you are studying creates a deeper
understanding.

STAGE 1 – Objectives/ Key Learning
What students should know… What students should be able to do…
• How to write an organized expository • Write about the impacts of wartime internment to the
composition. people of the Pribilof Islands during WWII.
• How to read non-‐fiction text for research. o Include facts about different geographic
• The impacts of military actions to the people of locations of Pribilof Islands and Funter Bay
the Pribilof Islands during WWII. and why the Pribilof Islands were valuable to
• How Pribilof Islands and Funter Bay compare/ the US government at this time.
contrast geographically and culturally. • Write a concise summary of what they have read.
• The geographic reason Pribilof Islands were • Write a well-‐constructed 5 paragraph expository
valuable to the US government and the Japanese. essay.
• Construct a thesis paragraph for an expository essay.
• Write a well-‐designed concluding paragraph for an
expository essay.

STAGE TWO: Assessment (Identify Desired Results)
Other Evidence Culminating Performance Task
Pre-‐assessment Task 1 overview: Your task is to research 2 geographic
• Open discussion about known military actions to locations and summarize various aspects of each in a
Native communities. Steer discussion to specifically brochure for individuals that are moving to the areas.
discuss internment of Pribilof Island locals during Task #1:
WWII. You have been asked to create 2 brochures that
• Quiz: True/false to check for prior knowledge of highlight life in St Paul, AK and Funter Bay, AK for
basic historical events. potential State of Alaska employees from out of state.
Formative The State of Alaska wants the brochures to educate the
• Demonstrate comprehension of articles by potential employee about how diverse Alaska is
identifying/ highlighting the thesis and the main naturally and culturally. There are people who think
point of each supporting paragraph. Alaska is one homogenous state and we want them to
• Create outline for composition. know that this is not true. The brochures should be
• Quiz: Multiple choice for writing skills informative and factual (not persuasive), include helpful
• Matching item sets for vocabulary and specific info. images, showcase the differences in St Paul and Funter
• True/false to check for basic understanding of Bay, and look professional. The reader should see the
historical accuracy. perks and drawbacks of living in each area and be able
• Sentence Completion and Cloze Passage for CFU. to better decide which location serves their personal
Summative needs best.

• Minimum 4-‐page paper describing military actions
Task 2 overview: Your goal is to look at the internment
to Pribilof Islands during WWII and why this event
is important in our history. of the Pribilof population during WWII and debate if it
would have been responsible of the US government to
• Short answer items for USA Today article
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Performance leave the population on their island.

• Create a Venn diagram with collage images and Task #2:
words comparing/contrasting Pribilof Islands to As advisors to the Governor of Alaska, you have been
Funter Bay. asked to verbally debate the following: Would it have
Student Self-‐Assessment/Reflection been better for the US government to leave the Pribilof
• Journal to document knowledge gained/opinions Island communities on their island but in danger of
changed during research/discussions. Japanese attack? Or do you think it was better for the
people to be safe (from the Japanese) but in deplorable
conditions for 3 years? If the US government choses to
intern the Muslim population of America, what is your
stance on the decision based on what happened with
the people from Pribilof Islands in WWII? Following the
debate, you will write your stance on topic that includes
historical evidence to support your stance for future
internment, reasoning skills connecting the two events,
empathy for reality of being a person in this situation,
and ideas for what could be changed to make a future
internment less damaging than the interment at Funter
Bay while supporting our national security.

Rubrics (attached)

STAGE THREE: Opportunities to Learn
Standards Learning Activities Learning/Instructional Strategies
Addressed
Reading 1. Introduction / Hook
Writing 2. Discuss with class the intentions of this unit: sharpen Discussion
History reading and writing skills while exploring our state’s
history.
3. Our topic: Internment of population of Pribilof Islands Map
to Funter Bay during World War II. Images of both locations during this
a. What is an “internment?” time in history
b. What do you know about the Japanese Prior knowledge
internment during WWII?
c. Where are the Pribilof Islands on a map?
Funter Bay on the map?
d. Can you guess why the US government chose to
relocate the people from Pribilof Islands?
Lesson 1
Lesson 1 Objectives
• How to read non-‐fiction text for research.
• The impacts of military actions to the people of the
Pribilof Islands during WWII.
• How Pribilof Islands and Funter Bay compare/contrast
geographically and culturally.
• The geographic reason Pribilof Islands were valuable
to the US government and possibly, the Japanese.
Science 4. Student led review of what we are doing in this unit. Topic handout (see attached)
Reading 5. Quiz: True/false to check for prior knowledge Quick quiz to measure prior knowledge
History 6. Topic reviewed and handout given to show steps we
will take to prepare us for writing the expository
composition.
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7. Use laptops to do research on Pribilof Islands and

Funter Bay. How are they alike? How are they Technology for research
different? Look at the terrain of the location, habits of Images of Pribilof Island just before
the local culture, food sources, weather, etc. internment
8. Fill in a huge venn diagram we will keep on the wall. Images of Funter Bay during internment
Use a mixture of images from magazines and market Visual organization of information
artwork.
9. Journal entry: Based on what we learned today about
Pribilof Islands and Funter Bay, which one appeals to Reflection
you more, and why? Which one would be a more
familiar home compared to where you live today?
Write 1 page hand-‐written and turn in to me with your
final paper.
Lesson 2
Lesson 2 Objectives
• How to write an organized expository composition. An expository (explanatory) paper
• How to read non-‐fiction text for research. explains something to the audience.
Reading 10. Students review what we covered/learned yesterday. Review; Matching quiz #2
History Are there any questions or comments you want to add? Student input
11. Explain thesis statement: a statement that gives Direct instruction
writing a clear direction. Quiz: Multiple choice looking for
12. Quiz: Multiple choice for writing skills misconceptions or items for further
13. Read as a class the article instruction.
http://www.apiai.org/culture-‐history/history/ Find Group work
and highlight thesis and main point of each supporting
paragraph together. (Section on WWII from
perspective of Aleutian Pribilof Islands Association.)
14. Journal entry: How do you research a topic? Do you Reflection
use the library? The Internet? Do you ask someone you
trust to know the answer? Tell me the last thing you
researched and the process you used. This does not
have to be school related. Write 1 page hand-‐written
and turn in to me with your final paper.
Lesson 3
Lesson 3 Objectives
• How to write an organized expository composition.
15. Student led review of what we covered yesterday. Review of material
16. Review True/False quiz and allow students to make Retake quiz to measure prior
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corrections, if needed. knowledge on first day

17. Read second article as a class. Ask students to highlight Read aloud
thesis statement and main points of supporting
paragraphs as we read. Compare findings in small
groups. Ask if the supporting paragraphs really
support the thesis. Small group work
http://www.akhistorycourse.org/articles/article.php? Self-‐check
artID=215 Academic paper.
18. Read third article quietly or with a partner and repeat Independent practice
process of highlighting thesis statement and main
points of supporting paragraphs. Compare answers
with a neighbor.
http://usatoday30.usatoday.com/news/nation/2005-‐
12-‐04-‐aleut_x.htm Personal accounts of internment
memories.
19. Journal entry: If you were in charge of the logistics of Reflection
temporary displacement of a group of people, how
would you go about the process? Write 1 page hand-‐
written and turn into me with your final paper.
Lesson 4
Lesson 4 Objectives
History 20. Student led review of what we learned yesterday. Are Review of material
there any questions about the internment?
21. Quiz: Sentence Completion, Cloze Passage, Short Quiz: Sentence Completion, Cloze
Answer Passage, Short Answer
22. Is there anything you want to add to the Venn Building knowledge
diagram? We can add more than just hard facts; we can
add the feelings the interned population had toward
these 2 locations.
23. Quiz: Open resource matching. Want students to look Quiz: Matching items. Open resource.
into some of these people/places/events. Waited until
end of reading assignments so there is a foundation of
understanding. Creating relevance
24. Open discussion: What can we gain by looking into the
internment of the Pribilof Island population? How can
these pieces of history affect American politics today? Critical thinking
25. Journal entry: Tell me about another example of Creating relevance
American citizens you feel were/are mistreated by the
US government. Write 1 page hand-‐written and turn
into me with your final paper.
Lesson 5
Lesson 5 Objectives Culminating Task #1
• How Pribilof Islands and Funter Bay compare/
contrast geographically and culturally.
Science 26. Students work independently to research 2 geographic
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Writing locations and summarize various aspects of each in a

brochure for individuals that are moving to the areas.
27. Students assess their projects using rubric.
28. Students do peer-‐assessments using rubric.
Lesson 6
Lesson 6 Objectives Culminating Task #2
• How Pribilof Islands and Funter Bay compare/
contrast geographically and culturally.
to the US government and the Japanese.
History 29. Students are assigned to 2 teams for debate.
30. Students review rubric for debate portion of CT#2.
31. Students engage in debate.
Lesson 7 Culminating Task #2 cont’d
Lesson 7 Objectives
• How to write an organized and informative
composition.
Writing 32. Student led review of what we covered yesterday. Review sources
33. Discuss the different ways we have explored the
information we have read in the articles, researched
online, placed in the Venn diagram, and learned from
home. Review expectations
34. Review what makes a thesis statement and the
importance of having one. Direct instruction
35. These are good guides for writing a thesis statement.
a. It describes your topic, what your essay will be
about.
b. It introduces a specific claim you are making
about your topic.
c. It describes three ways in which you
will support and develop your claim.
d. It is found toward the end of your introduction
paragraph.
e. A thesis statement for an expository essay
should not express an opinion or take a
position on a topic. Practice; Thesis Worksheet
36. Create practice theses statements. Writing outline worksheet
37. Create outline for the topic: Describe the impact of
internment to the population of the Pribilof Islands
during World War II. Please include information about
the geography of Funter Bay compared to the Pribilof
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Islands and why the Pribilof Islands were valuable

during this war. Discuss with a partner, if necessary.
38. Begin writing if you are ready. Ask questions if you
need further guidance.
Lesson 8 Culminating Task #2 cont’d
Lesson 8 Objectives
• How to write an organized and informative
composition.
Writing 39. Trade expository paper with a partner. Try to highlight Peer review
the paper’s thesis and supporting arguments. Edit and
return.
40. Trade with a second partner. Repeat process.
Turn in completed expository composition next lesson along
with supporting prompts (outline, 4 journal entry, paper with
editing marks).
Closure
Guest speaker: Tlingit elder to speak to us about how Relevance of topics
important geographic locations are to his tribe and if/how
it would disrupt his culture if they were forced to relocate
to a completely new location. (I know the population from
the Pribilof Islands is not Tlingit but they were not
nomadic so I feel there are enough similarities to make this
a valuable speaker.)
Questions and conversation are encouraged!

Differentiation
Learner Variability based on content pre-‐assessment and class demographics:
§ Four students already seem to have an understanding and mastery of the targeted reading and writing
skills.
§ Seven students don’t seem to have any background knowledge in Alaska history.
§ Four displayed major misconceptions about the topic of Pribilof Island internment.
§ Six students can explain the unit understandings appropriately but had some gaps in key information.
§ Nine students can explain unit understandings in a basic way and had information about a few of the
knowledge objectives.
§ Three students are Limited English/English Language Learners and they are moderately literate in their
home languages.
§ Two students have inclusion IEPs, one with attention or emotional problems.
§ Five students are gifted
§ Among the students, there are a variety of learning styles and interests based on an interest/learning style
inventory conducted early in the year.

Differentiated Assessments (based on class demographics):
A chain of ongoing assessments and formative assessment opportunities will be used to adapt instruction to the
needs of various learners as the unit progresses, including:
§ Pre-‐assessment – discuss what the students know about topic of Pribilof Island internment. Discuss their
knowledge of thesis statements and their comfort writing expository using a thesis statement.
§ Students take turns leading review of information learned the day prior (beginning of every lesson).
§ For ELL students the final product can be a detailed outline that includes a thesis statement. Need at least 3
bullets under each supporting point. This depends on their level of writing skills.
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§ IEP students will work on a timeline with supporting facts of the internment in addition to skills covered in
IEP, in concert with special education teacher.
§ Students who quickly master the content can read additional articles as special research that adds to our
discussions and will enrich their expository essay.
§ Formative assessment: Teacher will ask cold questions during discussions to gauge understanding. Will
also circulate through the class checking highlighted articles for accuracy and writing tools (thesis
worksheet, writing outline worksheet) to ensure mastery.
§ Topic handout will outline the expectations for this unit.
§ Culture and language (see below)
§ Rubrics, that clearly describe and define the elements and criteria related to the content goals and
objectives, are reviewed at the beginning of the unit, are referred to during the unit, and used to evaluate
performance.

Differentiated Instruction (based on class demographics):
RWLS
§ When reading the third article, students who have difficulty reading will be provided with supported
reading strategies: e.g., reading buddies, pairing G/T with IEP. For those who are more auditory learners
and for EL students, annotating texts will be used to foster comprehension. G/T students will read
additional articles and be asked to add their knowledge to our class discussions and their final essay.
§ In addition to the main text, historical images that support our topic, will be shown to all students to
support their understanding of the content.
§ Key vocabulary will be introduced (“front-‐loaded”) using visuals.
§ Oral language support: class discussions will be used to structure academic language and concept
development.
§ In writing, ELL students will be permitted use their native language, and use dual language dictionaries
along with conferences with the teacher to work their writing into English. They may also create a detailed
outline that includes a thesis statement. It will be expected that all students will write at their level of skill.
Grouping strategies
§ Student may choose to work with a partner, if they prefer, on tasks that are usually set up for independent
work.
Fair and equal participation
§ Equity is supported through the systematic calling-‐on of students during discussions, tasks, and
processing.
§ Equity is also supported in the acknowledgement that everyone has something to add to our knowledge.
We listen respectfully to everyone’s input.
Varying mastery levels of content
§ Journals are assigned to help student critically think about the topic.
§ Alternate assignments and tasks are provided to allow students to demonstrate mastery of the content
based on ongoing formative assessment: for example, additional reading that will add to our class
discussions and our understanding of the topic.
§ Mini workshops are provided before school and during lunch to support students’ understanding of and
work on the material being covered. This would be for any students who may feel they need extra support
or time to work on one of the projects.
Student behavior needs
§ Active student, who has trouble sitting and listening, will be allowed to pace in a part of the room so long as
he is also participating in the discussions. Will also be asked to take notes on the white board, if needed.
§ All tasks will be modeled and coached: reading annotations, reading comprehension, thesis writing,
creating outline
§ 2 minute break mid-‐way through class at a convenient stopping point
Disabilities
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§ Students who have difficulty hearing or seeing will be seated near the front during direct instruction and
during guest speaker visit. (Mobility issues do not need to be addressed for this class.)
Learning Styles/Multiple Intelligences/ Understanding by Design
§ Visual and auditory, learning opportunities are provided throughout the unit. The multiple intelligences of
Linguistic, Interpersonal, and Intrapersonal are utilized throughout the lesson.
§ The three levels of Universal Design for Learning are also embedded in the unit. Students are: 1) offered
opportunities to receive and give information both visual and auditory. 2) involved in how information is
presented and interpreted, and expressing critical thinking about the topic through the performance tasks,
3) engaged in interesting, complex, and relevant tasks throughout the unit.

Culture and Language Connections
• Cultural relevance is imbedded in the unit in the way we relate to the internees. This is mostly seen in the
journal entries where students are asked to relate to the topic through a writing prompt.
• Access to cultural capital is developed in this unit through our class discussions. The students are encouraged
to add to our discussions by speaking to their families and bringing these conversations into the classroom. I
am curious if any of the students had family in the internment camps in the US.
• Language proficiency is addressed through class discussions, writing prompts, and buddy system that can
contribute to the oral and written language of EL students. Reading is done aloud or with a partner so that
struggling readers have the opportunity to comprehend the content without struggling as much with the
reading. Writing is also differentiated so that each student can excel at their level of writing skills.

Attachments:
Graphic Organizers:
Topic handout
Thesis worksheet
Writing outline worksheet
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Running Head: Assessment Portfolio
Assessment Portfolio
Sarah K Dennison
University of Alaska Southeast

Running Head: Assessment Portfolio
Table of Contents

Grasp 1: Brochure creation 3

Grasp 2: Debate and persuasive paper 7

Grasp 1 Rubric 11

Grasp 2 Rubric 14

Traditional Test Item Bank 17

Analysis of Student Work 20

Analysis: Reading and Using Standardized Test Data 28

Performance Assessment: GRASPS #1

Copy your set of Enduring Understandings and Essential Questions here
from your UbD Unit. (Checking for Validity and Consistency)

Enduring Understandings (Big Idea) Essential Questions
Students will understand • What makes a successful writer?
that…. • How do articles and other
• Organized writing is necessary research help guide my thinking
to conveying a clear message. about a topic?
• Reading comprehension is • What are the impacts of military
vital. actions to Native communities;
• Knowing Alaska’s history will specifically the internment of the
make each of us better citizens population of the Pribilof Islands?
for our State.
• Investigating the environment
of the geographical area you
are studying creates a deeper
understanding.

Constructing a Performance Task Scenario Using GRASPS
These will be directly related to your EUs and EQs.

The Culminating Performance Tasks are a culmination, synthesis, &/or composition of
all the elements your students have experienced throughout the Unit that will, when
combined, demonstrate a deep understanding of the theme or content area of your
Unit.

Directions: Complete each section below and then summarize them in the
student CPT prompt.

Goal: What is the real-‐world goal/outcome of this Culminating Performance
Task? (Possible starters: Your task is…, Your goal is to…., The problem or
challenge is…, The obstacle to over come is….)
Describe: Your task is to research 2 geographic locations and summarize
3
various aspects of each in a brochure for individuals that are moving to the
areas.

Role: What is/are the students’ real-‐world role(s) in the production and
presentation of this CPT? (Possible starters: You are the/a…., You have been
asked to…, Your job is….)
Describe: Your job is to help the state government educate
individuals new to the state about the locations they will soon be
living in.

Audience: Who or what is the real-‐world audience that are students’
addressing in this CPT? (Possible Stems: You are…, You have been asked to….,
Your job is…..)
Describe: Your job is to help prospective families have a real life idea of the
local geography and culture of St Paul, AK and Funter Bay, AK.

Situation: (Note: it actually would work better if you started here and then
worked out the other sections in order.) Big Picture: What is the context or
the challenge in this “real-‐world” situation? Who or what are students
convincing/educating/responding to, etc…. in the big picture? (Possible
Stems: The challenge involves dealing with…, the context you find
yourself in is…)
Describe: The challenge involves dealing with educating someone who
potentially thinks all of natural Alaska is the same with a homogenous
culture. The intended recipient will need to see the perks and drawbacks of
living in each location and decide for themselves what fits their needs best.

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Product, Performance, and Purpose: (respond to each question)

• What is (are) the performance/product students will be creating or
developing?
• Why are students creating or developing this particular
performance/product?
• How will students be sharing this performance/product with their
intended audience?
(Possible stems: You will create a…., in order to…., )
Include all three bullets in your description:
1. You will create separate brochures of St Paul and Funter Bay.
2. In order to show potential employees of the State of Alaska a more
complete picture of life during their assignment in one of the two
locations.
3. Students will be sharing their brochure with their audience via mail.

Standards and Criteria for Success -‐ Describe the product/performance
using these stems:
(Possible starters: Your work will be judged by (list): (What
content/process/skills must be evident to show understanding?), Your
performance needs to...,
Your product must meet the following standard(s) (list) : (quality?),
A successful result will: (what will it look like, sound like, be like,
convince,….?)
A successful result will:
• 2 printed brochures; 1 for St Paul, 1 for Funter Bay
• Be informative and factual, not persuasive of one location over
another
• Include helpful images that support and add to your information
• Showcase the differences between the 2 locations
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• Look professional

NOW – Synthesize this GRASPS information you’ve put together above into Student
Friendly Language (like a story or an invitation or a letter or a situation… ) so that
students will know the who/what/where/when/why and how of the prompt in the
real-‐world (authentic) context.
Include all the information. Be concise/simple.
FOR THE STUDENT -‐ Description of the Culminating Performance Task based on the
GRASPS outline above in Student Friendly Language. Copy this description into the
GRASPS (CPT) section of your UbD Unit.
You have been asked to create 2 brochures that highlight life in St Paul,
AK and Funter Bay, AK for potential State of Alaska employees from out
of state. The State of Alaska wants the brochures to educate the
potential employee about how diverse Alaska is naturally and culturally.
There are people who think Alaska is one homogenous state and we
want them to know that this is not true. The brochures should be
informative and factual (not persuasive), include helpful images,
showcase the differences in St Paul and Funter Bay, and look
professional. The reader should see the perks and drawbacks of living in
each area and be able to better decide which location serves their
personal needs best.

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Performance Assessment: GRASPS #2

Copy your set of Enduring Understandings and Essential Questions here
from your UbD Unit. (Checking for Validity and Consistency)

Enduring Understandings (Big Idea) Essential Questions
Students will understand that…. • What makes a successful writer?
• Organized writing is necessary to • How do articles and other research help
conveying a clear message. guide my thinking about a topic?
• Reading comprehension is vital. What are the impacts of military actions
• Knowing Alaska’s history will make to Native communities; specifically the
each of us better citizens for our State. internment of the population of the
• Investigating the environment of the Pribilof Islands?
geographical area you are studying
creates a deeper understanding.

Constructing a Performance Task Scenario Using GRASPS
These will be directly related to your EUs and EQs.

The Culminating Performance Tasks are a culmination, synthesis, &/or composition of
all the elements your students have experienced throughout the Unit that will, when
combined, demonstrate a deep understanding of the theme or content area of your
Unit.

Directions: Complete each section below and then summarize them in the
student CPT prompt.

Goal: What is the real-‐world goal/outcome of this Culminating Performance
Task? (Possible starters: Your task is…, Your goal is to…., The problem or
challenge is…, The obstacle to over come is….)
Describe: Your goal is to look at the internment of the Pribilof population
during WWII and debate if it would have been responsible of the US
government to leave the population on their island.

Role: What is/are the students’ real-‐world role(s) in the production and
presentation of this CPT? (Possible starters: You are the/a…., You have been
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asked to…, Your job is….)

Describe: You are considered historic and social scholars about the
internment of the people of Pribilof Island. You have been asked to
engage in a debate with your peers.

Audience: Who or what is the real-‐world audience that are students’
addressing in this CPT? (Possible Stems: You are…, You have been asked to….,
Your job is…..)
Describe: As advisors to the Governor of Alaska, you have been asked
to consider what steps should be taken if the US government
decides to intern our Muslim-‐American population. You will be
asked to form independent opinions on the subject after a debate.
Your job is to help the military know how to handle the possible
situation in the future from your knowledge of how the internment
of the people of the Pibilof Islands were treated.

Situation: (Note: it actually would work better if you started here and then
worked out the other sections in order.) Big Picture: What is the context or
the challenge in this “real-‐world” situation? Who or what are students
convincing/educating/responding to, etc…. in the big picture? (Possible
Stems: The challenge involves dealing with…, the context you find
yourself in is…)
Describe: You are using your intimate knowledge of the internment in
Alaska to guide future decision-‐making should the US government
decide to intern our Muslim-‐American population.

Product, Performance, and Purpose: (respond to each question)
• What is (are) the performance/product students will be creating or
developing?
• Why are students creating or developing this particular
performance/product?
• How will students be sharing this performance/product with their
8
intended audience?
(Possible stems: You will create a…., in order to…., )
Include all three bullets in your description:
• You will engage in a debate. As assigned, half of you will argue that
the responsible duty of the US government is to let people choose to
stay in their homes, despite evidence of danger from enemies. The
other half will argue an interment is necessary to our national
security, despite the loss and hardships inflicted on the Muslim-‐
American population.
• You will create arguments based on your research about the
Internment at Funter Bay of the Pribilof Island population.
• You will use your strong opinion about the actions of the US
government against the people of the Pribilof Islands to help you
create a stance for or against the possible internment of Muslim-‐

Standards and Criteria for Success -‐ Describe the product/performance
using these stems:
(Possible starters: Your work will be judged by (list): (What
content/process/skills must be evident to show understanding?), Your
performance needs to...,
Your product must meet the following standard(s) (list) : (quality?),
A successful result will: (what will it look like, sound like, be like,
convince,….?)
Your performance needs to be based on:
• Historical evidence showing impact of internment on a specific
• Verbal participation in the debate
• Final summary of stance on topic that includes historical evidence
to support your stance for future internment, reasoning skills
connecting the two events, empathy for reality of being a person
9
in this situation, and ideas for what could be changed to make a
future internment less damaging than the interment at Funter
Bay while supporting our national security.
NOW – Synthesize this GRASPS information you’ve put together above into Student
Friendly Language (like a story or an invitation or a letter or a situation….. ) so that
students will know the who/what/where/when/why and how of the prompt in the
real-‐world (authentic) context.
Include all the information. Be concise/simple.
FOR THE STUDENT -‐ Description of the Culminating Performance Task based on the
GRASPS outline above in Student Friendly Language. Copy this description into the
GRASPS (CPT) section of your UbD Unit.

As advisors to the Governor of Alaska, you have been asked to
verbally debate the following: Would it have been better for the
US government to leave the Pribilof Island communities on their
island but in danger of Japanese attack? Or do you think it was
better for the people to be safe (from the Japanese) but in
deplorable conditions for 3 years? If the US government choses to
intern the Muslim population of America, what is your stance on
the decision based on what happened with the people from
Pribilof Islands in WWII? Following the debate, you will write
your stance on topic that includes historical evidence to support
your stance for future internment, reasoning skills connecting the
two events, empathy for reality of being a person in this situation,
and ideas for what could be changed to make a future internment
less damaging than the interment at Funter Bay while supporting
our national security.

10
CULMINATING PERFORMACE TASK RUBRIC #1
Student Culminating Performance Task Prompt

You have been asked to create 2 brochures that highlight life in St Paul,
AK and Funter Bay, AK for potential State of Alaska employees from out
of state. The State of Alaska wants the brochures to educate the
potential employee about how diverse Alaska is naturally and culturally.
There are people who think Alaska is one homogenous state and we
want them to know that this is not true. The brochures should be
informative and factual (not persuasive), include helpful images,
showcase the differences in St Paul and Funter Bay, and look
professional. The reader should see the perks and drawbacks of living in
each area and be able to better decide which location serves their
personal needs best.
Criteria to be met:
• 2 printed brochures; 1 for St Paul, 1 for Funter Bay
• Be informative and factual, not persuasive of one location over
another
• Include helpful images that support and add to your information
• Showcase the differences between the 2 locations
• Look professional
11
Relocation Brochure: rubric

Ms. Dennison
Category/ Not ready. Needs a Looks good! Looks great!

Level of little more
proficiency work.

Professional 1 brochure 2 brochures 2 brochures 2 brochures
quality created created but created created using
design and/or hand-‐ are hand-‐ using computer
written. written. computer program.
program. Designed to be
a trifold
brochure.
Informative Details are Details are Details are Details are
and factual not informative informative, informative,
informative or and factual factual, and factual,
factual. but could organized organized with
Organization use with informational
of information headings information headings, and
is unclear. for specific al headings. focused to
information helping
. someone
decide if they
could live at
the location.
Compare/ Comparison Comparison Comparison Comparison is
contrast favors one needs is balanced balanced and
location. Does minor work and covers covers natural
not cover to be natural and and cultural
natural AND balanced. cultural information.
cultural Natural and information Captioned
information. cultural . Captioned images
No images are information images showcase the
used. are found used are contrast
but could accurate between the 2
use some but do not locations.
12
attention to show a

detail. contrast
Images are between
used but the 2
are not locations.
captioned.

13
CULMINATING PERFORMACE TASK RUBRIC #2
Student Culminating Performance Task Prompt

As advisors to the Governor of Alaska, you have been asked to
verbally debate the following: Would it have been better for the
US government to leave the Pribilof Island communities on their
island but in danger of Japanese attack? Or do you think it was
better for the people to be safe (from the Japanese) but in
deplorable conditions for 3 years? If the US government choses to
intern the Muslim population of America, what is your stance on
the decision based on what happened with the people from
Pribilof Islands in WWII? Following the debate, you will write
your stance on topic that includes historical evidence to support
your stance for future internment, reasoning skills connecting the
two events, empathy for reality of being a person in this situation,
and ideas for what could be changed to make a future internment
less damaging than the interment at Funter Bay while supporting
our national security.
Criteria to be met:
• Historical evidence showing impact of internment on a specific
• Verbal participation in the debate
• Final written summary of stance on topic that includes historical
evidence to support your stance for future internment, reasoning
skills connecting the two events, empathy for reality of being a
person in this situation, and ideas for what could be changed to make
a future internment less damaging than the interment at Funter Bay
while supporting our national security.
14
Learning from our Past: The internment dilemma

Teacher: Ms. Dennison
Verbal 1 2 3 4
Debate

Historic No clear Some historic Historic Historic
Evidence historic evidence evidence evidence
evidence cited but not cited and used in
provided. well explained in context and
explained. context. related to
future
scenario.
Participation Did not Participated Participated Participated
participate in in debate but in debate in debate
debate. lacked focus. and stayed and created
on-‐topic. meaningful
connections
between past
and future.
Written 1 2 3 4
persuasive
summary:
Ideas Does not stay Stays on
Stays on Stays on
on topic. topic but
topic and topic, is
Needs to be does not try
attempts to strongly
more to persuade
persuade the persuasive,
persuasive. the reader.
reader. and uses
Persuasive historical
argument evidence for
uses some each
historical argument.
evidence.
Key points Doesn’t have Insufficient Evidence is Strong choice
and facts factual info. facts. strong but of evidence
Factual info Evidence not not to support
is inaccurate. strong completely idea. Very
15
Offers more enough to convincing. convincing.

opinion than convince. Facts support
fact. Only Facts only idea but
some facts somewhat could be
support idea. support idea. stronger.
Structure of Paper is not Parts of Paper is Paper is very
writing well paper are mostly organized.
organized. organized. organized. Presentation
Hard to Points not Clear intro, is clear with
follow. presented in body, and defined intro,
Doesn’t feel logical conclusion. body, and
finished. sequence. conclusion.
Voice Voice lacks Some voice Somewhat Clear voice.
passion but seems distant voice Engaged and
about stance distant to but mostly enthusiastic
on topic. topic. Lacks strong and about stance
enthusiasm engaged. on topic.
about stance
on topic.

16
Test Item Construction
MULTIPLE CHOICE (3 test items)

Topic: Writing requirements/skills
Please choose the correct answer for each question.
Item 1 Item 2 Item 3

What does a thesis statement What is the foundation to good Why do we analyze published
do? writing organization? writing?
A. Presents what a reader A. Correct grammar A. To observe high-quality
should already know. B. Excellent editing skills writing.
B. Presents an author’s C. An outline B. To find mistakes.
main message within D. Thorough research C. To exercise our minds.
an article. D. To be better at standardized
C. Presents public opinion testing.
is about a subject.
D. Tells what the author A. To observe high-quality writing.
struggles to write C. An outline
about.
B. Presents an author’s main

message within an article.
SHORT ANSWER ITEMS (3 test items)

Topic:
USAToday Posted 12/4/2005 4:08 AM
WWII internment of Aleuts recounted in documentary
Based on your research so far, Based on what you know, why did Do you think this documentary is
why do you think the federal government ask the important for all US citizens to watch?
Bourdukofsky’s mother cried Unangax people leave their homes Why?
when she was asked about the without much warning?
time she spent in internment? Need direct Yes or No with
Need to mention Japanese attack and explanation that connects lessons of
Need to mention harsh living government indecision. history to our present or future
conditions and people lost to decisions as a country.
disease.
MATCHING ITEM SETS (3 sets of 3-5)

Topic: Vocabulary and general knowledge
Match each item to its description.

Set 1 Set 2 Set 3
1. Civil A. US 1. Funter A. Small town in
Liberties President 1. Unangax A. Aleut people Bay Bering Sea; pop 479
Act of 1933-1945 2. B. Older person 2. St. Paul B. Collection of 4
1988 Internment known for wisdom islands in the Bering
2. Ernest B. Dept of and knowledge of Sea
Gruening Interior Unangax ways 3. St. C. Small town in
Secretary in 3. Elder C. Imprisonment George Bering Sea; pop 102
17
1942 without trial 4. Pribilofs D. Seasonal cannery

3. Harold C. Military D. Ancestrial on Admiralty Island
Ickes ship carrying village 5. Dutch E. Home location of
people away to Harbor Governor of Alaska
internment F. Bombed by
camps Japanese June 3,
4. Susan D. US 1942
Della government's
Kochutin acknowledging
and
apologizing
for the
injustice of the
evacuation
5. E. Captain of
Executive military ship
Order 9066 transporting
people to
internment
camp
6. Franklin F. Allowed
D. Secretary of
Roosevelt War to
prescribe
military areas
for purpose of
war effort
during WWII.
7. G. Alaska
U.S.A.T. Territorial
Delarof Governor in
1942
H. First
casualty of
internment
1-D, 2-G, 3-B, 4-H, 5-F, 6-A, 7- 1-A, 2-C, 3-B 1-D, 2-A, 3-C, 4-B, 5-F
C
TRUE -FALSE ITEMS (3 sets of 3)
Topic:
APIAI History summary
Section titled: World War II
Set 1 Set 2 Set 3

On June 3 and 4, 1942, Japanese The Japanese did not take prisoners Aleut people are still waiting to
military forces conducted air of war from Alaska at any time receive federal reparations from their
strikes on U.S. Army and Navy during WWII. time spent in US internment camps.
facilities at Dutch Harbor.
False False
True
The US government initially treated Aleuts received an apology from the
The US government was not the displaced Aleut with special care. US government for their internment
expecting Japan to attack during WWII.
Alaska. False
True
False
18
The US government told the people Aleuts went back to their homes to
The Aleuts thought of where they were taking them when find them destroyed by US soldiers.
themselves as patriotic the Aleuts boarded the U.S.A.T.
American citizens. Delarof. True
True False
COMPLETION ITEMS – Sentence and Cloze
SENTENCE COMPLETION ITEMS (3 items)

Topic:
The Aleut Evacuation - A Grave Injustice
Christopher Cueva
10-01-1998
Complete each sentence with information learned from The Aleut Evacuation – A Grave Injustice.
The decision to evacuate the The original intention of the Deplorable conditions in Funter Bay
Aleut/Unangan people was internment was to ___________ the included ________, _________, and
made by the __________. Aleut and Unangan people. ___________. (Scorer can choose any
3)
no supplies for cleaning, no supplies

for subsistence hunting/surviving,
Military protect unsuitable housing, sanitation,
medical, school and other facilities,
feeling of being forgotten
CLOZE PASSAGE COMPLETION ITEMS (3 passages)
TOPIC:
The Aleut Evacuation - A Grave Injustice
Christopher Cueva
10-01-1998
Write in the correct answer for each numbered blank below the passage.
Passage 1 Passage 2 Passage 3
___1____ and the ___2____ Aleuts were sent to their ___1___ Funter Bay was located in a ___1___,
met to discuss the evacuation of while American soldiers ___2___ which had many ___2___, which the
the Aleut people but could not their homes. This ensured the Aleuts had never seen. The people
make a decision. The military ___3____ would not occupy their lacked supplies for fishing, a big part
chose to make the decision of homes. of ___3____ lifestyle.
___3___ without consulting the
___4___.
1. Fish camp 1. Forest
1. Dept of Interior 2. Burned 2. Trees
2. Alaska Governor’s Office 3. Japanese 3. Subsistence
3. Internment
4. Aleut.
19

ANALYZING STUDENT WORK: CONTENT BASED ASSESSMENT

DIBELS Oral Reading Fluency (ORF)

Process (used for individual student evaluation or group assessment)

STEP 1: Assessing and Identifying Proficiency
Read the assessment prompt and/or rubric and identify:
• What are the students expected to do?
2. Response: The 5th grade student is presented with a 5th grade-‐level
reading passage and asked to read aloud for 1 minute. The
student is then asked to retell what he/she just read.

• Which standards (CCSS or content standards) or curriculum
expectations are being assessed?
Response:

https://dibels.org/DIBELS_Next_Common_Core_Alignment.pdf

• What assistive devices, if any, will students be able to use (i.e.
calculator, ruler, protractor, number charts, graph paper, scrape
paper, etc.)
Response:
*The use of student materials that have been enlarged or with
larger print for students with visual impairments.
*The use of colored overlays, filters, or lighting adjustments for
students with visual impairments.
*The use of a marker or ruler to focus student attention on the
materials for students who are not able to demonstrate their
skills adequately without one. It is good practice to attempt the
assessment first
without a marker or ruler and then retest with an alternate form
of the assessment using a marker or ruler if needed.
20
***DIBELS Next Assessment Manual, 2011. P 20.

• What do you consider to be a proficient response on this
assessment? Exactly what do students need to say or write for
you to consider their work proficient?
Response:
National benchmarks are the goal.
Words per minute: 111 is the goal
Accuracy of words read: 98% is the goal
Retell: Goal is 33.
Count as correct any words in the response that are related to
the passage. The judgment is based on whether the student is
retelling the passage or has gotten off track on another story or
topic. Move your pen through a number in the scoring booklet
for each word the student provides that is related to the
passage.

Retell quality: Goal is 2.

21
• Does the assessment give students a clear opportunity to

demonstrate what they know or have learned? Provide a
clarifying statement for how…
Response: DORF gives students the opportunity to read on-‐
level text aloud, then prove comprehension by retelling what
they have read. I wonder if the expectations for what
constitutes a retell quality of 1-‐4 is clear to the students before
they retell what they read. Do they understand that the
expectation is to capture the main idea or to prove that they
could remember events verbatim? At this age, I think this
would need to be explained explicitly prior to beginning the
exercise.

STEP 2: Identifying Strengths and Needs
Do a “quick sort” of students’ work by the general degree of the
objectives met, partially met, not met. You may need a “not sure”
pile. After sorting, any papers in the “not sure” pile should be
matched with the typical papers in one of the other existing
piles. Student names should be recorded in the columns in order
to monitor progress over time.

Sorted lists

HIGH EXPECTED LOW
(Objectives met) (Objectives partially (Objectives not met)
met)
Lauren, Michael Tyler, Conlan Jody, Carter

35 % OF CLASS 30 % OF CLASS 35 % OF CLASS
22

STEP 3: Choose two students samples to review from each level
(low, expected, high), and discuss and identify the prerequisite
knowledge that students demonstrated that they knew.

Two students per level: pre-‐requisite knowledge… what did they
already have in place?
HIGH EXPECTED LOW
(Objectives met) (Objectives partially (Objectives not met)
met)
Efficient and effective Strategies for Comprehension skills;
readers corrections, effective effective readers
readers

STEP 4: Using the reviewed samples from each level, discuss and
identify the misconceptions, wrong information, and what
students did not demonstrate that was expected.

Same two students per level: Misconceptions/wrong
information…what was wrong/missing?

23
HIGH EXPECTED LOW

(Objectives met) (Objectives partially met) (Objectives not met)
Lauren should slow down Tyler is slightly below Jody and Carter are both
as she reads. She is more benchmark (103) but has slower readers. Their
than fast enough! Could high accuracy. The same for accuracy rates are high!
work more on Conlan (107). Where both And their retell is at
conversational tone. boys suffer is in retell benchmark (2). They have
quality. They achieve the basic skills but could
Michael also has high benchmark (2) but are both use some strategies to take
accuracy and a better rate capable of higher scores. them into the expected
of reading but could work Aim for a 4! zone. I think both of these
on his conversational tone students could be and
and retell quality. should aim for the highest
marks. Jody is a super
“cautious” reader who does
a ton of self-‐correcting,
even when it doesn’t
change the meaning of the
sentence. Carter is a slow-‐
speaker and he’s not
motivated to over-‐achieve. I
think both of these hurdles
can be overcome.

24
STEP 5: Share the above information with your Critical Friend(s) and
then Identify Instructional Next Steps
After diagnosing what the student knows and still needs to
learn, discuss with your Critical Friend(s) the learning needs
for the students in each level considering the following
questions:

Based on the diagnosis of the student’s performance:

§ What patterns or trends are noted for the whole class?
• Accuracy for reading the passage/words is high!
• All retell rates are 2 or above – meeting benchmark

§ What instructional strategies will be beneficial for the whole
class?
• Work on retell quality. There are only a few
students who can retell at a high level with only a
few words. Summarization work would be helpful
for all the students
§ Based on your diagnosis of student responses at the high,
expected, and low levels, what instructional strategies
will students at each level benefit from?
Instructional Strategies/ Next Steps: From the outside, it looks like
all students are working on the same thing with the same tools, but
with individual conferencing each student knows what they are
working toward and are self-‐tracking their progress with a chart that
tracks metrics and a rubric that outlines what fluency “sounds” like.
When peer-‐evaluating, student will let peer know what they are
specifically focusing on: speed, tone, summarizing. These are skills
that we continue to practice, even when we think we are “good
enough.” (My host teacher uses this model with her class.)

25
HIGH EXPECTED LOW

(Objectives met) (Objectives partially met) (Objectives not met)
Record conversations and Record conversations and Set individual goals for
listen to tone, speed. listen to tone, speed. words per minute and keep
Record student reading and Record student reading and informally
listen to tone, speed. Let listen to tone, speed. Let testing/practicing until the
students self-‐evaluate, then students self-‐evaluate, then wpm are met, then work on
begin peer-‐evaluating for begin peer-‐evaluating for tone for short time. Move
tone and speed. tone and speed. the bar to a little faster and
when met, work on tone
Also work on summarizing Also work on summarizing again. Keep up the work
passages concisely passages concisely until the benchmark (at the
concentrating on providing concentrating on providing least) is met. Also include
details in a meaningful details in a meaningful recording conversations
sequence that capture the sequence that capture the and listen to tone, speed.
main idea. main idea. Record student reading and
listen to tone, speed. Let
students self-‐evaluate, then
begin peer-‐evaluating for
tone and speed.

Also work on summarizing
passages concisely
concentrating on providing
details in a meaningful
sequence that capture the
main idea.
Final Reflection:
3 - What are the three takeaways from the analyzing student work process
that I can use as a teacher in the future?
1. There is a real need for differentiation in my lessons

2. I need to be smart about what I’m teaching – meeting needs of
classroom as a whole
3. Paying careful attention to metrics of meaningful assessments is a
useful tool
2 - Two ways the Analyzing Student Work process could help me during my
practicum and/or student teaching?
26
1. It will help me gauge the effectiveness of my lessons

2. It will help me “know” the needs of the classroom as I begin teaching
in someone else’s classroom
1 - What is one thing about this process I still don't understand?
1. I don’t know if I don’t understand it or I’m just intimidated by the

idea, but how I’m going to apply this. How often? As a regular part of
my planning or when I’m not sure how effective my lessons are?
Adapted from: Rhode Island Department of Education & the National Center for the Improvement
of Educational Assessment, Inc.

27
Chapter 12
Using Information from Standardized Tests
Interpretation of Student Reports
Name of the Student: Seri Stefanovic
Background: Seri emigrated from Slovakia two years ago. She

transitioned from the English as a Second Language (ESL)
classroom to a regular classroom at the end of last year. Her parents
are educated: her mother is a high school graduate and her father is
a college graduate from a university in the former Soviet country of
Czechoslovakia
1. What are Seri's major strengths according to the NNRT scores?

Are they absolute strengths? Explain why or why not. (self score
0-3)__3_
Seri is strong in Math according to NNRT. This score is a comparison

among her peers nationally so her exceptionally high score in
Mathematical Computations is impressive (!!), but is not evidence of
perfection on the test.
2. In what areas does Seri show a need for improvement, according

to the NNRT scores? Can you be certain whether or not these are
areas that need improvement? Explain why or why not. (self
score 0-3) __3_
The NNRT shows that Seri could use improvement in Reading and
Language. Her reading comprehension is average when compared to
her peers nationally, which is good news but her skill work
(vocabulary, spelling, language mechanics and usage) is lower than
average. I don’t feel like this is unexpected because this is only Seri’s
second year in the US and her first year in a regular classroom. Her
scores will continue to rise as she continues to engage with the
English language in written and spoken form. This is also her first
year to take a standardized test so I would like to look at her work so
far in the classroom and see how it compares to her scores. This
could be an area of anxiety for Seri and I would like to make sure
28
these test results are a real reflection of who she is as a student

before I go any further in planning her instruction.
3. What cautions must Seri's parents use when reviewing her NNRT
scores? (self score 0-3)_3__
High scores do not equal mastery. A good example is her National

Stanine (NS) in Math Computations (8). The highest possible NS is a
9. This is exceptional but it only measures how she compares to a
national average of her peers. This does not mean Seri does not
have more to learn in this area of math.
Low scores do not equal failure. They do indicate that Seri would
benefit from additional instruction in certain areas. A good example is
her Vocabulary score (NS 2). There is work to do but this is why the
tests are in place. It helps me to know what Seri needs help with. This
specific type of test is comparing her to a majority of native-English
speakers, which doesn’t seem fair if you look at it this way. She is
doing a great job!
4. Write two or three sentences describing Seri's overall performance

when compared to the state standards for the SCRT. Refer to all
four scores (use numbers and performance levels) to support your
generalizations about her. (self score 0-3)__3_
The SCRT is measuring Seri’s mastery (600) of a subject. In math

(402), Seri has expected skills for a 4th grade mathematician. She did
not meet the expectations for Reading (380) or Science (389) but was
close to the desired score of 400. Seri would most benefit from more
guided practice with her writing skills (337).
5. How did Seri's performance on the NNRT compare with her

performance on the SCRT? To support your comparison, use
specific scores from the NNRT and specific strand scores of the
criterion-referenced test achievement profile. (self score 0-
3)__3_
Both test indicate that Seri’s math skills are her testing strength. She
has not accomplished mastery of 4th grade math expectations (SCRT
402 out of 600) but is advanced when compared to her peers. NNRT
29
Math scores place her in the 8th National Stanine (NS); 9 is the
highest NS.
NNRT is testing specific skills and Seri tests lower than her peers in
vocabulary (NS 2), spelling (NS 2), language mechanics (NS 4), and
language usage (NS 2). Her NNRT reading comprehension (NS 5) is
in the average range. The SCRT test supports that her reading skills
are not far below the expected range. Seri was able to identify main
ideas and details from fiction and non-fiction texts and perform
analysis and explanation of fiction texts. She was below expectations
when it came to critical reading of fictional text and explanation of
non-fiction text. Both tests agree that Seri’s language mechanics
(capitalization, punctuation, grammar) are her strengths. Language
usage was scored low on the NNRT (NS 2) and this agrees with the
SCRT finding that her content, organization, and style were below
expectation. What they do not agree on is their assessment of her
spelling. The SCRT lists spelling as similar to expectation but the
NNRT lists her spelling as NS 2, which is very low. I’m not sure if this
is because her peers are generally really good at spelling or because
she did better on one test than the other. My intention is to examine
her spelling with fresh eyes. I will look at past work and monitor it
going forward to make the best decision about the type of instruction
and the amount of instruction that will benefit Seri.
6. How can Seri's teacher use the information from these tests during
the next school year? (self score 0-3)__3_
This next year of instruction, we need to concentrate on using

academic language in the classroom. Not having the correct
academic vocabulary could have been a hindrance with math and
science scores. Notably, the SCRT lists communicating mathematical
understanding, reasoning mathematically, and solving mathematical
problems as below expectations. All of these are vocabulary-rich
aspects of math.
As teachers we can encourage Seri to read a rich variety of books
that she enjoys. Exposure to vocabulary and the nuances of how
English is written is useful for all students, but will be especially useful
for Seri. Reading will benefit her writing, but we will also scaffold the
writing process and make sure there is ample support for her writing
assignments. We will encourage Seri to keep a journal about what
she is learning to help her process her new knowledge and practice
30
her writing skills. This will not be a formal assignment but I believe it
would be beneficial for her as a writer and for me, as a teacher to
watch her understanding grow and direct my instruction with the
intent that Seri will become a successful writer.
7. From what you see in the NNRT and criterion-referenced test

report, what are some specific activities Seri's parents might do at
home to support her learning in the coming year? Refer to specific
NNRT test scores, the SCRT scores, and strand scores to support
your suggestions. (self score 0-3)_3__
Be interested in what Seri is learning. Ask her about what she is

reading – Can you summarize what has happened so far? Why do
you think this matters? What do you think it means? Who would
benefit from reading this? Ask for more than just facts and sequence
of story.
Ask Seri to explain her homework and encourage her to use the
same language her teacher uses. She can “teach” you. One of the
highest forms of learning is when we teach another person.
Encourage Seri to write. Let her write letters/emails to people.
Encourage her to keep a personal journal or ask to read her school
journal mentioned above. Praise her efforts because this is hard work
but we know that she can do this!
31

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Running

head: CURRICULUM DEVELOPMENT WITH ASSESSMENT PORTFOLIO

Curriculum Development with Assessment Portfolio

Sarah K. Dennison

University of Alaska Southeast

Backward Design Unit Design Template: MAT/Certification Elementary

Enduring Understanding(s) What Essential Questions will be Considered? (Q)

Performance leave the population on their island.

7. Use laptops to do research on Pribilof Islands and

corrections, if needed. knowledge on first day

Writing locations and summarize various aspects of each in a

Islands and why the Pribilof Islands were valuable

University of Alaska Southeast

Table of Contents

Performance Assessment: GRASPS #1

Product, Performance, and Purpose: (respond to each question)

Include all three bullets in your description:

Performance Assessment: GRASPS #2

asked to…, Your job is….)

Include all three bullets in your description:

CULMINATING PERFORMACE TASK RUBRIC #1

Student Culminating Performance Task Prompt

Relocation Brochure: rubric

Category/ Not ready. Needs a Looks good! Looks great!

attention to show a

CULMINATING PERFORMACE TASK RUBRIC #2

Student Culminating Performance Task Prompt

Learning from our Past: The internment dilemma

Offers more enough to convincing. convincing.

Test Item Construction

MULTIPLE CHOICE (3 test items)

Item 1 Item 2 Item 3

B. Presents an author’s main

SHORT ANSWER ITEMS (3 test items)

Item 1 Item 2 Item 3

MATCHING ITEM SETS (3 sets of 3-5)

Match each item to its description.

1942 without trial 4. Pribilofs D. Seasonal cannery

Set 1 Set 2 Set 3

COMPLETION ITEMS – Sentence and Cloze

SENTENCE COMPLETION ITEMS (3 items)

no supplies for cleaning, no supplies

***DIBELS Next Assessment Manual, 2011. P 20.

• Does the assessment give students a clear opportunity to

HIGH EXPECTED LOW

HIGH EXPECTED LOW

1. There is a real need for differentiation in my lessons

1. It will help me gauge the effectiveness of my lessons

1 - What is one thing about this process I still don't understand?

1. I don’t know if I don’t understand it or I’m just intimidated by the

Using Information from Standardized Tests

Interpretation of Student Reports

Name of the Student: Seri Stefanovic

Background: Seri emigrated from Slovakia two years ago. She

1. What are Seri's major strengths according to the NNRT scores?

Seri is strong in Math according to NNRT. This score is a comparison

2. In what areas does Seri show a need for improvement, according

these test results are a real reflection of who she is as a student

High scores do not equal mastery. A good example is her National

4. Write two or three sentences describing Seri's overall performance

The SCRT is measuring Seri’s mastery (600) of a subject. In math

5. How did Seri's performance on the NNRT compare with her

This next year of instruction, we need to concentrate on using