After reading Chapters 10 (last weeks assignment) and 11 (this weeks assignment) Complete the Applications in Teaching Practice found on pages 446 & 447. Check out your specific assignment.
Collecting and Using Assessment Information
Questions
1. Elisa Boscaccy & Dana Dalton
2. Jennier Fase & Laura Gamble
3. Katie Gonzalez-Hannon & Nicole Kaufman
4. Holly Koski & Alayna Linsemeyer
5. Ashley Mains & Jenelle Meiss
6. Meghan Moriarty & Tera Nelson
Yolanda a student with a Learning Disability
Questions
1. Chrisinte Page & Holli Piers
2. Kelly Puett & Sarah Redmond
3. Mallorie Schoon & Samantha Schultz
4. John Selman & Michelle Sickles
Subscribe to:
Post Comments (Atom)
Pg. 446, #2
ReplyDeleteOur text says that the date is Oct. 1 and two of my students are not making progress in their reading skills. I notice that they consistently choose books that are too difficult and do not have a system for tackling tough words. Since I do not know their grade level; I will assume they are lower elementary and are able to recognize letters of the alphabet.
I will begin by evaluating the students’ level of phonemic awareness and their reading fluency. The first probe I will use will be the hear-say probe. For one minute, I will orally present a series of words and ask the student to sound out each word. The text gives a table on page 430 to evaluate whether the student is at risk for reading problems. The DIBELS benchmark is really for K-1st grade; but, since I know nothing about the students, I would start there. Knowing that information will tell me how far back I need to go to re-teach certain skills they didn’t grasp.
Next, I would check their reading fluency by using the see-say probe allowing them to read a short passage. The text provides a nice one on page 431; but, I would choose the passage from a reading book for their grade level. Page 429 shows a table listing Oral Reading Fluency Norms for grade 1-8. Knowing their fluency level will show me how they compare with students in their own grades.
The DIBELS website lists a formula for finding “How to Determine Appropriate Level Text.” I could ask the student to choose a book; then, read it to me for one minute. I would judge whether they should continue on based on their percentage of fluency. Here is the website: https://dibels.uoregon.edu/resources/big_ideas/accuracy_and_fluency.php.
My daughter brought home a book mark with the “Five Finger Rule.” It says “Choose a book and read the first page or two. Put one finger up for every word you don’t know. If five of your fingers go up while reading, choose another book. If only two or three fingers go up, you’ve found a “just right” book.” I will incorporate this in my classroom.
Yolanda a student with a Learning Disability
ReplyDeleteQuestion #2
Yolanda has been receiving indirect support in math. The class has been working on money. The curriculum-based assessment strategy that I would use to judge how well Yolanda is doing on this skill is the probes of math skills. I can assess her identification of coins by using a see-say probe using numbers and symbols. Computation and problem solving skills involving math can be assessed using see-write probes.
To fully understand Yolanda’s problem, I need to find out where she is having the trouble. For example, if the problems begin with identifying pennies, nickels, dimes, and quarters and their value, which is what we will work on. If she understands that, but is struggling with word problems, that is the area that we will focus on. Discovering whether or not Yolanda can understand money when she has tangible objects in her hands, such as fake coins, will help clarify her problem. If she only has a problem when she has to visualize the money, I can solve the problem by allowing her to use manipulatives.
Getting to the root of Yolanda’s problem will help her greatly. It would do her no good if I just showed her examples and gave her worksheets. Knowing where her problem begins will let me teach her in a way that allows her to understand this math lesson.
It is October 1st and I am concerned with 2 of my students in my reading program. Their parents are concerned and have not seen any improvement in their reading at home. I have also noticed that both students pick books during independent reading that are too hard for them and are guessing at words without approaching them systematically. I will use an RtI system of instruction and assessment to help the students progress.
ReplyDeleteIn tier one on the RtI system, the teacher begins with effective instruction in the general education classroom using evidence-based practices. The students who are at risk are identified and their progress is monitored closely, usually with a graph to show goals and improvements. If the effective instruction does not provide adequate progession, I would move to the next tier, tier 2. In tier 2, the students are monitored more closely and are put into reading pairs. While the students are reading orally in pairs, the teacher can listen and determine if the student's reading fluency and word pronounciation is improving and reaching their individual reading goals. Reading will be done consistently and monitored closely, and if, after 4-5 weeks, the reading fluency is not reaching their reading goals, the students will move into tier 3.
Tier 3 is the last tier in RtI. In this stage, the at risk students are placed in an alternative reading curriculum. They would be working in small groups every day with more intensive instruction. The progress of each student would continue to be graphed and at the end of another 4-5 weeks of Tier 3, the teacher would determine if the student should be referred to special education classes. If my students were showing improvement at a steady rate, even if they were not to their goal line, I would not refer them to special education. The students should be working with their peers, and not be labeled as a special needs or disabled child, which is the whole point of RtI. However, if the students are not showing any progress at all, a referral to the special education department may be necessary for more one-on-one support.
It is October 1st, and as a teacher, I am concerned about two students in my reading program. The students' parents have commented that they have not seen improvement in their children's reading at home. I have also noticed that both of these students choose books that are too hard for them and repeatedly guess at words without approaching them systematically. I wonder whether I should make some changes in their reading program.
ReplyDeleteI will use the information other students have obtained in Questions 2 and 3 by seeing if the students have made any progression based on additional assessments that will be collected. By giving them a variety of curriculum-based assessment procedures such as determining their level of phonic awareness and using DIBELS, I will have a better understanding of what their basic reading problem is and where they compare to other students in the program. By conducting other additional assessment information such as psychological tests, which measure abilities that affect how efficently students learn in an instructional situation, I can better clarify why students have difficulty learning in daily classroom instruction.
I will decide to accommodate the students in the current program by making sure they are reading at their grade level. I will assess my students by choosing appropriate grade level books that are challenging for them but yet able to master over a short amount of time. If students are not able to improve in their reading like two of my students, I will alter the reading program and make sure I monitor these students closely.
One of the tools that I will use is the RtI system of instruction and assessment. This will help me determine if students who have difficulty with reading, need to see a special education teacher. I do not want to determine that decision right away. I want the students to go through the program and if necessary, I will refer them to a special education teacher.
As a teacher, I want to do as much as I possibly can to help students improve in their reading without immediately putting a “special ed” label on them.
It is October 1st, and as a teacher, I am concerned about two students in my reading program. The students' parents have commented that they have not seen improvement in their children's reading at home. I have also noticed that both of these students choose books that are too hard for them and repeatedly guess at words without approaching them systematically. I wonder whether I should make some changes in their reading program.
ReplyDeleteIn questions 1-4, different aspects of assessment and address the need to design a plan to best accommodate the student's needs. I believe that the dibels testing is a great way to assess a student. It allows you to see what aspects of phonics a student understands and helps you to assess where the core of the reading difficulties began. Perhaps, the student did not understand phonics to begin with which would definetly inhibit their reading abilities. I think the RTI is a great way to assess a student's reading abilities and for a student having difficulties their should be a constant need for assessment. Reading is perhaps the most important part of a child's education. It lends itself to all other subjects. One student mentioned that she liked the five finger rule. I especially liked this example of helping students chooses reading-ability appropriate books. If a student is constantly choosing books that they cannot read and have difficulty with their desire to read decreases. They should choose books that are challenging but to a point where with practice they can master. It is important to constantly build on a child's prior knowledge and abilities. I think the RTI system of evaluation is the best way to evaluate a student. This method involves 3 different tiers and doesn't immediately mark the student for failure. It expects improvement but has a back-up plan of action if improvement does not take place. The most important thing is that you believe the student can and will succeed.
Yolanda is a girl who has a learning disability and has been receiving indirect support in math. The class been working on number identification and I am noticing that she is struggling and behind all the rest of her classmates. The curriculum-based assessment strategy that I would use to see how Yolanda is doing, on this particular skill, is the probes of math skills. I can assess her identification of shapes by using numbers and symbols. Also computation and problem solving skills involving math can be assessed using see-write probes.
ReplyDeleteTo find out where Yolanda is having trouble, I would also use peer comparison in screening. I would use this to measure the extent of Yolanda’s problem and to make sure that Yolanda is different enough from the rest of her peers on important skills in math to indicate that some form of classroom accommodation is necessary. First I would assess my entire class to identify other students at risk and obtain valuable feedback about the overall effectiveness of my teaching. While screening Yolanda I would first select probes in the area of suspected difficulty such as math. Next, I would give the assessment in math over numbers to Yolanda in question and compare her performance to benchmark or norm levels to find out the extent of the achievement gap.
Some curriculum based measurement that I would use on Yolanda to see her performance would be the computerized curriculum- based measurement. This software makes scoring and interpreting curriculum-based measures in math much easier. This software teaches students how to enter in their own data into a computer program that score their test and summarizes the results. The skills profile chart shows which skills such as adding and subtracting numbers. This software program summarizes student performance, it shows the student’s rate and accuracy on weekly math tests over time. This would be very helpful for seeing if Yolanda is progressing through the weeks.
Yolanda is a student that is in my class and she has a learning disability in reading. My class has been working on letter and letter-sound identification. Yolanda is having problems understanding this and she is falling behind. I will use my curriculum-based norms to measure the extent of Yolanda's problems by testing her individually. I will also have group activities step up with letter and letter-sound identification, and I will observer her when she is in these groups.
ReplyDeleteI would base one of my centers based around letter identification. The center would be fun and appealing to my students. I would have songs about letters. I will also have games and word and letter matching. If I am able to get Yolanda into these centers, she will gain confidence in her reading and see that she can have fun with it. If I am able to get Yolanda feeling confident about her reading skills, then she will become more excited about her learning.
A curriculum-based assessment strategy I would use to judge how well Yolanda is doing, is giving her an oral reading test. I will letter note cards out for her to identify, I will keep tract of her score, without her knowing. I do not want Yolanda to know that she is being tested because she might feel pressure, become stressed, and even become discouraged about reading. I might also have my class take a computer test about reading, which will focus on letter identification. This will be another type of test, so I will be sure that Yolanda understands her letter identification.
Yolanda is a student in my class who has been receiving indirect support in reading. In my class we have been working on passage reading. As for checking to make sure Yolanda is doing on passage reading compared to her students, I will check her work just like the rest of her class. I will then figure out what she doesn’t understand the most and go from there. I will try to work with her on the side to figure out what she isn’t understanding and try and help her that way. I will also have the passage reading read aloud by all the students, and if Yolanda is uncomfortable, I will work with her on that as well. She is mostly having trouble with the bigger words and she gets nervous reading out loud in front of her class, which I am guessing is because she is having trouble.
ReplyDeleteI will use what I have in my classroom to see how those supports are helping Yolanda. If none of them seem to be working, I will then figure out which ones will best help her and buy them for my classroom and have her work on them. Hopefully this will boost her passage reading and also with me working with her on the side that will help her as well.
It is October 1, and you are concerned about two students in your reading program. The students’ parents have commented that they have not seen improvement in their children’s reading at home. You have also noticed that both of these students pick books during independent reading that are too hard for them and repeatedly guess at words without approaching them systematically. You wonder whether you should make some changes in their reading program..
ReplyDelete6. How might these students be served within an RtI system of instruction and assessment?
I will assess my two students’ with the 3 tiers. There will be an attainable goal of so many words per minute based on the grade level. In tier 1, I will monitor if their words are read correctly. I will give effective instruction and if they fail to make progress they will move into tier 2. I will provide the children with extra reading material. I will recommend she has a reading buddy that is at her same instructional level. They will read up to 5 times a week together. I will monitor the children’s progress weekly. After four weeks if they still have not made progress and did not reach their words per minute goal. If they are still falling further behind in reading they will move to tier 3. In tier 3 interventions takes place. They will be placed in an alternative reading group. This reading group will have intensive instruction 60 minutes a day. Hopefully these children will makes steady progress and eventually attain their words per minute goal. My goal is to work with these children as much as possible before they need to be moved into special education. Getting their parents involved in any way possible and this Response to Intervention (RtI) will hopefully help these 2 children progress. Unless it is absolutely necessary for these children to be moved to special education, I would prefer to keep these children with their peers.
It is October 1 and I am concerned about two of my students that do not seem to be doing well in reading. They seem to be picking books that are too hard for them and there does not seem to be any improvement at home. They cannot seem to get all of the words in their independent reading books. I am wondering if I should make changes in their reading program.
ReplyDeleteI would begin by picking out a less challeging book for independent reading. I would read it with them and find out where they are as far as their reading level. I would also find out what seemed to be the areas that they were having problems with. They may have problems understanding or saying the words. They maybe right on track, they are just picking books that are beyond their understanding, or reading level and the level of a normal child their age. I would also look at their past reading grades and standardized test to see if there is a tread of a problem. Maybe it just started this year because they are having problems in other areas of their lives. If the reading program needs to be fixed because these students are having a hard time, than I would do so. Maybe the students would have to pass a couple of reading tests in order to read the harder books.
Yolanda is a student in my class, and has been receiving indirect support in math. My class has been working on their multiplication skills through activities, discussion, and worksheets. Yolanda has been having problems with keeping up with the other student during this subject. I will use see-say and see-write to determine what level she is at. The curriculum-based assessment strategy that I will be using is the probes of math skills. I will be testing her verbally, and on paper. Verbal questions will be to see if she just has multiplication answers wrongly memorized. If it is just memorization, we will go over the steps of multiplication. She may be getting answers wrong because she is going straight from memorization, but has the wrong answers memorized. If it is not a memorization problem, then I will note the reoccurrences that happen on the written tests, and find a way to explain in a more understanding way for Yolanda.
ReplyDeleteI would use the probe information to measure the effectiveness of the classroom by seeing (testing) what level she is at in the multiplication that is being covered. If she is behind the difficulty level that I feel should be covered, then there is definitely something that needs to be changed. I would find opinions from other teachers that may have had a similar situation, and bring in new and different examples. I may also try using groups for different multiplication activities so it can be hands-on and possibly more understanding. Seeing another child work out a question step by step may help Yolanda to better understand.
I do not have this book, and forgot to copy the pages from the book from someone who has it. I'm sorry.
ReplyDeleteTwo students in the classroom are having trouble with reading about 6 weeks into the school year (October 1st). Their parents also complain about not seeing any progress in their reading skills in their home. The students usually pick books that are above their reading level. When they read the books they usually guess at the words without attempting to try to figure them out systematically.
ReplyDeleteCBA (curriculum – based instruction) is a way to measure a student’s achievement in terms of what is being taught in the class. Performance is checked over time to show how the instruction needs to be changed. You choose what skills will be tested based on what you teach in the classroom. I would have the child read to me different levels of books to assess where the reading problem lies.
The probes I use will be hear – say and see – say. Hear – say is when the child hears it and then says it. For example, if I was to say “chicken” the child would repeat back to me “chicken.” See – say is when the child sees the word and then says it out loud. For example, a child is reading a book and reads the word “cow.” As the child reads the word they also say out loud “cow.”
The hear – say probe and the see – say probe will be individually done with each child. The hear – say probe will consist of me saying a word and the child repeating it. The see – say probe will be a short passage I ask the child to read out loud to me.
The way I will score them is to have a chart by me for each activity per child. For the hear – say probe, every word the child repeats correctly to me within 3 seconds gets a check marked next to it. Every word that is struggled on in that minute gets a dash (-) next to it and every word that they cannot repeat to me within 3 seconds gets an x (X) next to it. I will then count up the words with “X” marked by them and compare them to the whole number of words. If 90% of their words were correct then they pass. For the see – say it is done fairly similar. As they read out loud I mark the same marks next to words they get wrong, skip, or need assistance with within that 3 seconds. At the end I figure out how many errors. If a 90% is scored, they pass.
Yolanda is a student with a learning disability in my class. She has been receiving inderect support in math. In the classroom, I use many see-say and see-write probes to learn more about the students and their progress with their fraction skills. I would have different probes to test their skills of common fractions and harder fractions. These probes will show the exact amount of progress as well as the weak points for each student. From all of these evaluations, I will be able to teach the class more about their problem areas. I wont have to spend time not need for the areas that the students have already mastered. Overall, I think probes, if used correctly, can give you an opportunity to specify your teaching more for the better of the specific classroom and students.
ReplyDelete1. In my class, I have two students who are struggling with reading. According to their parents, their reading has not improved. In addition, when there is time for free reading, they pick out books that are too difficult for them, and then they guess the words. The first thing I notice is that printed words seem to have little meaning to them. If a student is simply guessing words instead of approaching them systematically, there may be confusion about phonics. Therefore, I would first assess their phonemic awareness. Furthermore, I would assess the students’ knowledge of letter sounds. Since they are guessing at the words, one explanation could be that they do not know the letter sounds that are required to say the word, or they may not associate the sound with the visual letter. I would also assess their reading fluency to get a better idea of their reading level.
ReplyDeleteMy question is #5.
ReplyDeleteThe way I would use to evaluate the changes would definitely be the response to intervention approach (RTI). Using this method I am constantly keeping track of my students’ progress in the evidence-based curriculum. This will be monitored on a regular basis to see if there are further changes that need to be made to make my students become more successful in reading. I like this system of evaluation because you are not trying to rid yourself of the students and their reading problem; you are actively involved in their education and the decisions on changes that are necessary for the success of the student. The RTI approach is divided into three parts. Tier 1 starts with the general education and you can monitor this by using a curriculum based oral reading fluency assessment. If the student has shown little to no progress then you move the student to Tier 2 and make the appropriate adjustments in their reading practices. For example in this tier you can pair the student into reading groups so the student can practice reading aloud with another classmate. Then if what you do in this tier is not working and the student is showing little to no progress, then you can move them to Tier 3 and provide them with more intense help. Note that you are constantly keeping track of their progression so that you know where their ability lies at all times. You can also do this by keeping a graph tracking their progress. If little to no change is made by then consideration for special education. This all needs to be done in a timely manner so that the student does not fall too far behind the class where it may be impossible to catch up.
I have question #4.
ReplyDeleteI will figure out what probes I will give to these students and use them to see if they help. I will also look at the additional assessment information I have collected to see how the student is progressing.
In order for me to accomodate these students in the current program, I will have to see how badly they are struggling with certain words in these books and also find out why they are choosing books above their reading level. If these books they are choosing are way above their reading level, I will try incorporating more books that are more on their level; books that don't have so many difficult words and are easier for the student to understand.
In order for me to switch to an alternative reading program, I would have to see that these two students really aren't improving in their reading skills, even with the books I have switched out. Perhaps I would have to make the books lower level, to see if these students just need to catch up on their reading skills.
I would switch these students to a special education teacher if there was absolutely no improvement in their reading skills even after I tried to make my books easier and even try to make them lower level. If these students were still struggling with work they should have mastered a year before, I would know that they needed special attention to enhance their reading skills.
I have question 3.
ReplyDeleteIt is October and I have two students who are choosing books that are above their level of reading and their parents have not seen an improvement in their reading.
As a future teacher, this would also concern me. There are a few different ways I would assess and evaluate these two students. I'm not completely sure that I agree with giving-group administered tests. These can be culturally biased. Also, sometimes, special needs children need to be accommodated. If these students are not accommodated in the classroom at test time, you may find yourself only testing their disability rather than their ability.
Individually administered diagnostic tests better test components of areas that are more difficult for children. For reading, these test could accurately measure different areas of reading.
Lastly, psychological tests could also be given to the students to look for other areas of difficulty. These psychological tests measure comprehendion, generalization, vocabulary and other areas as well.
As a teacher of elementary school, one has to understand the needs of children when it comes to test taking. Offering extra practice with vocabulary words would be a great way to help children. Many students have anxiety when taking tests, sometimes students may have different communication styles. Sometimes kids may not write down all the details needed to answer a question. Also, sometimes, children are unwilling to take risks to make an eduated guess on a test. Last, every child can work at a different pace.Some children work slower than others. When evaluating children by giving tests, it is important to give practice tests so that the children have an idea of what to expect. It is also important to allow as much time as possible so that all the children have enough time to complete the tests. Always make test directions simple, and make sure that all the children understand the directions. Lastly, it is important to not penalize children for not adding enough details. I think giving psychological and individually administered diagnostic tests that measure comprehension, vocabulary and generalization would be best.
Page 446 #3
ReplyDeleteOctober 1st and two students in the reading program in my class are having trouble. I have not seen an improvement in their reading and I am concerned. They are guessing at words and reading books that are too difficult.
How can I help my students so their reading can improve?
I would think that having students partner up may give a chance to get the students working together and maybe helping each other. Working together can be an effective way to communicate results on diagnostic tests. Having the students pair up however should always be different. I don't think the students should have the same partner for the entire year. It should change to give the students a chance to get to know the entire class and maybe work better with another student.
While observing my class, I should also take note in how everyone is coming along. I should notice at what level everyone is in as to start at a level that is not too difficult but also not too simple.
Group administered tests and individually administered tests should be taken into account. These will help in deciding how well each student has understood about the curriculum and how they are improving. This can also decipher where some students may be having trouble and we can thus base our teaching accordingly.
Psychological tests can be used to find out if there may be a learning disability that is causing a lower understanding of certain assignments.
Assessment information can be collected in a few ways:
1.collection of student work
2.collection of student performance based on IEP goals and objectives
3.performance assessment of student's skill
4.checklist of what student has reviewed
5.traditional test
Curriculum based tests are something many teachers should be doing, for they are tests that are given out based on what you are teaching in class. This way the student is being tested on what has already been taught in class.
I do feel that when testing students there should always be practice. Give the students activities that help to practice vocabulary or spelling. Give them maybe practice tests that can help in giving the student a chance to view how the test will be like.