Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Version 07 edTPA_ELE_V07 edTPA stems from a history of developing assessments of teaching quality and effectiveness. The Teacher Performance Assessment Consortium (Stanford and AACTE) acknowledges the National Board for Professional Teaching Standards, the Interstate Teacher Assessment and Support Consortium, and the Performance Assessment for California Teachers for their pioneering work using portfolio assessments to evaluate teaching quality. This version of the handbook has been developed with thoughtful input from over six hundred teachers and teacher educators representing various national design teams, national subject matter organizations (ACEI, ACTFL, AMLE, CEC, IRA, NAEYC, NAGC, NCSS, NCTE, NCTM, NSTA, SHAPE America), and content validation reviewers. All contributions are recognized and appreciated. This document was authored the Stanford Center for Assessment, Learning, and Equity (SCALE) with editorial and design assistance from Evaluation Systems. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. The edTPA trademarks are owned The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement. edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Preface The edTPA Elementary Education: Literacy with Mathematics Task 4 assessment provides opportunities for teaching candidates to demonstrate their ability to teach both literacy and mathematics in the elementary grades. This handbook includes all materials, directions, prompts, and rubrics for the four tasks within the edTPA Elementary Education: Literacy with Mathematics Task 4 are Elementary Literacy Tasks and Task 4 is an Elementary Mathematics Assessment Task. All four tasks are requirements for licensure in your state. As you prepare your evidence for these tasks, you will document and demonstrate your teaching and your analysis of student learning. Faculty in your preparation program will advise you on when Tasks and Task 4 need to be completed to meet program requirements. All tasks must be completed within a formal student teaching experience wherein you have regular opportunities to teach lessons and carry out assessments with students. Tasks or Task 4 may be completed in either however, you must submit all final materials in the same window as directed your program. Tasks Elementary Literacy the Elementary Literacy Tasks, you will document a cycle of teaching that includes planning lessons, videorecording your teaching, and analyzing your teaching and your learning, with attention to academic language development and use. Task 4: Elementary Mathematics Assessment the Elementary Mathematics Task, you will focus on analysis of your learning in mathematics (drawn from a learning segment of lessons) and a lesson that addresses your learning needs. If your program requires you to submit artifacts and commentaries for official scoring, refer to for complete and current information before beginning your work and to download templates for submitting materials. The website contains information about the registration process, submission deadlines, submission requirements, policies, and score reporting. It also provides contact information should you have questions about your registration and participation in edTPA. Whether submitting directly to or via your electronic portfolio management system, follow the submission guidelines as documented in the Evidence Chart and review edTPA Submission Requirements to ensure that your materials conform to the required evidence specifications and requirements for scoring. You will find additional support materials to complete these assessments at the website and from your preparation program advisors. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 1 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Introduction to edTPA Elementary Education: Literacy with Mathematics Task 4 Purpose The purpose of edTPA Elementary Education: Literacy with Mathematics Task 4, a nationally available assessment, is to measure novice readiness to teach both literacy and mathematics in the elementary grades. The assessment is designed with a focus on student learning and principles from research and theory. It is based on findings that successful teachers develop knowledge of subject matter, content standards, and pedagogy develop and apply knowledge of varied needs consider research and theory about how students learn reflect on and analyze evidence of the effects of instruction on student learning As a assessment, edTPA is designed to engage candidates in demonstrating their understanding of teaching and student learning in authentic ways. Overview of the Assessment The edTPA Elementary Education: Literacy with Mathematics Task 4 assessment is composed of four tasks: 1. Planning for Literacy Instruction and Assessment 2. Instructing and Engaging Students in Literacy Learning 3. Assessing Literacy Learning 4. Assessing Mathematic Learning The edTPA Elementary Education: Literacy with Mathematics Task 4 assessment is designed for teacher education programs that plan to implement the full edTPA in Elementary Literacy (Tasks and also require candidates to demonstrate their readiness to teach completing the Elementary Mathematics Assessment Task (Task 4). For the Elementary Literacy Assessment Tasks, you will first plan consecutive literacy lessons referred to as a learning segment. Consistent with recommendations provided the International Reading Association 1 (2010) for literacy professionals, a learning segment prepared for this assessment should reflect a balanced literacy curriculum. This means your learning segment should include learning tasks in which students have opportunities to develop an essential literacy strategy for comprehending or composing text and the related skills that directly support that strategy. 1 The Standards for Reading Professionals can be found at Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 2 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook The four tasks and the evidence you provide for each are framed your understandings of your students and their learning. As you develop, document, teach, and assess your lessons, you will reflect upon the cyclical relationship among planning, instruction, and assessment, with a focus on your learning needs. Evidence of Teaching Practice: Artifacts and Commentaries An essential part of edTPA is the evidence you will submit of how you planned, taught, and assessed your lessons to deepen student learning in literacy and mathematics. This evidence includes both artifacts and commentaries: Artifacts represent authentic work completed you and your students. These include lesson plans, copies of instructional and assessment materials, video clips of your teaching, and student work samples. Commentaries are your opportunity to describe your artifacts, explain the rationale behind their choice, and analyze what you have learned about your teaching practice and your learning. Note that although your writing ability will not be scored directly, commentaries must be clearly written and well focused. When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. Refer to the Elementary Education: Literacy with Mathematics Task 4 Evidence Chart for information about how your evidence should be formatted for electronic submission. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 4 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Evaluation Criteria The rubrics used to score your performance are included in this handbook, following the sections describing the directions for each task. The descriptors in the rubrics address a wide range of performance, beginning with the knowledge and skills of a novice not ready to teach (Level 1) and extending to the advanced practices of a highly accomplished beginner (Level 5). Structure of the Handbook The following pages provide specific instructions on how to complete each of the four tasks of the edTPA Elementary Education: Literacy with Mathematics Task 4 assessment. After an overview of the tasks, the handbook provides instructions for each task, organized into four sections: 1. What Do I Need to Think About? This section provides focus questions for you to think about when completing the task. 2. What Do I Need to Do? This section provides specific, detailed directions for completing the task. 3. What Do I Need to Write? This section tells you what you need to write and also provides specific and detailed directions for writing the commentary for the task. 4. How Will the Evidence of My Teaching Practice Be Assessed? This section includes the rubrics that will be used to assess the evidence you provide for the task. Additional requirements and resources are provided for you in this handbook: Professional Responsibilities: guidelines for the development of your evidence Elementary Literacy Context for Learning Information: prompts used to collect information about the context for the Elementary Literacy learning segment Elementary Mathematics Context for Learning Information: prompts used to collect information about the context for the Elementary Mathematics learning segment Elementary Mathematics Learning Segment Overview: a template for documenting the central focus, content standards, objectives, and assessments associated with the Elementary Mathematics learning segment Elementary Education: Literacy with Mathematics Task 4 Evidence Chart: specifications for electronic submission of evidence (artifacts and commentaries), including templates, supported file types, number of files, response length, and other important evidence specifications Glossary: definitions of key terms can be accessed rolling your cursor over each glossary term marked with a dotted underline throughout the handbook or referring to the Elementary Education: Literacy with Mathematics Task 4 Glossary. You should review the Making Good Choices document prior to beginning the planning of the learning segment. If you are in a preparation program, it will have additional resources that provide guidance as you develop your evidence. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 5 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook edTPA Elementary Education: Literacy with Mathematics Task 4 Tasks Overview Literacy Planning Task 1: Planning for Instruction and Assessment What to Do Select one class as a focus for this assessment. Provide relevant context information. What to Submit Part A: Literacy Context for Learning Information Part B: Lesson Plans for Identify a learning segment to plan, teach, Learning Segment and analyze student learning. Your Part C: Instructional Materials learning segment should include consecutive literacy lessons. Part D: Literacy Assessments Determine a central focus for your Part E: Literacy Planning learning segment. The central focus Commentary should support students to develop an essential literacy strategy for comprehending or composing text and related skills that directly support that strategy. Write and submit a lesson plan for each lesson in the learning segment. Select and submit key instructional materials needed to understand what you and the students will be doing. Choose one language function and other language demands important to understanding elementary literacy in your learning segment. Identify a learning task where students are supported to use this language. Identify both the language function that students will be expected to use to engage in the learning task and your instructional supports for that language. Respond to commentary prompts prior to teaching the learning segment. Submit copies of all written assessments clear directions for any oral or performance assessments from the learning segment. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. Evaluation Rubrics Literacy Planning Rubrics Rubric 1: Planning for Literacy Learning Rubric 2: Planning to Support Varied Student Learning Needs Rubric 3: Using Knowledge of Students to Inform Teaching and Learning Rubric 4: Identifying and Supporting Language Demands Rubric 5: Planning Assessments to Monitor and Support Student Learning 7 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Literacy Instruction Task 2: Instructing and Engaging Students in Literacy Learning What to Do What to Submit Obtain required permissions for Part A: Video Clips videorecording from of your students and other adults appearing Part B: Literacy Instruction Commentary in the video. Identify lessons from the learning segment you planned in Literacy Planning Task 1 to be videorecorded. You should choose lessons that show you interacting with students to support them to independently apply the essential literacy strategy and related skills to comprehend OR compose text in meaningful contexts. Videorecord your teaching and select 2 video clips (no more than 20 minutes total, but not less than 3 minutes). Analyze your teaching and your learning in the video clips responding to commentary prompts. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. Evaluation Rubrics Literacy Instruction Rubrics Rubric 6: Learning Environment Rubric 7: Engaging Students in Learning Rubric 8: Deepening Student Learning Rubric 9: Pedagogy: Elementary Literacy Rubric 10: Analyzing Teaching Effectiveness 8 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Mathematics Assessment Task 4: Assessing Mathematics Learning What to Do Select one class as a focus for this assessment. What to Submit Part A: Mathematics Context for Learning Information Provide relevant context information and a Part B: Elementary learning segment overview. Mathematics Learning Segment Overview Identify a learning segment of consecutive mathematics lessons. Part C: Mathematics Chosen Identify a central focus. The central focus should support students to develop conceptual understanding, procedural fluency, and mathematical skills. Formative Assessment Part D: Evaluation Criteria Evaluation Rubrics Mathematics Assessment Rubrics Rubric 16: Analyzing Whole Class Understandings Rubric 17: Analyzing Individual Student Work Samples Rubric 18: Using Evidence to Reflect on Teaching Part E: Student Mathematics Work Samples Develop or adapt a formative assessment Part F: Examples of Student Work from from the learning segment that will allow Lesson you to assess whole class learning. The assessment should provide opportunities Part G: Mathematics for students to demonstrate conceptual Assessment Commentary understanding, procedural fluency, and mathematical skills. Submit a blank copy of the assessment used to evaluate student performance. Define and submit the evaluation criteria you will use to analyze student learning. Summarize the class performance on the formative assessment completed during the learning segment. Analyze 3 focus work samples to identify the targeted learning for the lesson. Write a lesson that develops student understanding of the targeted learning Implement the lesson with the 3 focus students individually, in a small group, or with the whole class. Collect and submit the work samples from the lesson for the 3 focus students. Evaluate the effectiveness of the reengagement lesson. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 10 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Tasks Elementary Literacy The three Elementary Literacy Tasks begin on the next page of this handbook. For the Elementary Literacy Tasks, you will document a cycle of teaching (for a learning segment of lessons) that includes planning, instruction, and assessment of student learning, and analysis of your teaching, with attention to academic language development and use. The three Elementary Literacy Tasks can be completed before or after you complete the Elementary Mathematics Assessment Task, but materials for ALL tasks must be submitted for official scoring during the same window. Check with your preparation program advisor before completing or submitting your edTPA evidence. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 11 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Identify a central focus for the learning segment. The central focus 3 (e., retelling, persuasive writing) should include an essential literacy strategy for comprehending text (e., summarizing a story) OR composing text (e., using evidence to support an argument) AND the related skills needed to develop and apply the strategy (e., decoding, recalling, sequencing, writing conventions, writing paragraphs) in meaningful contexts. Determine the content standards and objectives for student learning that the essential literacy strategy and related skills will address. If your teaching placement requires that you teach literacy embedded in another subject area (e., social studies or science), your central focus must clearly address literacy, and your standards, objectives, and learning tasks must address an essential literacy strategy and skills for comprehending OR composing text. Simply having students read write while learning content in another subject area will not satisfy the requirements for the Elementary Literacy edTPA tasks. Identify and plan to support language demands. Select a key language function from your learning objectives. Choose a learning task that provides opportunities for students to practice using that language function. Identify additional language demands associated with that task. Plan targeted supports that address the identified language demands, including the language function. Write a lesson plan for each lesson in the learning segment. Your lesson plans should be detailed enough that a substitute or other teacher could understand them well enough to use them. Your lesson plans must include the following information, even if your teacher preparation program requires you to use a specific lesson plan format: student academic content standards that are the target of student learning (Note: Please include the number and text of each standard that is being addressed. If only a portion of a standard is being addressed, then only list the part or parts that are relevant.) Learning objectives associated with the content standards Formal and informal assessments used to monitor student learning, including type(s) of assessment and what is being assessed Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs Instructional resources and materials used to engage students in learning Each lesson plan must be no more than 4 pages in length. You will need to condense or excerpt lesson plans longer than 4 pages. Any explanations or rationale for decisions should be included in your Literacy Planning Commentary and deleted from your plans. 3 Click the hyperlinked term to view the complete glossary definition, which includes a diagram of a central focus on persuasive writing. The diagram depicts the relationship among the central focus, essential literacy strategy, related skills, and language function. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 13 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook Respond to the commentary prompts listed in the Literacy Planning Commentary section prior to teaching the learning segment. Submit your original lesson plans. If you make changes while teaching the learning segment, you may offer reflection on those changes in the Literacy Instruction Task 2 and Assessment Task 3 Commentaries. Select and submit key instructional materials needed to understand what you and the students will be doing (no more than 5 additional pages per lesson plan). The instructional materials might include such items as class handouts, assignments, slides, and interactive whiteboard images. Submit copies of all written assessments directions for any oral or performance assessments. (Submit only the blank assessment given to do not submit student work samples for this task.) Provide citations for the source of all materials that you did not create (e., published texts, websites, and material from other educators). List all citations lesson number at the end of the Literacy Planning Commentary. Note: Citations do not count toward the commentary page limit. See the Literacy Planning Task 1: Artifacts and Commentary Specifications in the Elementary Education: Literacy with Mathematics Task 4 Evidence Chart for instructions on electronic submission of evidence. This evidence chart identifies templates, supported file types, number of files, response length, and other important evidence specifications. Your evidence cannot contain hyperlinked content. Any web content you wish to include as part of your evidence must be submitted as a document file, which must conform to the file format and response length requirements. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 14 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook 3. Supporting Literacy Learning Respond to prompts below. To support your justifications, refer to the instructional materials and lesson plans you have included as part of Literacy Planning Task 1. In addition, use principles from research theory to support your justifications. a. Justify how your understanding of your prior academic learning and personal, cultural, and community assets (from prompts above) guided your choice or adaptation of learning tasks and materials. Be explicit about the connections between the learning tasks and prior academic learning, their assets, and b. Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, groups of students with specific learning needs. Consider the variety of learners in your class who may require different (e., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, gifted students). c. Describe common developmental approximations or common misconceptions within your literacy central focus and how you will address them. 4. Supporting Literacy Development Through Language As you respond to prompts consider the range of language assets and do students already know, what are they struggling with, what is new to them? a. Language Function. Using information about your language assets and needs, identify one language function essential for students to develop and practice the literacy strategy within your central focus. Listed below are some sample language functions. You may choose one of these or another more appropriate for your learning segment. Analyze Argue Interpret Predict Categorize Question Retell Describe Explain Summarize b. Identify a key learning task from your plans that provides students with opportunities to practice using the language function in ways that support the essential literacy strategy. Identify the lesson in which the learning task occurs. (Give lesson c. Additional Language Demands. Given the language function and learning task identified above, describe the following associated language demands (written or oral) students need to understand use: Vocabulary or key phrases Plus at least one of the following: Syntax Discourse Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 16 of 75 edTPA Elementary Education: Literacy with Mathematics Task 4 Assessment Handbook d. Language Supports. Refer to your lesson plans and instructional materials as needed in your response to the prompt. Identify and describe the planned instructional supports (during prior to the learning task) to help students understand, develop, and use the identified language demands (function, vocabulary or key phrases, discourse, or syntax). 5. Monitoring Student Learning In response to the prompts below, refer to the assessments you will submit as part of the materials for Literacy Planning Task 1. a. Describe how your planned formal and informal assessments will provide direct evidence that students can use the essential literacy strategy to comprehend OR compose text AND related skills throughout the learning segment. b. Explain how the design or adaptation of your planned assessments allows students with specific needs to demonstrate their learning. Consider the variety of learners in your class who may require different (e., students with IEPs or 504 plans, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, gifted students). How Will the Evidence of My Teaching Practice Be Assessed? For Literacy Planning Task 1, your evidence will be assessed using rubrics which appear on the following pages. When preparing your artifacts and commentaries, refer to the rubrics frequently to guide your thinking, planning, and writing. Copyright 2018 Board of Trustees of the Leland Stanford Junior University. All rights reserved. 17 of 75