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TPE 2.1
TPE 2.1
TPE 2.1 Monitors student progress based upon each student’s IEP at key points during instruction to determine whether students are progressing adequately toward achieving state-adopted academic content standards.
I am constantly monitoring progress based on student's IEPs, but specifically at key points during instruction to help determine if they are making progress towards achieving academic state content standards. For example, in a lesson I taught on telling time, I monitored student learning throughout instruction and independent practice. There were many informal assessments throughout this lesson and after students completed a time matching game, I decided to go back and re-teach some of the content, based on their results. The students did a great job matching the correct clock and time together throughout the informal assessment, however I wanted students to have more individual practice as some students ended up taking over within their group. Based on these results, I gave each student one clock picture and had them write the time they thought it was on their paper. I had each student complete five different clocks, and had two students who needed extra practice complete two more. This allowed me to gain a better understanding of where students were in terms of achieving academic content standards. To the right, I have included my lesson plan used for this lesson.
Another way I monitor student progress is through progress reports. After collecting many forms of data such as informal and formal assessments, student work, teacher observations, etc, I can write a progress report determining whether students are progressing towards achieving state-adopted academic content standards. For example, I have included a sample piece from a student progress report. This report includes the students IEP goal, with the focused area of need and the student's baseline. This student was working on fluency and at the time of the first progress report, the student was averaging 77 correct WPM, however, during the time of the second progress report, the student was averaging 90 correct WPM reading texts within grade level. This data helps me note the progress the student is making towards reaching IEP goals that are aligned with content standards.
TPE 2.2
TPE 2.2
TPE 2.2 Paces instruction and re-teaches content based on evidence gathered using assessment strategies
I have been monitoring my students' understanding since the first day of school. Throughout each lesson, I take notes on each student and keep some of their work to monitor progress. Recently, in my Kindergarten class, we have been learning about one more and one less in math. This has been a tough concept for many of my students which is why I decided to re-teach the content. There is a picture of part of the lesson we did on the rug as well as the lesson plan attached to the right. Overall, this lesson was effective. It was a fun and engaging way for students to review the one more and one less concept. For my students with IEPs, this lesson was hands-on and interactive, keeping them focused. For example, I intentionally had my students with IEPs, be a helper for me while reviewing the content. This hands-on modeling and practice helped keep them engaged and on task during this review.
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