STATEWIDE IMPACT ON STUDENT LEARNING (ISL) ASSIGNMENT SUBMISSION TEMPLATE
Project Purpose: Determine your impact on student learning during a specific unit of instruction.
Pre-Planning Information: This must be completed before beginning the ISL assignment.
Things to Consider:
- What unit of instruction will I teach?
| Teacher Candidate Name | ||
| Mentor Teacher | ||
| Grade Level/Subject Area | Pre-K | |
| Prospective
Implementation Dates |
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| Duration (5 days) | 5 Days | |
| Unit/Topic | Friends | |
| MCCRS Standard/s Covered | 1. Generate and conceptualize artistic ideas and work. DA.CR1.1.PK
2. Respond in movement to a variety of sensory stimuli (for example, music/sound, visual, tactile). DA.CR1a.1.PK 3. Find a different way to do several basic locomotor and non-locomotor movements. DA.CR1b.1.PK 4. Organize and develop artistic ideas and work. DA.CR2.1.PK 5. Generate and conceptualize artistic ideas and work. VA.CR1.1.PK 6. Generate and conceptualize artistic ideas and work. VA.CR1.2.PK 7. Engage in self-directed, creative making. VA.CR1a.2.PK 8. Organize and develop artistic ideas and work. VA.CR2.1.PK 9. Use a variety of art-making tools. VA.CR2a.1.PK 10. Interact appropriately with other children. SE.SD.PK4.2 11. Engage in positive interactions and communications with classmates (e.g., greet peers, use names of classmates, share materials). SE.SD.PK4.2a 12. Develop relationships and share a friendship with one or two peers (e.g., offer assistance and materials to others). SE.SD.PK4.2b 13. Offer and accept encouraging and courteous words to demonstrate kindness. SE.SD.PK4.3b |
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- Assessment
ISL Assignment Three
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3.1 Assessment Plan Overview |
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Rationale for Accommodations/Modifications: Visual aids support language comprehension for ELL students. Pairing students fosters peer learning and builds confidence. Sentence starters assist students facing writing difficulties. Small group settings encourage collaboration and support. |
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3.2 Pre-Assessment and Post-Assessment (Summative) |
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| Pre-Assessment:
a. Format: Drawing activity illustrating what friendship means to them. b. Administration: Conducted one week prior to the unit. c. Criteria for Mastery: Mastery if 75% of drawings reflect an understanding of friendship concepts. d. Bias Minimization: Encourages individual creativity, minimizing bias. e. Validity: Ensures student performance reflects their understanding. Post-Assessment: a. Format: Journal entry where students describe the qualities of a good friend. b. Administration: Conducted at the end of the unit. c. Criteria for Mastery: Mastery is determined by articulating three or more key qualities of friendship with 75% accuracy. d. Bias Minimization: Open-ended nature allows diverse responses. e. Validity: Reflects students’ understanding through personal reflections. |
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3.3 Formative Assessments |
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| Formative Assessments:
· Group Discussion: Students discuss their drawings to assess their understanding. · Story Map Activity: Visual representation of the story to identify key themes. · Venn Diagram: Comparing characters, demonstrating higher-order thinking. · Observation Checklist: Monitors engagement and social skills during activities. · Exit Ticket: Brief reflection on what they learned about friendship. · Multiple Methods: Include visual, oral, and written formats to cater to diverse learning styles. · Scaffolding Reasoning: Each assessment builds on prior knowledge, gradually increasing complexity. · Progress Monitoring: Observations and discussions reviewed daily to adapt instruction. · Addressing Individual Differences: A variety of assessments accommodates diverse learning needs. |
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3.4 Assessment Data |
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Opportunities for Review: Regular discussions about progress with peers during group activities. Individual check-ins to reflect on learning and set goals. |
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3.5 Communication of Assessment Results |
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| · Individual Expectations: Clearly communicated at the unit’s start through class discussion.
· Results Communication: Shared during one-on-one conferences post-assessments. · Descriptive Feedback: Timely feedback highlighting strengths and areas for improvement. · Self-Monitoring: Students maintain a learning journal to track and reflect on progress. |
- Instructional Design
ISL Assignment Four
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4.1 Accommodations/Modification to Instruction Based on Pre-assessment Analysis |
| In my pre-assessment, I used a drawing activity to assess students’ understanding of friendship concepts. The results showed that fewer than 50 percent of students could identify the emotional qualities of friendship, including empathy and support. This data revealed a third to tenfold gap in knowledge, especially for the more abstract aspects of friendship.
Another result that stands out is that ELL students were given a lower score for verbal assessments, which shows the need for better linguistic support. Most students got basic qualities like kindness but had trouble with deeper concepts such as loyalty. I will adjust this by including more visual aids and real-world scenarios that are relatable enough to make them make sense emotionally. I will also give vocabulary lists and sentence frames that are specifically for ELL students to include in discussions. The modifications used here are based on research and support that visuals and real connections help many diverse students understand. In addition, ELL students need to be taught effective vocabulary instruction in order to be successful academically. |
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4.2 Differentiation |
| In order to address the different needs of my students, I have created a group project based on friendship qualities in which students will work in mixed-ability groups. By using this structure, each student can play to their strengths, such as being an artist creating visuals or a writer drafting the narratives, engaging every student in a new and symbiotic way.
I will also offer some varied reading materiels, graphic novels as well as picture books designed for different levels of reading. Grouping strategies will be flexible in order to involve students at different skill levels and ensure an inclusive classroom. Additionally, students will be given the chance to select project topics related to friendship so that they can apply themselves more to the material. As per Tomlinson and Jarvis (2023), emphasis is given to the vital element of differentiation in response to the requirements of every learner, and these strategies would render every student capable of achieving this in the learning ecosystem. |
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4.3 Technology – Teacher Candidate Use in Planning and Delivery of Instruction |
| I will use different forms of technology to plan and deliver my instruction. The majority of materials will be distributed, assignments collected, and student progress tracked through Google Classroom. In addition, I will use platforms such as Kahoot! for formative assessments as I can assess students and their understanding of what they are learning in real time.
I will use Padlet and Google Docs to facilitate collaboration, brainstorming, and idea sharing. Using technology in these ways, I want to help higher order skills, like analysis and synthesis, instead of just rote learning. In addition, role-playing activities, recorded via video, will encourage students to analyze friendship dynamics and reflect on the concepts being taught. |
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4.4 Technology – Student Use |
| The students will be able to engage with technology as part of their learning. They will research different cultures’ perspectives toward friendship using tablets to explore different points of view. Students can also use Canva to create visually appealing and informative displays of their findings for their presentations.
Google Docs will also provide even more collaboration with the use of drafting group assignments and providing peer feedback. This process also strengthens teamwork and thereby allows students to study and evaluate the contributions of others critically. In the LMS, students will be able to use online forums to engage in constructive discussion about their projects as they synthesize information and evaluate. |
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4.5 Plan for Parent/Guardian Communication |
| I will send parents and guardians newsletters at the start to explain the goals, objectives, and activities around friendship in order to keep them informed about the unit. This will allow for a partnership between the school and the home.
I will send weekly email updates to parents with their child’s progress, strengths, and areas for improvement throughout the unit. Furthermore, I will have a scheduled parent-teacher conference halfway through the unit to discuss student progress on an individual basis and answer any questions regarding problems that might arise. See the Appendix for a copy of the newsletter as well as any other communication tools used to engage parents in their child’s education and collaborate in their child’s education. |
References
Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making curriculum work for all students through responsive planning & instruction. In Systems and models for developing programs for the gifted and talented (pp. 599-628). Routledge.
ISL Appendix
ISL 3.1: Assessment Plan Overview Table
| Day | Standard/s | Objectives | Formative Assessments | Accommodations/
Modifications (if needed) |
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| Post-assessment |
ISL 3.4: Student Assessment Data Table
The type of data you collect will determine the best format for presenting it—this is just one example. *M=Mastery, NM=Non-Mastery
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Formative Assessment #1
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Formative Assessment #2
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Post-Assessment
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Learning Gains from Pre- to Post-Assessment | ||||
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ISL 4.1: Item Analysis Table
| Student Names/Initials | Q 1 | Q 2 | Q 3
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Q 4 | Q 5 | Q 6 | Q 7 | Q 8 |
| MCCRS | Ex: 2.OA.3 | |||||||
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Question 
Project Purpose: Determine your impact on student learning during a specific unit of instruction.
Pre-Planning Information: This must be completed before beginning the ISL assignment.
Things to Consider:
- What unit of instruction will I teach?
| Teacher Candidate Name | ||
| Mentor Teacher | ||
| Grade Level/Subject Area | ||
| Prospective
Implementation Dates |
||
| Duration (5 days) | ||
| Unit/Topic | ||
| MCCRS Standard/s Covered | ||
Items to Note:
- The goal should be to complete ISL assignments 1-4 during the Phase I Internship placement.
- Students will teach the ISL 5-Day Unit Plan during their Phase I Internship
- Students will submit their ISL 5-Day Unit Plan with Assignment 4.
- Students should use the ISL Assignment Template for all ISL submissions. Each new section will be completed in the template as the assignment is ongoing.
- Contextual Factors
ISL Assignment One
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1.1 Community and School Information |
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1.2 Classroom Information |
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1.3 Student Characteristics – Related to Students and Learning Environment |
ISL Assignment Two
- Learning Goals and Measurable Objectives for Unit
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2.1 MSCCRS Chosen Standard and Unit Topic |
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2.2 Appropriateness of Measurable Objectives |
- Assessment
ISL Assignment Three
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3.1 Assessment Plan Overview |
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3.2 Pre-Assessment and Post-Assessment (Summative) |
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3.3 Formative Assessments |
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3.4 Assessment Data |
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3.5 Communication of Assessment Results |
- Instructional Design
ISL Assignment Four
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4.1 Accommodations/Modification to Instruction Based on Pre-assessment Analysis |
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4.2 Differentiation |
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4.3 Technology – Teacher Candidate Use in Planning and Delivery of Instruction |
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4.4 Technology – Student Use |
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4.5 Plan for Parent/Guardian Communication |
ISL Assignment Five
- Instructional Decision-Making
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5.1 Instructional Modifications Based on Student Needs |
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5.2 Instructional Differentiation or Modifications Based on Formative Assessments |
ISL Assignment Six
- Analysis of Student Learning
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6.1 Data Analysis (Whole Class) |
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6.1 Data Analysis (Subgroups) |
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6.1 Data Analysis (Individuals) |
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6.1 Data Analysis (Student Work) |
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6.2 Evidence and Interpretation of Impact on Student Learning |
- Reflection
ISL Assignment Seven
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7.1 Reflection on High Success/Levels of Mastery |
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7.2 Reflection on Low Success/Levels of Mastery |
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7.3 Implications for Future Instructional Design and Teaching |
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7.4 Implications for Professional Development |
ISL Appendix
Note: All attachments should be labeled and attached in the appendix.
ISL 2.1: Unit Overview
| Grade and Subject Area | |||
| MCCRS | |||
| Unit Topic | |||
| Unit Goal | |||
| Day | Objectives | Bloom’s/DOK Level | Assessments (Will be completed in Step 3) |
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ISL 3.1: Assessment Plan Overview Table
| Day | Standard/s | Objectives | Formative Assessments | Accommodations/
Modifications (if needed) |
| Pre-assessment | ||||
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| 4
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| Post-assessment |
STATEWIDE IMPACT ON STUDENT LEARNING (ISL) ASSIGNMENT SUBMISSION TEMPLATE
ISL 3.4: Student Assessment Data Table
The type of data you collect will determine the best format for presenting it—this is just one example.
*M=Mastery, NM=Non-Mastery
| Student Names/Initials | Pre-Assessment
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Formative Assessment #1
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Formative Assessment #2
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Post-Assessment
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Learning Gains from Pre- to Post-Assessment | ||||
| % | M or NM | % | M or NM | % | M or NM | % | M or NM | M or NM | |
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ISL 4.1: Item Analysis Table
| Student Names/Initials | Q 1 | Q 2 | Q 3
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Q 4 | Q 5 | Q 6 | Q 7 | Q 8 |
| MCCRS | Ex: 2.OA.3 | |||||||
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