assessment and contextual data) consists of twenty 7th graders who demonstrate the following special student characteristics: 5 are ELL students 3 have IEPs 12 come from low income households Student Growth Goal Setting: Mrs. Smith gave her students a pre-assessment on September 1st. Her selected Type 3 is a writing sample which she scored using a 5-point rubric. Her baseline data: Pre-Assessment Special Student Other Evidence Score/5 point Characteristics Student rubric ELL High absentee in prior year, a 3 Low income b 3 household Low income c 3 household d 2 IEP e 4 Low income f 1 household Low income g 5 household Low income Won the writing contest last year h 5 household ELL Bilingual in Polish and Spanish, limited i 3 English Gifted Program, Low income j 3 household High absentee in prior year, ongoing health k 2 issues l 3 IEP m 1 IEP and ELL Polish-speaking, limited English
and contextual data) consists of twenty 7th graders who demonstrate the following special student characteristics: 5 are ELL students 3 have IEPs 12 come from low income households Student Growth Goal Setting: Mrs. Smith gave her students a pre-assessment on September 1st. Her selected Type 3 assessment is a writing sample which she scored using a 5-point rubric. Her baseline data: Student Pre-Assessment Score/5 point rubric Special Student Characteristics Other Evidence a 3 ELL High absentee in prior year, b 3 Low income household c 3 Low income household d 2 IEP e 4 f 1 Low income household g 5 Low income household h 5 Low income household Won the writing contest last year i 3 ELL Bilingual in Polish and Spanish, limited English j 3 Gifted Program, Low income household k 2 High absentee in prior year, ongoing health issues l 3 IEP m 1 IEP and ELL Polish-speaking, limited English
Training%20Materials-Teacher%20Evaluator%20Student%20Growth%20Aca.docx