New Mexico Professional Development Dossier

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STRAND A

Table of Content

I.CONTEXT1

A. Class Information1

B. Class Description1

C. Standards Addressed2

II. INTRODUCTION4

III. INSTRUCTIONAL RECORD7

ACTIVITY #17

ACTIVITY #210

ACTIVITY #313

IV. RESOURCES15

RESOURCE 115

RESOURCE 2:23

RESOURCE 326

RESOURCE 427

V. STUDENT WORK29

Example of High Achievement29

Example of Mid-Range Achievement33

Example of Low Achievement37

VI. ANALYSIS OF STUDENT ACHIEVEMENT45

PART A: Way(s) in which this class of students demonstrated their achievement45

PART B: Criteria for determining different levels of achievement46

PART C: How the three students differed in their in their achievement47

Part D: How achievement was communicated to parents49

Part E: How data was taken into account51

STRAND B

Table of Contents

STUDENT X52

I.Introduction52

II.Explanation of Student Learning53

III.Student Work (Student X)57

IV.RESOURCES66

STUDENT Y77

I.Introduction77

II.Explanation of Student Learning77

III.Y Student Work Samples82

IV.RESOURCES87

STRAND C

Table of Contents

I.EXAMINING & IMPLEMENTING CHANGE104

A.Area Investigated104

B.What I Learned105

C.Change and Growth106

D.Illustrations108

E.List of Resources112

II.COLLABORATION113

A.Explanation113

B.Illustrations117

Strand A

Context

A. Class Information

1. Grade level(s):

Mix of 9 to 12

2. Course title/subject area:

Modern Languages: Spanish Language Arts II

3. Number of students in the class:

31

4. Number of students with identified special needs as indicated by IEPs:

9

5. Number of students who are English Language Learners:

2

B. Class Description

Two of the 30 students in the class are at different ESL levels. 9 of the 30 students are identified as special needs students with IEP modifications.

The student composition of this class is very diverse. There are two non-Spanish speaking ESL students who are taking Spanish as their 3rd language. The special needs students are one twice-exceptional student and a hearing impaired/low-level reading native English student alongside two gifted students (as per IEP).

The class is a basic introduction of Spanish for non-native Spanish speakers. Our core philosophies as a department are that students should be re-enforced in their 1st language (usually English) before learning a 2nd language. This class is typically taught through text, handout supplements (E/S Syntax, resource 1), video clips, oral projects, group work, and language computer software. The students are generally assessed every two weeks to ensure that learning has taken place. At times assessments are modified in order to suit Special Needs, and (in some instances) ESL students. All students are assessed by grading rubrics for compositions, projects and selected units. The use of a spiral notebook is the primary form students will record notes and assignments. Spiral notebooks work well because it helps the students to remain organized and be orderly when turning in work. Quarterly, the students are given questionnaires or a question to answer in essay form to provide the instructor with additional insight from the students' point of view. The questionnaires and essays work well because I can evaluate myself as an instructor to see what is working and what is not for the majority or the select few who are more difficult to reach.

The Special Needs Resource instructors provided suggested modifications at the beginning of the year and these are updated as needed. These modifications were written into a plan by this instructor to specifically match modifications with the Spanish I Language Arts class. In regards to this particular segment of instruction, modifications included sheltering, visual reinforcement, interactive participation, and option choices on the assessments. These are typical modifications (as per IEP) in ...