TPE 3

TPE 3.1

TPE 3.1

Knows how to assess and identify students whose cultural, ethnic, gender, or linguistic differences may be confused with a disability.

Throughout my time studying at Chapman University and in my classroom as a student teacher, I have learned many different ways to assess and identify students whose cultural, ethnic, gender, or linguistic differences may be confused with a disability. I have learned the importance of getting to know my students before learning. The content should be taught in a way that each individual can understand and learn from. It is important to get to know my students first, as it helps me learn about their culture and background. Knowing more information about the student makes it easier to determine if the student may have a disability. For example, one of my students has an IEP and qualifies for speech and language and has been receiving supports. This student already had an IEP when I met him, but based on what I have observed, I believe it may be more of a language acquisition issue, rather than a learning disability. To the right I have included this student's EL levels.

TPE 3.2

TPE 3.2

Understands and uses a variety of informal and formal formative (e.g., analysis of student work) and summative assessments to determine students’

progress and plan or modify instruction.

Throughout both my student teaching placements, kindergarten general education and 4-6th RSP, we use a variety of informal and formal assessments. It is extremely important to keep track of student progress, but especially students with disabilities, as they are working towards meeting their IEP goals. With the help of informal and formal assessments, we are able to plan and/or modify instruction. We are able to change what we review in a small group setting and focus on areas that need improvement. We use informal assessments such as a quick check for understanding, exit ticket, thumbs up and thumbs down, or elbow partner discussions. We also use a variety of formal assessments regarding envision math content, read naturally fluency and comprehension, and other forms of assessments. One example of important data I have collected is by using the Woodcock Johnson test. This data has allowed me to modify students' IEP goals as well as monitor their progress. This data also helps me modify instruction given to students based on their test results. To the right I have included a picture of the set up I use when assessing students, as well as a student sample. This student sample is from a sixth grade student. The findings indicated that this student is within the low average range in many areas. Some of these areas include broad oral language, listening comprehension, reading comprehension, math calculation skills, and the lowest area being phoneme-grapheme knowledge. Based on the Woodcock Johnson test results and classroom observations, my mentor teacher and I came up with the following goals:

Comprehension: By 4/13/2023, the student will comprehend literature stories (reading counts quizzes) with 80% accuracy as measured in 5 consecutive trials as measured by test scores/teacher records.

Revise & Edit: By 4/13/2023, with some guidance and support from peers and adults, the student will develop and strengthen her writing by making up to 3 revisions with specific corrections by revising, editing, rewriting, or trying a new approach with 80% accuracy as measured by (work samples or curriculum based assessments) in 3 consecutive trials.

Multiplication: By 4/13/2023, given a multiplication chart, the student will multiply 10 whole numbers of up to 3-digits by two-digit whole numbers (using strategies based on place value and the properties of operations) with at least 80% accuracy in 3 consecutive consecutive trials as measured by student work samples/teacher records.

Based on these goals, I can better plan further instruction for her and do the same for other students. Some of the accommodations have included in this student's IEP are Test-to-Speech, Multiplication charts, check for understandings, visual aids, and verbal prompts/reminders.

I have also included a copy of my documentation assessment administration and formal report which has a summary from my university supervisor regarding my ability to assess students.

Another way I use assessments to determine my students' progress and plan or modify instruction is through fluency and comprehension scores. To the right I have included a picture of the score charts we use to track student progress. This is informal data that I can use to help plan future instruction. For example, I can look at students' fluency (WPM) and create a small group intervention to work on fluency for those who need extra practice and support. I can also look at the comprehension score results and note if students are getting the same types of questions incorrect. For example, many of my students struggle with identifying the main idea of a story. Based on this data I have geared more instruction explicitly to have a discussion on the main idea of the stories we read. I have seen improvement in comprehension scores with majority of my students.