CSTP 5

This picture is an example of an assessment tool I created to help set learning goals. I use assessment data to establish learning goals and to plan, differentiate, and modify instruction. When I grade classwork, homework, and exams I give my students feedback and I analyze what concepts the class is struggling with. I then modify my instruction in that area with more clear instruction and more practice. I like to conference with my students individually so that they know how they can improve their assessment scores. During student-teacher conferences I ask my students to come up with some goals in how they will improve their assessment scores. My students are happy to take responsibility for their own learning. When setting goals I take the opportunity to differentiate my delivery of instruction to meet my students' needs by making any necessary modifications to my teaching goals and strategies.

This picture is an example of a writing prompt that has a self-monitoring checklist at the bottom that students are instructed to utilize to proofread their work. I involve all students in self-assessment, goal setting, and monitoring progress. My students enjoy correcting their own spelling exams. My students also love sharing when their scores improved over the previous week. When my students have writing assignments I tell them they always have to revise their work before turning it in. They have to check for correct capitalization, word spacing, and end punctuation. The teacher-student conference is also an excellent way to have students self-monitor their learning and set goals for their own progress. All of my students have IEPs and I take time to explain to them the goals that they are working on so that they know what outcome is expected of them. My students often ask me how they are doing with meeting their goals. During parent conferences, I always ask my parents to have their child present during the conference so that the student is aware of the goals and standards that are expected for them to master.

This picture is an example of a student's completed weekly spelling test. I use assessment information to share timely and comprehensible feedback with students and their families. Students have classwork and assessment information on google classroom where they can see their progress and completed work or work in progress. Students have the ability to engage in their own learning by keeping track of their assignments. Parent/guardians get student assessment information during report card periods, parent conferences, IEPs, and progress reports. I am aware that most of my students are performing two grade levels below so I also provide parents with easy suggestions/ strategies that they can implement at home. For example, simple strategies for busy parents/guardians will be assessing their child on five high-frequency words until the student reaches mastery. Another strategy is orally asking their child to skip count and all they have to do is listen to the child to check for mastery. If the parent/guardian does not have additional time to work on these foundational skills I provide them with engaging videos that the child can do independently.

This is a picture of a student informational writing work sample. The graphic organizer contained sentence starters and a writing monitoring checklist. Prior to the writing activity, we read about kangaroos, brainstormed about what they are, what can they do, what they have, what they eat, where they live, and what they like, and drew pictures of their thinking.

My students take the weekly Benchmark Advance spelling test. Students get to examine, reflect, and revise their own work. Students like to self-correct their work to get instant feedback. They also set goals for themselves before and after the test. As a class we set goals such as everyone should get a least two words correct. Students also set goals for themselves individually after their test such as next time I am going to do better than this time. I also make a copy of their spelling test to take home to their parents. Their parents are aware of this because I reviewed the classwork, homework, test procedures, and expectations to all parents during conference week and back-to-school night.

In this video clip, I am handing out a quick assessment to check for understanding after a social-emotional learning lesson that I conducted for my inquiry cycle 2. I was teaching my students the strategy of Stop, Think, and Act. During the lesson, we mention that everyone has emotions and that sometimes our emotions can get too overwhelming or us to handle. This strategy reminds students to think about their response to undesirable situations. We also went over all the strategies that we can try instead of acting out in an undesirable way such as hitting, yelling, or other tantrum-like behaviors. Instead of talking out, we can try deep breathing, going out for a walk, counting slowly, requesting a break, drawing a picture, or writing a letter.