SORAYAH G.
FEAPS
4
4
A. ANALYZES AND APPLIES DATA FROM MULTIPLE ASSESSMENTS TO DIAGNOSE STUDENTS' LEARNING NEEDS AND INFORM INSTRUCTION BASED ON THOSE NEEDS
B. DESIGNS AND ALIGNS FORMATIVE & SUMMATIVE ASSESSMENTS THAT MATCH LEARNING OBJECTIVES AND LEAD TO MASTERTY
C. USES A VARIETY OF ASSESSMENT TOOLS TO MONITOR STUDENT PROGRESS, ACHIEVEMENT AND LEARNING GAINS
One way that I have done this in the classroom is by creating skill groups. My co-intern and I have conducted assessments with our students to see what they need help with when it comes to spelling. We gave the students a spelling test. Then we conducted a spelling inventory to decipher which students needed help with understand what spelling rules. Some of the categories include diagraphs, blends, vowel teams, and inflectional endings. After, we split the students into skills groups and reteach the students what they need to work on. We give the students different games to play or worksheets to help them exercise the skills that we have taught them.
Every lesson is always tied to an objective and Florida standards. An example of a lesson that I taught recently was for the students to be able to identify story elements (setting, character, events, and conclusion). I read the students a story, explained what the story elements were throughout the story then had them fill out a graphic organizer for them to identify the story elements as well. Here is a photograph the model graphic organizer that I created with the students to show them what is expected of them as they fill it out using the story “The Three Little Pigs”. Next, the studeents filled out their own graphic organizers about the story that we read. The graphic organizer serves as a formative assessment to show me if the students are understanding the objective.
Throughout the week, the students do many activities on the computer that monitor their learning progress and achievement within the nine weeks and the year. Some programs that the students use would be FastMath, Rp testing (comprehension questions on the books they have ready), and IStation. Based on these programs, I can monitor how my students are progressing with the activities and what areas they may need further instruction from me in. Here is a photo of some students working on online tests in the classroom.
D. MODIFIES ASSESSMENT AND TESTING CONDITIONS TO ACCOMODATE LEARNING STYLES AND VARYINGLEVELS OF KNOWLEDGE
E. SHARES THE IMPORTANCE AND OUTCOMES OF STUDENT ASSESSMENT DATA WITH TH STUDENT AND THE STUDENT'S PARENT/ CAREGIVERS.
F. APPLIES TECHNOLOGY TO ORGANIZE AND INTEGRATE ASSESSMENT INFORMATION
One way in which I use technology to help me organize and integrate the students learning is by using EasyCBM. This tool helps to graph and organize the information about the students learning gains and how well they are doing.
Whenever we take any type of test, we take it together as a class. I read the problems to the students, walk around and assist as much as possible, and move on when I see that most of the students have finished. Whenever there are several students that need the extra time and attention during tests, I ask one of my co-teachers to pull them aside to the back of the classroom so that they get the attention they need without feeling like they cannot keep up with how the other students in the class are doing.
Conference nights are one of my favorite things about being a teacher. I get to meet the students and their parents individually and see how the students interact with their parents. During conference night, we have the students share their information with the parents from their data notebooks and see what progression they have made throughout the year. I like seeing how the parents think their student child is doing academically and also helping them to help their students with their learning at home. Many of the parents are either very interested in how they could help their child some feel like they are incapable of helping them. This is a picture of the last conference that I attended with my CTs, my co-intern, and one of the student’s grandmother.
