Exit Portfolio Task #2 Fall 2002
					Criteria
Evaluator	ID#	Date	Program	Major	Q1	Q2	Q3	Q4	Q5	Comments
Helen Holland	1	11/21/02	ECED	ECED	3	3	3	3	3	observed her students and determined their needs and strengths. She then planned ways to help.
Timothy W. Leggett	2	11/23/02	ECED	ECED	2	2	2	2	2
Sid Womack	3	11/25/02	ECED	ECED	2	2	2	2	2	The distribution of artifacts for this intern was very scattered; some even was found in the weekly reflections.  When it was found, it was adequate to be scored as 2s.
Sid Womack	4	11/26/02	ECED	ECED	3	2	2	3	3	Was much more effectively presented in Taskstream than by paper/emailed files.
Sid Womack	5	11/25/02	ECED	ECED	3	2	2	3	3	Student work and rubrics were in hard copy rather than on Taskstream.
Helen Holland	6	11/20/02	ECED	ECED	3	3	3		3	ability to diagnose the students' problems and then to find ways to help resolve those problems is indicative that she will be a successful teacher.
Helen Holland	7	11/20/02	ECED	ECED	3	3	3	3	3	ability to diagnose her students' problems and then to find ways to help the students is indicative of a successful teacher.
Patricia B. Roach	8	11/23/02	ECED	ECED	3	2	2	2	2	Excellent insight into individual students
Helen Holland	9	11/25/02	ECED	ECED	2	2	2	2	2	interest in the ESL student benefited the child in several ways.
Linch	10	11/26/02	ECED	ECED	2	3	1	2	2	Evidence is a "snapshot" of performance not learning - Students could have been able to do this prior to lesson
Helen Holland	11	11/19/02	ECED	ECED	3	3	3	3	3	ability to evaluate students' needs, decide on a plan of action, and then implement her plan helped both students experience success.
Helen Holland	12	11/20/02	ECED	ECED	3	3	3	3	2	case studies were interesting. She was able to diagnose and prescribe for her students.
Timothy W. Leggett	13	11/23/02	ECED	ECED	2	2	2	2	2	Correct the typing errors.
Byra Ramsey	14	01/21/02	ECED	ECED	2	1	1	1	1	1. ". . . one of my student[s], Betty Jean Oliver"          2. ". . . to have them [placed where they should have been when whe was born]replaced [replaced would mean that is where they started]."           3. "[Her infirmity (This)] was due to [her mother abusing drugs ( drug abuse)] during pregnancy[.] [Begin a new sentence (and)] Betty Jean [was(being)] born with [severe(server)] withdrawal symptoms. "           4. ". . . ADHD and ODD, other wise [otherwise] know[n]s as an authority defiant child."            5. ". . . typical cold to that her stomach[,] where she had the surgery when she was born[,] was leaking air and she knew she was going to die soon."           6.  "[The teachers (They)] would send her back with work [ you do not need this 'from there') and encouraged us to go over [the work (them)] with her."           7. I suggested to one of the twins in the class, who has a mothering attitude, [and who(which)] sat beside her[,] to start talking to Betty Jean and maybe encourage her to be her friend.          8. Betty [J]jean still goes          9.look back over your use and the needed agreement between singular and plural words in your paper. (e.g., her "paper" and read "them")          10. "her to do in [the resource room (there)] because           11. Awkward: just about [totally] disappeared 'totally' with [a (the)] few           exceptions           12. this is very exciting: "She smiles, laughs and is even getting in trouble in class for talking, which I see as a very healthy thing for the time being.  She is starting to display the actions and [level of]work of a typically developing first grade student.            13. Note the need for singular and plural agreement: "Besides for the majority of teacher[s] in [the] first grade"            14. ??? "benefit of have friend"           15. Check your "pre" and "posttests" on behavior.           16. Singular and plural: "Attached is some work samples"          17. ??? Future changes???                    *****          remove the names of your students before using their work as samples. Also, include dates on the work samples.                               I did not see your instructional objectives, but I did see your description the modification you used. The pretest and posttest were switched. The work samples could be used, but you needed to show through dates, numbered papers, and/or comments that in the beginning the student did not complete her work but did so at the end of your case study.          End of the first case study.                    **********          Carol, this is very good\:"They also have agreed to try to help his talking problems by not talking to him at inappropriate times.  I think that the talking and showing off in class can be controlled by peer correction."          Some of the posttest items were not checked!                    *********         Your second case study appeared to have more of the criteria needed to pass Task 2, but there are still errors that must be corrected before passing Task 2.
Byra Ramsey	15	12/02/02	ECED	ECED	2	2	2	2	2
Byra Ramsey	16	11/23/02	ECED	ECED	3	2	2	3	2	Your case studies appeared to be very effective, good job!          Below you will find some comments and suggestions.                     1.     ôHer mother works as [a] nursesÆ aideö          2.     ôand [he]was unable to work for quite some time.ö          3.     ôSome of these problemsö (Are you referring to the altercations on the playground? Were those problems with the sibling?)           4.      ôlevel and group that the child will begin reading on.ö level and group [in which]the child will begin reading.          5.     ôStudent D is a combination visual/audio learner and he is a perfectionist at most things, with the exception of his handwriting.ö  Did you test him?          6.     ôThe main goals I wanted to achieve while working with Student D were: ôIdentifying [and correcting] transposed numbers           7.     ôimproved in both [goals (areas)]ö           8.     Very good idea! ôI associated this number to something he was already familiar with, the letter D.  His name begins with this letter and I showed him that a two is made the same way a D is made.ö
Helen Holland	17	11/25/02	ECED	ECED	3	3	2	3	3	developed plans to use with both students to help them in their weak areas.
Byra Ramsey	18	11/22/02	ECED	ECED	3	2	2	2	2	Please notice that there are a few things for you to go back and check: (e.g., "calling [h]is mother" "started[,] show[ed] he" ).                    I loved your comment, "I explained to him that being ôcoolö is to be you and that he is everything a little boy should be."          The work samples and comments on your study of Don were excellent. Your study on James was also very good. I am glad you remembered to cover their names on worksheets and to use a pseudonym when referring to the children. Very Good!!!
Helen Holland	19	11/21/02	ECED	ECED	3	3	3	3	3	observed, evaluated, and diagnosed her two case studies. She then followed through with assisting the students.
Helen Holland	20	11/21/02	ECED	ECED	3	3	3	3	3	observed, evaluated, and diagnosed her two case studies. She then followed through with assisting the students.
Patricia B. Roach	21	11/26/02	ECED	ECED	3	2	2	2	3
Sammie Stephenson	22	11/26/02	ECED	ECED	2	2	2	2	2
Helen Holland	23	11/22/02	ECED	ECED	3	3	2	3	2	observation of and assistance to Student A yielded positive results.
Helen Holland	24	11/22/02	ECED	ECED	3	3	2	3	2	observation of and assistance to Student A yielded positive results.
Helen Holland	25	11/20/02	ECED	ECED	3	2	2	2	3	information on the two students was extensive. Her data gave her clues for planning.
Sammie Stephenson	26	11/26/02	ECED	ECED	1	1	1	1	2
Sammie Stephenson	27	11/26/02	ECED	ECED	2	1	1	1	2	Goals and objectives were not found.  Instructional plans and artifacts showing student learning were not included.
Helen Holland	28	11/20/02	ECED	ECED	2	1	2	2	2	observed and recognized students' needs. She did help the students by providing one-on-one assistance.
Sammie Stephenson	29	11/26/02	ECED	ECED	2	2	2	2	2
Timothy W. Leggett	30	11/23/02	ECED	ECED	2	2	2	2	2
Helen Holland	31	11/18/02	ECED	ECED	3	3	3		2	diagnosed, prescribed, and implemented to provide for each of her fase studies.
Helen Holland	32	11/27/02	ECED	ECED	2	2	1	2	2
Helen Holland	33	11/21/02	ECED	ECED	3	3	3	3	3	observant style helped her diagnose the students' problems and plan ways to help resolve them.
Byra Ramsey	34	11/24/02	ECED	ECED	2	2	2	1	1	If you read over your case studies, you may find a few things you will want to correct or change. When discussing the students' needs, you did not give specifics for future changes or interventions.           I like your statement: ôStudent A has taught me that students are willing to learn the correct way.ö
Sammie Stephenson	35	11/26/02	ECED	ECED	2	2	2	2	2
Helen Holland	36	11/27/02	ECED	ECED	2	2	1	3	3
Sid Womack	37	11/25/02	ECED	ECED	2	1	2	2	1	Evidence was found both in Taskstream and hard copy, especially student work in hard copy.  Posttest results were not found or were not easily identified.  Teacher's communication was good as far as it went but needed more depth.  This was barely a pass.
Patricia B. Roach	38	11/26/02	ECED	ECED	3	2	2	1	2	Reflective essay missing
Sid Womack	39	11/23/02	ECED	ECED	3	2	3	3	2	Essay shows a careful study of a disadvantaged and possibly emergent LD child in first grade.  Observations about his home backgroudn are candid but seemed pretty well justified.  It is easy, from also having been in the classroom with this student of which Martha was writing, to see how this child could be left behind if he is given some careful attention.
Timothy W. Leggett	40	11/24/02	ECED	ECED	3	3	2	2	2
Timothy W. Leggett	41	11/24/02	ECED	ECED	3	3	2	2	2
Byra Ramsey	42	11/24/02	ECED	ECED	2	2	2	2	2
Helen Holland	43	11/21/02	ECED	ECED	3	3	3	3	3	desire to assist every student achieve is obvious. She planned ways for her students to be successful.
Helen Holland	44	11/21/02	ECED	ECED	3	3	3	3	3	ability to "read" children and then to formulate plans to help them is evident.
Helen Holland	45	11/22/02	ECED	ECED	3	3	3	3	3	evaluation of her two students were comprehensive. She also developed a plan of action to use with each of the students.
Helen Hollandp	46	11/25/02	ECED	ECED	3	3	3	3	3	self studies were comprehensive and interesting to read.Her students benefited.
Helen Holland	47	11/27/02	ECED	ECED	3	2	2	2	2	had to gather appropriate data for this task.
Tim Carter	48	11/24/02	ECED	ECED	3	3	3	3	3	It seems clear that you have carefully considered the abilities of these two students and have done well in helping them improve.
Helen Holland	49	11/22/02	ECED	ECED	3	3	3	3	3	took advantage of the opportunities to work with her  two case-study students and was able to help them academically and socially.
Sammie Stephenson	50	11/26/02	ECED	ECED	2	2	2	2	2
Helen Holland	51	11/18/02	ECED	ECED	3	3	3	3	3	One of your strengths is the ability to reflect effectively.She sees that changes should be made and begins to make those changes. Her plotting to involve the "loner" in more activities that would challenge her social skills was noteworthy.
Byra Ramsey	52	11/23/02	ECED	ECED	2	2	2	3	3	The case study with Doug is very impressive and well written.           Note: ôI let Doug chose [choose]ö          Your case study with Ty brought tears to my eyes. I am so thankful you are going to be working with children. Children need someone like yourself who is astute and rigorous in searching for the underlying problem behind the obvious problem. Excellent!!!
Helen Holland	53	11/21/02	ECED	ECED	3	3	3	3	3	two case studies were fortunate to have her work with them. She devised some excellent plans to help them.
Patricia B. Roach	54	12/02/02	ECED	ECED	2	2	2	2	2	adequate, but not insightful
Timothy W. Leggett	55	11/23/02	ECED	ECED	3	2	2	2	2
Timothy W. Leggett	56	11/24/02	ECED	ECED	2	2	2	2	2
Helen Holland	57	11/22/02	ECED	ECED	3	3	3	3	3	diagnosis of, prescriptions for, and implementation of her plans for the two students were targeted and effective.
Helen Holland	58	11/22/02	ECED	ECED	3	3	3	3	3	diagnosis of, prescriptions for, and implementation of her plans for the two students were targeted and effective.
Helen Holland	59	11/22/02	ECED	ECED	3	3	3	3	1	really observed her students and tried to make a difference with them.
Sid Womack	60	11/25/03	MLED	MLED	2	2	3	2	3	Went beyond minimums in displaying student work.          Much evidence was in hard copy.
Patricia B. Roach	61	11/22/02	SEED	Music	2	2	2	2	3	Adequate information
Connie Zimmer	62	11/22/02	SEED	Health/PE	2	2	2	2	2	I would have covered the names of the students and copied their work.  Student confidentiality should be followed.
Tim Carter	63	12/02/02	SEED	HPE	2	2	3	2	2	You did a good job with your pretest/posttest information.  It was clear that you had considered where your students started and how they progressed throughout.
Scott Adams	64	11/26/02	SEED	hpe	2	2	2	2	2
Linch	65	11/26/02	SEED	Band	3	3	3	3	3
Tim Carter	66	11/21/02	SEED	Physical Education	2	2	1	2	2	It is clear you have considered these students carefully and it appears from your comments that they each improved.  Examples of pretests would solidly confirm this to others.
Linch	67	11/26/02	SEED	HPE	3	1	2	3	3
David Bell	68	11/21/02	SEED	Social studies	2	2	2	2	2
David Bell	69	11/20/02	SEED	busniess educatioin	2	2	2	1	2	Your reflections were extremely limited and did not contain much depth about effectiveness and how to improve instruction.
Linch	70	11/26/02	SEED	Music	3	2	3	3	3
Linch	71	11/26/02	SEED	HPE	3	1	3	2	2
Scott Adams	72	11/20/02	SEED	Business	3	3	3	2	3	Good view of both students.
Linch	73	11/26/02	SEED	History	3	1	2	1	3
Scott Adams	74	11/26/02	SEED	History	2	3	2	2	3
Scott Adams	75	11/19/02	SEED	Social studies	3	2	2	2	2
Tim Carter	76	11/23/02	SEED	HPE	2	2	2	2	2	Your pretests and work with the early childhood student was extremely strong and insightful.  In the junior high, did you grade their pretest?  Need to find out what they know overall just as you did with early childhood before proceeding.
Connie Zimmer	77	11/22/02	SEED	History	2	2	2	2	2
Connie Zimmer	78	11/22/02	SEED	History	2	2	2	2	2
Connie Zimmer	79	11/22/02	SEED	History	2	2	2	2	2	Excellent respect for student confidentiality
Tim Carter	80	11/26/02	SEED	HPE	2	1	1	1	2	There is no student work present exhibiting what students have learned.  Therefore, there is no evidence to demonstrate if students have learned.  Reflection does not discuss this.
Tim Carter	81	11/26/02	SEED	HPE	2	1	2	1	2	The interview (pretest) needs to be formal in the future.  For example you could do a KWL before beginning or Q/A on flag football to see what they know.  Reflections need to emphasize learning goals obtained. Good background info.
Gwen Morgan	82	11/25/02	SEED	English	2	2	2	2	2
Connie Zimmer	83	11/26/02	SEED	HPE K-12	3	3	2	2	2	The students' names on the work samples should have been covered up.
Scott Adams	84	11/26/02	SEED	Spanish	2	3	2	2	2
Patricia B. Roach	85	11/25/02	SEED	HPE	3	1	2	2	2	Excellent overview of each student with good insight          into learning issues
Gwen Morgan	86	11/25/02	SEED	Music K-12 Instr	2	2	2	2	2
Connie Zimmer	87	11/25/02	SEED	Spanish	2	2	2	2	2	I would have liked to have seen the student's names marked out on their papers for confidentiality purposes.
Tim Carter	88	11/23/02	SEED	HPE	2	3	3	3	2	Your observations carefully demonstrate that you were very aware of where students began, where they were improving and what level they finally achieved.  Also good research support.
Sid Womack	89	11/25/02	SEED	HPE	2	2	3	2	2	Student work was in the hard copies provided.  Analysis of each learner was at a barely adequate level--barely enough to score at a 2.  More depth and quantitative information would have helped.
Scott Adams	90	11/26/02	SEED	English	2	2	2	3	3
Connie Zimmer	91	11/25/02	SEED	Music K-12 Instr	2	2	2	2	2	The rules on student confidentiality were not followed.  The evaluator should not ever be told the students' names.
Connie Zimmer	92	11/26/02	SEED	Health/PE	2	2	2	2	2	The names of the students involved in the case study were not marked out.
				Task 2 Overall Programs
				Count N=	92	92	92	90	92
				MIN	1	1	1	1	1
				MAX	3	3	3	3	3
				Std. Dev	0.52	0.65	0.59	0.63	0.55
				Total Candidates Rated 3	45	32	29	32	33
				Total Candidates Rated 2	46	49	55	49	55
				Total Candidates Rated 1	1	11	8	9	4
				Total % Candidates Rated 3	48.91%	34.78%	31.52%	35.56%	35.87%
				Total % Candidates Rated 2	50.00%	53.26%	59.78%	54.44%	59.78%
				Total % Candidates Rated 1	1.09%	11.96%	8.70%	10.00%	4.35%
				Task 2 ECED
				Count N=	59	59	59	57	59
				MIN	1	1	1	1	1
				MAX	3	3	3	3	3
				Std. Dev	0.53	0.64	0.63	0.65	0.60
				Total Candidates Rated 3	36	26	21	27	24
				Total Candidates Rated 2	22	28	32	25	31
				Total Candidates Rated 1	1	5	6	5	4
				Total % Candidates Rated 3	61.02%	44.07%	35.59%	47.37%	40.68%
				Total % Candidates Rated 2	37.29%	47.46%	54.24%	43.86%	52.54%
				Total % Candidates Rated 1	1.69%	8.47%	10.17%	8.77%	6.78%
				Task 2 MLED
				Count N=	1	1	1	1	1
				MIN	2	2	3	2	3
				MAX	2	2	3	2	3
				Std. Dev	0	1	2	3	4
				Total Candidates Rated 3	0	0	1	0	1
				Total Candidates Rated 2	1	1	0	1	0
				Total Candidates Rated 1	0	0	0	0	0
				Total % Candidates Rated 3	0.00%	0.00%	100.00%	0.00%	100.00%
				Total % Candidates Rated 2	100.00%	100.00%	0.00%	100.00%	0.00%
				Total % Candidates Rated 1	0.00%	0.00%	0.00%	0.00%	0.00%
				Task 2 SEED
				Count N=	32	32	32	32	32
				MIN	2	1	1	1	2
				MAX	3	3	3	3	3
				Std. Dev	0.46	0.62	0.51	0.54	0.44
				Total Candidates Rated 3	9	6	7	5	8
				Total Candidates Rated 2	23	20	23	23	24
				Total Candidates Rated 1	0