My Blog

Tag: Education

  • [Solved] child abuse

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## childabuse1.docx **## childabuse1.docx** Assignment 1 – 1 page -APA formating As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## childabuse1.docx

    **## childabuse1.docx**

    Assignment 1 – 1 page -APA formating

    As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in American culture both in the world around us (television, movies, games, and social media), and in our own homes. Who hasn’t yelled at a loved one, pushed a sibling as a child, or maybe even used spanking as discipline?

    For example, consider the case of Christine. She recalls being six or seven and having her father call her in from playing to eat dinner. One day, she did not want to stop playing so she ran away from him. Her father told her if she did that again, she would get the back of his hand. She felt that her father was a kind and mild-tempered man who never really did ‘give her the back of his hand’, but the threat was enough to make her not repeat the behavior. She admits that she often misbehaved, but this interaction just taught her to be sneakier about it. The point is that in 1950s America, her father was very much a representative of his times when corporal punishment was a standard way to discipline children.

    For this assignment, address the following elements:

    · In a light manner, ponder what might be socially acceptable acts of aggression.

    · Is there a point at which an act is no longer socially acceptable?

    **## childabuse1.docx**

    Assignment 1 – 1 page -APA formating

    As we work in human services we might often struggle with what is actual child maltreatment and what does not rise to that level. It is commonly accepted that violence has a normal place in American culture both in the world around us (television, movies, games, and social media), and in our own homes. Who hasn’t yelled at a loved one, pushed a sibling as a child, or maybe even used spanking as discipline?

    For example, consider the case of Christine. She recalls being six or seven and having her father call her in from playing to eat dinner. One day, she did not want to stop playing so she ran away from him. Her father told her if she did that again, she would get the back of his hand. She felt that her father was a kind and mild-tempered man who never really did ‘give her the back of his hand’, but the threat was enough to make her not repeat the behavior. She admits that she often misbehaved, but this interaction just taught her to be sneakier about it. The point is that in 1950s America, her father was very much a representative of his times when corporal punishment was a standard way to discipline children.

    For this assignment, address the following elements:

    · In a light manner, ponder what might be socially acceptable acts of aggression.

    · Is there a point at which an act is no longer socially acceptable?

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (6)** – ## StudentWorkAnalysis_Math-1.pdf – ## StudentWorkAnalysis_ELA-1.pdf – ## annotated-MSMath-StudentAchievementChart.docx.pdf – ## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx – ## StudentWorkAnalysis-ELAelementary-1.pdf – MSStudentAchievementPartner…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (6)**

    – ## StudentWorkAnalysis_Math-1.pdf

    – ## StudentWorkAnalysis_ELA-1.pdf

    – ## annotated-MSMath-StudentAchievementChart.docx.pdf

    – ## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx

    – ## StudentWorkAnalysis-ELAelementary-1.pdf

    – MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

    **## StudentWorkAnalysis_Math-1.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module11Task3FinalAssignmentAnalyticSummaryDraftFeedbackOnly.docx**

    Module 11: Task 3: Final Assignment-Analytic Summary – Draft: Feedback Only

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? Give 3 examples.

    2. Did the actual field-tested assessment work the way you had hoped? What would you change based on this analysis and how would your assessment inform ongoing instruction as the lesson plan progressed?

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to use data speak with the appropriate evidence from your work and you will then need to demonstrate how you mastered the standards by providing evidence as modeled above._

    PLEASE USE ONLY THIS RESOURCES :
    The  required materials are :
    Paperback
    Classroom Assessment for Student Learning: Doing It Right – Using It Well
    ISBN-13: 9780135185575 (2019 update) 3rd Edition

    **## StudentWorkAnalysis-ELAelementary-1.pdf**

    July 2017

    Student Work Analysis

    Lesson: Fantasy Text Features

    Use this document to record information/evidence from the sample student work. Evidence should

    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary

    worksheet. Before analyzing student work, be sure to have first completed the student

    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    Students in group 1 were supported by the ESL teacher during the lesson. They asked appropriate

    questions during the read aloud and were able to identify 3/4 features of a fantasy text with the visuals

    using the graphic organizer. However, when it came time for individual work, these students struggled

    to meet the criteria for the create your own book cover. For example, students were only able to develop

    1 feature of a fantasy text independently and required explicit modeling and prompting from staff to

    develop a second.

    Level 2 student work example shows that the student was able to identify two features of a fantasy text

    – title and character. The student represented features of a fantasy text through drawing and writing.

    Although this student gave a clear response to the book cover assignment, they were only able to

    identify two features of the fantasy text when the criteria based on the rubric was three. This student

    showed initiative during the group work assignment and actively participated throughout the

    minilesson.

    Level 3 student work example shows that the student has a solid understanding of features of a fantasy

    text based on the create your own fantasy book cover activity. This student met the criterion for the

    assignment through drawing and writing her responses. She was able to use color representation to

    match her drawing, list one fantasy character, one fantasy setting and a fantasy title. This student

    exceeded the expectations and supported her peers positively throughout the group activity.

    Additionally, she participated throughout the lesson as well as asked and answered appropriate

    questions.

    2. How does the task require students to use evidence from text(s) to demonstrate

    understanding and to support ideas about the text?

    The task asks students to develop their own book cover of a fantasy text features. It

    requires them to use examples based on the evidence from the mini-lesson and the

    read aloud. It asks students to carefully analyze those examples and take note of

    which features apply to a fantasy text. By students creating their own fantasy book

    cover, they are playing the role of the author and illustrator. This factor ties into the

    essential question of why authors use certain fantasy text features.

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or

    indicate opportunities for students to demonstrate the requirements of the targeted

    standard(s) for the task?

    Analyze the Student Work

    July 2017

    Yes. The rubric provided a clear guide to students during the You Do portion of the lesson

    where students were asked to work individually. Additionally, the examples and clear

    modeling provide in the mini-lesson, and we do activity provided a solid foundation for

    students to be able to work independently and complete the task.

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    Level 1 – The student can analyze visuals of an informational text and fantasy text to determine which

    are which. The student also has a solid understanding of informational text features and can connect

    prior knowledge to the current activity/objective.

    Level 2 – The student met the criteria for the lesson objective and was able to identify two fantasy text

    features. The student should be given more concrete examples going forward and continue to have

    explicit modeling from staff.

    Level 3 – The student met the criteria for the activity as well as the objective of the lesson. She was able

    to identify more than 3 fantasy text features and provided clear responses through drawing and writing.

    This student can move on to additional features and begin to make connections to the self or real-world

    by analyzing those features.

    2. What does the student’s work demonstrate about the depth of his/her understanding of the

    text and topic?

    Most students advanced as per the data on the SAC. These students also showed more

    consistency within their work and their participation during the lesson was more active than

    usual. These students have a solid understanding of text features and are able to connect their new

    ideas to prior knowledge.

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of

    the targeted standards?

    Please see the worksheet below.

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    The students collaborated well in group activities. The students displayed creativity as well as

    understanding in their individual work. Students carefully used the rubric as a criterion for their

    assignment.

    2. Are there common errors made across the collection of student work?

    No.

    July 2017

    Student Work Analysis Worksheet

    Student

    Work

    Sample

    What does the student’s

    work demonstrate about

    the depth of his/her

    understanding of the text

    and topic?

    What does the student’s

    work demonstrate about

    his/her understanding of

    the task?

    What does the student’s

    work demonstrate about

    his/her proficiency with the

    requirements of the targeted

    standard?

    Student

    A

    Level 1

    The student can analyze

    visuals of an informational text

    and fantasy text to determine

    which are which. The student

    also has a solid understanding

    of informational text features

    and can connect prior

    knowledge to the current

    activity/objective.

    The student has some

    understanding of other text

    features such as informational

    text but should still work on old

    skills as well as new ones to

    make accurate comparisons or to

    be able to sort features. This

    student should still use concrete

    examples and be provided with

    visual supports as well as

    scaffolding for turn and talks.

    The student met the requirements

    of the objective with minimal

    support from ESL teacher. The

    student showed active

    participation throughout the

    lesson and can recognize two

    features of a fantasy text

    (character and title).

    Student

    B

    Level 2

    The student was able to

    identify two features of a

    fantasy text through drawing

    and writing their responses.

    The student needs more

    support in analyzing features to

    determine why it is being used.

    The student can benefit from

    concrete examples and

    exploring more fantasy texts.

    This student advanced as

    per the data on the SAC.

    These students also

    showed more consistency

    within their work and their

    participation during the

    lesson was more active

    than usual. This student

    has a solid understanding

    of text features and can

    connect their new ideas to

    prior knowledge.

    This student showed proficiency

    in their work and met the criteria

    for the lesson objective.

    However, before advancing to

    more complex skills, the student

    should continue to work on

    fantasy text features beyond

    character and title.

    Student

    C

    Level 3

    This student has a solid

    understanding of the lesson

    objective and can make

    connections using prior

    knowledge. This student is

    ready to advance to more

    complex reading

    comprehension skills that

    require analytical thinking.

    This student advanced as

    per the data on the SAC.

    This student also showed

    more consistency in her

    work. This student is ready

    to take it a step further and

    use text features to analyze

    authors purpose as well as

    make connections to self

    and real world.

    This student met the criteria for

    the lesson objective and is ready

    for more complex skills within

    the HMH curriculum.

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **MSStudentAchievementPartnersStudentAnalysisSheetSample-1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/msstudentachievementpartnersstudentanalysissheetsample-1-docx)

  • [Solved] quay week 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## quayweek2.docx **## quayweek2.docx** **PART I: Understanding Attributions** In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## quayweek2.docx

    **## quayweek2.docx**

    **PART I: Understanding Attributions**

    In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

    **Instructions**:

    Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

    a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

    b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

    c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

    d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

    e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

    f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

    **PART II: Helping Lucille Regain Her Soccer Success**

    **Instructions:**

    Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

    After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

    As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

    Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

    "Why the secret to success is setting the right goals."

    [https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

    Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

    NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
    [https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

    NOTE: All assignments must be original; that is
    you must be the author, it must
    not have been used for any other course, and
    no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

    Suggestion – please review "Student Handbook" for policies concerning
    [Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

    \* If you need technical assistance, contact
    **Classroom Support.** Visit the Help menu from any course and click
    **Support**.

    Just a Reminder:
    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Avoid submitting multiple MS Word documents for review.**

    **## quayweek2.docx**

    **PART I: Understanding Attributions**

    In discussing attribution theory, your readings point out that the thousands of possible explanations for success and failure can be classified into a few categories. The most basic categories are stability (i.e., a factor is either fairly permanent or unstable), locus of causality (i.e., a factor is either external or internal to the person), and locus of control (i.e., a factor is or is not under our control). In this activity, you'll explore your understanding of these attribution categories.

    **Instructions**:

    Using the format as presented below (i.e., a., b., c….), provide a definition for each attribution category identified. Also, include a sport-specific example to illustrate each attribution category.

    a. Stability: stable — Present a definition for this attribution category and a sport-specific example.

    b. Stability: unstable — Present a definition for this attribution category and a sport-specific example.

    c. Locus of causality: internal — Present a definition for this attribution category and a sport-specific example.

    d. Locus of causality: external — Present a definition for this attribution category and a sport-specific example.

    e. Locus of control: in one's control — Present a definition for this attribution category and a sport-specific example.

    f. Locus of control: out of one's control — Present a definition for this attribution category and a sport-specific example.

    **PART II: Helping Lucille Regain Her Soccer Success**

    **Instructions:**

    Read the following case study and submit a 2-page (minimum 500 words, excluding a title and references pages) program for helping Lucille regain her motivation by overcoming her outcome goal orientation.

    After several years of training, Lucille has finally received a scholarship offer to play Division I soccer. Outcome goals have always been her driving force: be the fastest, and toughest, score more goals, and get more assists. Unfortunately, after an All-American high school career, Lucille is having a rough beginning at college. Her shooting and passing accuracy are struggling. To make matters worse, she is struggling a bit with minor injuries, which makes it difficult to maintain consistent playing time.

    As Lucille's frustrations continue to increase, she begins to no longer enjoy practice and even competition. She blames her poor performance on injuries, playing time, field conditions, and teammates unwilling to pass the ball. The outcome-goal orientation now seems to produce lower self-confidence, self-doubt, and less motivation.

    Apply specific information from your attribution readings and Weiner's Video, as well as the video "Why the secret to success is setting the right goals" as you create a restructuring program for Lucille. Include specific details and recommendations. The combination of attribution training and effective goal-setting is key to achievement motivation and helping a learner restructure their self-belief.

    "Why the secret to success is setting the right goals."

    [https://www.youtube.com/watch?v=L4N1q4RNi9I](https://www.youtube.com/watch?v=L4N1q4RNi9I)

    Remember, APA in-text documentation and cite at least three (3) literary publications, including scholarly peer-reviewed references (i.e., academic journal article) to support information discussed within your program. Please review the grading rubric for helpful information.

    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Submission Directions**: Please submit your assignment as an APA, current edition formatted, Microsoft Word document (.doc or .docx), not an Adobe .pdf, titled "Your Last Name Week 2 Assignment." For example, the document should be titled: Smith Week 2 Assignment. Please do not paste your assignment into the text box provided within each assignment. If you do not have access to Microsoft Office software, please see the announcement titled "Free Microsoft Office 365 Software for APUS Students," since all students have the ability to download free Microsoft 365 software, which includes Word, Excel, and PowerPoint, among others.

    NOTE: Information regarding American Psychological Association (APA) format is presented in this course's Resources or
    [https://apastyle.apa.org/](https://apastyle.apa.org/). Also, a suggestion – visit the APUS Library to review Writing@APUS (see "APUS Library" tab located on course's home page).

    NOTE: All assignments must be original; that is
    you must be the author, it must
    not have been used for any other course, and
    no part may have come from an external site such as Course Hero. All of these examples are forms of plagiarism, will not be tolerated, and will result, at a minimum, of receiving a zero on the assignment.

    Suggestion – please review "Student Handbook" for policies concerning
    [Plagiarism](https://www.apu.apus.edu/student-handbook/university-policies-and-code-of-conduct/apus-student-code-of-conduct/prohibited-student-conduct/).

    \* If you need technical assistance, contact
    **Classroom Support.** Visit the Help menu from any course and click
    **Support**.

    Just a Reminder:
    **Provide all information (including a Title page, PART I, PART II, and References page) for review within a single MS Word document file.**

    **Avoid submitting multiple MS Word documents for review.**

  • [Solved] tasha

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    develop an original chart **AND/OR** diagram based on your understanding of these concepts that will illustrate how prenatal development is influenced by environmental **AND/OR** genetic factors. Please utilize your Creativity, it is strongly suggested. [**CHFD308 A2: Factors Influencing Prenatal De…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    develop an original chart **AND/OR**  diagram based on your understanding of these concepts that will  illustrate how prenatal development is influenced by environmental **AND/OR**  genetic factors. Please utilize your Creativity, it is strongly  suggested.

    [**CHFD308 A2: Factors Influencing Prenatal Development**](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=536907&type=rubric&rCode=00D22884-7DC5-4408-809B-589E36B04C5A-483326)

    – a year ago

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (4)** – ## StudentWorkAnalysis_Math-11.pdf – ## StudentWorkAnalysis_ELA-11.pdf – ## annotated-MSMath-StudentAchievementChart.docx1.pdf – ## Module12Task3FinalAssignmentAnalyticSummary.docx **## StudentWorkAnalysis_Math-11.pdf** July 2017 Student Work Analysis Lesson: Use this…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (4)**

    – ## StudentWorkAnalysis_Math-11.pdf

    – ## StudentWorkAnalysis_ELA-11.pdf

    – ## annotated-MSMath-StudentAchievementChart.docx1.pdf

    – ## Module12Task3FinalAssignmentAnalyticSummary.docx

    **## StudentWorkAnalysis_Math-11.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module12Task3FinalAssignmentAnalyticSummary.docx**

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

    2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4.
    **Submission of the Analytic Summary Assignment Must Include All Project Components:**

    1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

    2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

    _SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

    Rubric

    **Final Assignment-Analytic Summary – 12-20-24**

    | | | |
    | — | — | — |
    | Final Assignment-Analytic Summary – 12-20-24 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

    Total Points: 16

    **## Module12Task3FinalAssignmentAnalyticSummary.docx**

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

    2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4.
    **Submission of the Analytic Summary Assignment Must Include All Project Components:**

    1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

    2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

    _SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

    Rubric

    **Final Assignment-Analytic Summary – 12-20-24**

    | | | |
    | — | — | — |
    | Final Assignment-Analytic Summary – 12-20-24 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

    Total Points: 16

    **## StudentWorkAnalysis_Math-11.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module12Task3FinalAssignmentAnalyticSummary.docx**

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

    2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4.
    **Submission of the Analytic Summary Assignment Must Include All Project Components:**

    1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

    2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

    _SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

    Rubric

    **Final Assignment-Analytic Summary – 12-20-24**

    | | | |
    | — | — | — |
    | Final Assignment-Analytic Summary – 12-20-24 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

    Total Points: 16

    **## StudentWorkAnalysis_Math-11.pdf**

    July 2017

    Student Work Analysis
    Lesson:

    Use this document to record information/evidence from the sample student work. Evidence
    should consider the Core Actions. Evidence recorded will be integrated into the Feedback
    Summary worksheet. Before analyzing student work, be sure to have first completed the
    student assignment.

    General notes and observations about the task:

    1. Which standard(s) and/or cluster(s) are targeted in this assignment? Are they grade-level
    standards?

    2. What is the mathematical purpose of the assignment?

    3. What aspect(s) of Rigor (conceptual understanding, procedural skill and fluency, and
    application) does the assignment address? Explain.

    Analyze the Student Work

    July 2017

    Analyzing Individual Student Samples:

    Student
    Work

    Sample

    What does the student’s work
    demonstrate about his/her

    understanding of the expectations of
    the assignment?

    What does the student’s work demonstrate
    about his/her proficiency with the

    requirements of the targeted standard?

    Student
    A

    Student
    B

    Student
    C

    July 2017

    Student
    D

    Student
    E

    Student
    F

    July 2017

    After looking at student work:

    1. How did the directions and/or prompts for the assignment allow students to demonstrate
    the requirements of the targeted standard(s)?

    2. How did the mathematical content of the assignment allow students to demonstrate the
    requirements of the targeted standard(s)?

    3. What patterns do you notice in the student work?

    ● What did students do consistently well?
    ● Were there any common errors?

    **## StudentWorkAnalysis_ELA-11.pdf**

    July 2017

    Student Work Analysis

    Lesson: _________________________________________

    Use this document to record information/evidence from the sample student work. Evidence should
    consider the Core Actions. Evidence recorded will be integrated into the Feedback Summary
    worksheet. Before analyzing student work, be sure to have first completed the student
    assignment.

    General notes and observations about the task:

    1. Does the task attend to any of the following? Note all that apply.

    ● The structure, concepts, ideas, events or details of the text?
    ● The words, phrases, and sentences within the text?
    ● Understanding the central ideas and development of the text?

    2. How does the task require students to use evidence from text(s) to demonstrate
    understanding and to support ideas about the text?

    3. Do the directions, prompts, and/or scoring guidelines for the task adequately provide or
    indicate opportunities for students to demonstrate the requirements of the targeted
    standard(s) for the task?

    Analyzing individual student samples (worksheet on back):

    1. What does the student’s work demonstrate about his/her understanding of the task?

    2. What does the student’s work demonstrate about the depth of his/her understanding of the
    text and topic?

    3. What does the student’s work demonstrate about his/her proficiency with the requirements of
    the targeted standards?

    (See worksheet on back)

    After looking at student work:

    1. On what aspects of the task have students generally performed well?

    2. Are there common errors made across the collection of student work?

    Analyze the Student Work

    July 2017

    Student Work Analysis Worksheet

    Student
    Work

    Sample

    What does the student’s
    work demonstrate about

    the depth of his/her
    understanding of the text

    and topic?

    What does the student’s
    work demonstrate about
    his/her understanding of

    the task?

    What does the student’s
    work demonstrate about

    his/her proficiency with the
    requirements of the targeted

    standard?

    Student
    A

    Student
    B

    Student
    C

    Student
    D

    Student
    E

    Note: For a collection of more than five samples of student work, print this page multiple times.

    **## annotated-MSMath-StudentAchievementChart.docx1.pdf**

    Student Achievement Chart (SAC)

    Standard(s):
    Content: 7.RP.3 – Use proportional relationships to solve multistep ratio and percent problems.
    Examples: simple interest, tax, markups, and markdowns, gratuities and commissions, fees,
    percent increase and decrease, and percent error.

    Literacy (6-12): Craft & Structure – Interpret words and phrases as they are used in a text,
    including determining technical, connotative, and figurative meanings, and analyze how
    specific word choices shape meaning or tone.

    Objective/LT for Pre-assessment:
    Leaming Target: I can calculate and interpret percent error, with an accuracy of 3 out of 4 times.
    Objectives: Students will be able to …

    calculate the actual value when given the percent error by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    calculate the percent error when given the actual value by organizing the given information
    appropriately with an accuracy of 3 ( out of 4) or better.
    draw conclusions about the percent error, actual value, and accepted value in the context of the
    situation by analyzing various real-world applications with an accuracy of 3 ( out of 4) or
    better.

    Objective/LT for Post-assessment:
    Leaming Target: I can calculate the discount, sales price, and original price of items, and compare the two
    to determine the difference, at least 3 out of 5 times.
    Objectives: Students will be able to …

    interpret word problems by organizing key information in word problems; at least 2-3 key
    pieces of information for setting up the proportions.
    calculate the sale price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the original price; (1) Relating clue words in the word problems, (2) Recalling the
    Percentage Formula, (3) Setting up the proportion appropriately [substituing in the given
    values], ( 4) Solving for the variable in the proportion; Mastery is an accuracy of 3 ( out of 4) or
    better.
    calculate the discount;(!) Relating clue words in the word problems [Discount is subtraction],
    (2) Recall the Percentage Formula, (3) Setting up the proportion appropriately [substituing in
    the given values], (4) Solving for the variable in the proportion, (5) Subtracting the discount

    from the original; Mastery is an accuracy of 4 ( out of 5) or better.

    Description of Student Work in Each
    A Mastery Levels Mastery Category

    ssessment

    Data Outcomes:

    **## Module12Task3FinalAssignmentAnalyticSummary.docx**

    **Analytic Summary Assignment:**

    **1.** Analyze the student work produced from your formative assessment using the Student Achievement Partners (green sheet) Student Work Analysis sheet for either
    [ELA](https://touro.instructure.com/courses/137899/files/11191991?wrap=1) [Download ELA](https://touro.instructure.com/courses/137899/files/11191991/download?download_frd=1) or
    [Math](https://touro.instructure.com/courses/137899/files/11190194?wrap=1) [Download Math](https://touro.instructure.com/courses/137899/files/11190194/download?download_frd=1).

    2.  After you have analyzed the student work samples, post the score/results from the students performance to the
    [post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845?wrap=1) [Download post-assessment of the Student Achievement Chart  (SAC),.](https://touro.instructure.com/courses/137899/files/11190845/download?download_frd=1)  and complete the reflection questions at the bottom of the SAC.

    · Include the Student Achievement Partners Student Work Analysis
    [(elementary sample)](https://touro.instructure.com/courses/137899/files/11191995?wrap=1) [Download (elementary sample)](https://touro.instructure.com/courses/137899/files/11191995/download?download_frd=1) [(secondary sample)](https://touro.instructure.com/courses/137899/files/11191172?wrap=1) [Download (secondary sample)](https://touro.instructure.com/courses/137899/files/11191172/download?download_frd=1) and the SAC with a
    **final copy of your Formative Assessment** in your final submission with the Analytic Summary **- All due in Module 12.**

    **Then, using this analysis, submit** an Analytic Summary of the effectiveness of your formative assessment:

    **Submit an Analytic Summary following this 4 question outline:**

    What evidence of progression toward ongoing content mastery or near mastery does your assessment provide (be sure to cite your work using the readings from the course)?

    1. How do the results of your assessment offer a clear picture of the student’s progress toward mastery of the Learning Targets? What do they know/understand? What would you need to reteach? Give 3 examples.

    2. What did you learn about creating formative assessments from this project? Cite at least 3 important insights.

    3. Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate.

    4.
    **Submission of the Analytic Summary Assignment Must Include All Project Components:**

    1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)

    2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics).

    _SEE RUBRIC IN MODULE 12 AND USE IT AS A WRITER'S CHECKLIST!_

    **Note:** When discussing your instructional methods, data collection strategies back-up your instructional moves up with research. Use the sources from this course and outside sources. Know why you are doing what you are doing and why it works.

    **For example:**

    · Bill was level 2 during the preassessment because he scored 6/10 problems. During the lesson we reviewed our regrouping strategies and a 10-frame. During the assessment Bill's ability to regroup improved and he scored 9/10 problems correct. When asked about what strategy he chose, Bill said "well, I really like bears so I used the Teddy bear counters and it worked."

    ·

    ·
    _Eventually when you complete the Touro Culminating Achievements Portfolio (TCAP) – you will need to be able to provide appropriate evidence from your work and demonstrate how you mastered the standards by providing evidence as modeled above._

    Rubric

    **Final Assignment-Analytic Summary – 12-20-24**

    | | | |
    | — | — | — |
    | Final Assignment-Analytic Summary – 12-20-24 |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeCriterion #1<br>How do the results of your revised test offer a clear picture of the test-takers’ mastery of the Learning Targets?<br>What do they know and understand?<br>What would you need to reteach?<br>Give 3 examples | **4 pts**<br>**Level 4**<br>Response demonstrates clear and measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND need for further instruction. 3 specific examples are included, and instructional decision-making and next steps are supported by research from the course readings and other sources.<br>**2.55 pts**<br>**Level 3**<br>Response demonstrates some measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 2 specific examples are included, AND/OR instructional decision-making AND/OR next steps are supported by research from the course readings and other sources.<br>**2.25 pts**<br>**Level 2**<br>Response demonstrates insufficient measurable data/evidence of how your assessments (pre-formative-summative) construction and results show and support the student’s mastery of Learning Targets AND/OR need for further instruction. 1 specific examples are included, OR instructional decision-making AND/OR next steps are NOT supported by research from the course readings and other sources.<br>**1.51 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion #2<br>What did you learn about creating formative assessments from this project? Cite at least 3 important insights. | **3 pts**<br>**Level 4**<br>Response provides 3 or more data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 3 or more important insights.<br>**2.55 pts**<br>**Level 3**<br>Response provides 2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and provides clear and thorough explanations of 2 important insights.<br>**2.25 pts**<br>**Level 2**<br>Response gives insufficient evidence of learning or explanations of >2 important insights are not clear. Response does NOT provide >2 data-based and research-based pieces of evidence of their personal understanding/growth about assessment and does NOT provide clear and thorough explanations of >2 or more important insights.<br>**1.5 pts**<br>**Level 1**<br>Missing 3 or more criteria as described in Level 1. | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #3- Analytic Summary Assignment: Entire project components, timeliness, mechanics.<br>Must Include All:<br>1) Analytical Summary (inc: completed Student Achievement Partners Student Work Analysis sheets with student work samples)<br>2) Formative Assessment (inc: preassessment, SAC, instructional materials, rubrics)<br>Timeliness of all work submitted. | **3 pts**<br>**Level 4**<br>On time and contains Both 1 & 2 and ALL descriptor components.<br>**2.63 pts**<br>**Level 3**<br>24 hours late contains Both 1 & 2 and/or missing one descriptor components<br>**2.25 pts**<br>**Level 2**<br>48hrs late contains Both 1 & 2 and/or missing 2 descriptor components<br>**1.5 pts**<br>**Level 1**<br>More than 48 hours late and/or missing 1 or 2 and/or 3 or more descriptor components | 3 pts |
    | This criterion is linked to a Learning OutcomeCriterion #4<br>Provide 3 specific examples of the actual changes you would make by showing the original question and next to it the revised question based upon the outcome of the student work, and justify with the research why those changes would be appropriate. | **4 pts**<br>**Level 4**<br>Response provides 3 or more examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and justify with research why those changes would be appropriate.<br>**3.4 pts**<br>**Level 3**<br>Response provides 2 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**3 pts**<br>**Level 2**<br>Response provides 1 examples of the actual changes you would make by showing the original question and next the revised question based upon the outcome of the student work and/or justify with research why those changes would be appropriate.<br>**2 pts**<br>**Level 1**<br>Missing 2 or more criteria as described in Level 2. | 4 pts |
    | This criterion is linked to a Learning OutcomeCriterion 5: APA, Grammar and Spelling | **2 pts**<br>**Level 4**<br>0-2 errors in spelling and/or grammar and APA citations were always used when needed<br>**1.76 pts**<br>**Level 3**<br>3-4 errors in spelling and/or grammar or APA citations were used to back up most points<br>**1.5 pts**<br>**Level 2**<br>5-6 errors in spelling and/or grammar citations were used but were not in APA format<br>**1 pts**<br>**Level 1**<br>6+ errors citations or were not used | 2 pts |

    Total Points: 16

  • [Solved] Diversity Statement

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. see attachment below – a year ago **files (1)** – ## DiversityStatement.pdf **## DiversityStatement.pdf** Diversity Statement Supporting the development of a diverse student body is central to the University of M mission. This mission is enacted by the inc…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    2 PAGES NO CITATIONS AND QUOTATIONS PLEASE.

    see attachment below

    – a year ago

    **files (1)**

    – ## DiversityStatement.pdf

    **## DiversityStatement.pdf**

    Diversity Statement

    Supporting the development of a diverse student body is central to the University of M mission. This
    mission is enacted by the inclusion of academically excellent students with diverse backgrounds,
    experiences, and/or a commitment to diversity, equity and inclusion. Please write a statement that
    identifies the distinctive characteristics and/or life experiences, such as successfully overcoming
    obstacles or hardships, that you would bring to your graduate program and how that could
    contribute to the education and enhanced perspective of fellow students at the University of M

    ● Diversity statement: If you wish to be considered for the Provost’s

    Professional Diversity Fellowship, please write a diversity statement on

    how your background, experiences, and achievements will contribute to

    the University's goal of promoting excellence through diversity.

    2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. This is for graduate

    school admission. No copying off the internet. Write as if this were you

    applying and natural from your heart.

    A little about me – I am from west Africa Liberia and I have been living in the

    USA over 10+ years. I went to high school and college in the US and English

    is 2nd language. I grew up speaking both English which has a liberian accent

    to it and my dialect/language Mano.

    **## DiversityStatement.pdf**

    Diversity Statement

    Supporting the development of a diverse student body is central to the University of M mission. This
    mission is enacted by the inclusion of academically excellent students with diverse backgrounds,
    experiences, and/or a commitment to diversity, equity and inclusion. Please write a statement that
    identifies the distinctive characteristics and/or life experiences, such as successfully overcoming
    obstacles or hardships, that you would bring to your graduate program and how that could
    contribute to the education and enhanced perspective of fellow students at the University of M

    ● Diversity statement: If you wish to be considered for the Provost’s

    Professional Diversity Fellowship, please write a diversity statement on

    how your background, experiences, and achievements will contribute to

    the University's goal of promoting excellence through diversity.

    2 PAGES NO CITATIONS AND QUOTATIONS PLEASE. This is for graduate

    school admission. No copying off the internet. Write as if this were you

    applying and natural from your heart.

    A little about me – I am from west Africa Liberia and I have been living in the

    USA over 10+ years. I went to high school and college in the US and English

    is 2nd language. I grew up speaking both English which has a liberian accent

    to it and my dialect/language Mano.

  • [Solved] Discussion 2 AM

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Discussion3.docx **## Discussion3.docx** Discussion 3 Define the terms validity and reliability and discuss how they can affect the accuracy of test results and students' overall performance. **## Discussion3.docx** Discussion 3 Define the terms validity and reliabili…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Discussion3.docx

    **## Discussion3.docx**

    Discussion 3

    Define the terms validity and reliability and discuss how they can affect the accuracy of test results and students' overall performance.

    **## Discussion3.docx**

    Discussion 3

    Define the terms validity and reliability and discuss how they can affect the accuracy of test results and students' overall performance.

  • [Solved] question assigment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## Module12UploadFinalBaselineSurvey.docx **## Module12UploadFinalBaselineSurvey.docx** **Module 12 Upload Final Baseline Survey** 1. Explain your current understanding of effective assessment practices including the difference between summative and formative assessment…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## Module12UploadFinalBaselineSurvey.docx

    **## Module12UploadFinalBaselineSurvey.docx**

    **Module 12 Upload Final Baseline Survey**

    1. Explain your current understanding of effective assessment practices including the difference between summative and formative assessment and including the concepts of reliability, validity, and fairness.

    2. Write about your belief in the worth of large-scale standardized tests and distinguish between norm-referenced and criterion-referenced varieties. How would you compare them with performance assessments (PBA or PBL) and formal observations?

    4. Explain your understanding of appropriate and inappropriate test preparation and on your understanding of the practice of "teaching to the test," as well as ways to make it engaging and reduce test anxiety.

    5. In a few sentences, give your understanding of the Response to Intervention progress-monitoring process and how it informs student tier placement.

    6. Describe your beliefs in fair grading practices, including giving extra credit, allowing do-overs, assigning zeros for cheating or work not handed in, and the concept of giving exemplars, drafts, feedback, and student-friendly rubrics.

    **Resources from this book:** **The  required materials are :**
    **Paperback**
    **Classroom Assessment for Student Learning: Doing It Right – Using It Well**
    **ISBN-13: 9780135185575 (2019 update) 3rd Edition**

    Be sure to
    **support your comments with evidence from the text** (APA format for citations and references only) and/or my presentations.

    [Use this template](https://touro.instructure.com/courses/137899/files/11190720?wrap=1) [Download Use this template](https://touro.instructure.com/courses/137899/files/11190720/download?download_frd=1)

    Rubric

    **Final Baseline Survey Grading Rubric**

    | | | |
    | — | — | — |
    | Final Baseline Survey Grading Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeThoroughness and Quality | **3 pts**<br>**Advanced**<br>All of the question are supported with evidence from the readings or class presentations.<br>**2.7 pts**<br>**Proficient**<br>At least half of the questions are supported with evidence from the readings or class presentations.<br>**2.4 pts**<br>**Novice**<br>Less than half of the questions are answered and supported with evidence from the readings or class presentations. | 3 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **1 pts**<br>**Advanced**<br>The assignment is posted before the module ends.<br>**0.8 pts**<br>**Proficient**<br>Assignment is posted before the end of the following session.<br>**0.7 pts**<br>**Novice**<br>The assignment is posted after the semester ends. | 1 pts |

    Total Points: 4

    [Previous](https://touro.instructure.com/courses/137899/modules/items/4624348)

    [Next](https://touro.instructure.com/courses/137899/modules/items/4624368)

    **## Module12UploadFinalBaselineSurvey.docx**

    **Module 12 Upload Final Baseline Survey**

    1. Explain your current understanding of effective assessment practices including the difference between summative and formative assessment and including the concepts of reliability, validity, and fairness.

    2. Write about your belief in the worth of large-scale standardized tests and distinguish between norm-referenced and criterion-referenced varieties. How would you compare them with performance assessments (PBA or PBL) and formal observations?

    4. Explain your understanding of appropriate and inappropriate test preparation and on your understanding of the practice of "teaching to the test," as well as ways to make it engaging and reduce test anxiety.

    5. In a few sentences, give your understanding of the Response to Intervention progress-monitoring process and how it informs student tier placement.

    6. Describe your beliefs in fair grading practices, including giving extra credit, allowing do-overs, assigning zeros for cheating or work not handed in, and the concept of giving exemplars, drafts, feedback, and student-friendly rubrics.

    **Resources from this book:** **The  required materials are :**
    **Paperback**
    **Classroom Assessment for Student Learning: Doing It Right – Using It Well**
    **ISBN-13: 9780135185575 (2019 update) 3rd Edition**

    Be sure to
    **support your comments with evidence from the text** (APA format for citations and references only) and/or my presentations.

    [Use this template](https://touro.instructure.com/courses/137899/files/11190720?wrap=1) [Download Use this template](https://touro.instructure.com/courses/137899/files/11190720/download?download_frd=1)

    Rubric

    **Final Baseline Survey Grading Rubric**

    | | | |
    | — | — | — |
    | Final Baseline Survey Grading Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeThoroughness and Quality | **3 pts**<br>**Advanced**<br>All of the question are supported with evidence from the readings or class presentations.<br>**2.7 pts**<br>**Proficient**<br>At least half of the questions are supported with evidence from the readings or class presentations.<br>**2.4 pts**<br>**Novice**<br>Less than half of the questions are answered and supported with evidence from the readings or class presentations. | 3 pts |
    | This criterion is linked to a Learning OutcomeTimeliness | **1 pts**<br>**Advanced**<br>The assignment is posted before the module ends.<br>**0.8 pts**<br>**Proficient**<br>Assignment is posted before the end of the following session.<br>**0.7 pts**<br>**Novice**<br>The assignment is posted after the semester ends. | 1 pts |

    Total Points: 4

    [Previous](https://touro.instructure.com/courses/137899/modules/items/4624348)

    [Next](https://touro.instructure.com/courses/137899/modules/items/4624368)

  • [Solved] week 2 discussion 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    #### **The Only Thing Constant is Change** Family structures across America, and even the world, are changing: “For a variety of reasons, the portion of the population in other types of family structures such as blended families, dual-custody divorced families, grandparents raising grandchildren, te…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    #### **The Only Thing Constant is Change**

    Family structures across America, and even the world, are changing: “For a variety of reasons, the portion of the population in other types of family structures such as blended families, dual-custody divorced families, grandparents raising grandchildren, teen parents, and single-parent families has dramatically increased over the past several decades” (Wardle & Fitzpatrick, 2013, section 2.1, Introduction). It is important that we are aware of these changes and the influence they have on the learning environment so that we are able to support each of the families we work with.

    To prepare for this discussion,

    – Please refer to the Week 2 Guidance for further tips and examples that will support your success with this discussion.
    – Read Chapter 2: Today’s Family Structures in _Children & Families: Understanding Behavior & Dynamics_.
    – Read the article [The American Family TodayLinks to an external site.](http://www.pewsocialtrends.org/2015/12/17/1-the-american-family-today/).
    – Read the article [Teaching Strategies: Models of InclusionLinks to an external site.](https://web.archive.org/web/20180107002431/http://www.teachhub.com/teaching-strategies-models-inclusion).

    In your initial post,

    – Summarize at least two major trends in how family structures are changing.
    – Explain how these trends will impact your work as you support children and their families when working with children in inclusive settings.
    – Choose one of the family structures shared in the reading (single parent, step-families, etc.) and describe at least two specific strategies you will use to support children who live in these family structures.

    – a year ago

  • [Solved] d cooper

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    focuses on supply chain mapping. This exercise enables the organization to understand the strengths and weaknesses of its supply chain. Our text discusses a heat map, which is available to you (see the appendix in the textbook). Flexibility in the supply chain provides a critical foundation to manag…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    focuses  on supply chain mapping. This exercise enables the organization to  understand the strengths and weaknesses of its supply chain. Our text  discusses a heat map, which is available to you (see the appendix in the  textbook). Flexibility in the supply chain provides a critical  foundation to manage resiliency in the event of disruption.Choose a  minimum of four of the twelve examples of flexibility and summarize  their content, role and expected outcomes for an organization. Feel free  to research companies and provide examples of how companies apply some  of the examples that you've offered

    – a year ago