IEP Accommodations: I used written backups to oral instructions, using the PowerPoint slides and the white board. I provided small steps to find the meaning of the unfamiliar words to help the students apply guessing strategies in contexts. I provided enough examples through teacher modeling under the direct instruction. I gave students more than 3 practice opportunities to have them master the strategies. The assessments have been done during and after the lesson in a variety of ways; verbal response, written response, pair and group work, and making posters as a visual outcome. Before How can I make this lesson to be level appropriate to my learners? How can I select unfamiliar vocabulary words to fit to my students? Can my anticipatory
One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans
None of § 1415’s other procedures show that there were procedural defects in CW’s IEP
The assessment method that I chose was to ask the students questions about what they
For this assignment, I observed an IEP meeting for a three year old boy. The child is a three year old Hispanic boy, and his native language is Spanish. The child was receiving speech services through Early Intervention.
When collaborating on IEPs, my employer uses a web based program to assist in the improvement of IEP teams. The web based program allows access to it from any computer with internet (home or work). The ability to access the IEP document from anywhere increases the efficiency by not limiting where the document can be edited. In addition to easy access, the online program allows multiple people to edit the document. This technology allows the IEP to be update as the student progress through different goals or for the annual IEP review. The case manager of the IEP does not need to guess if a service provider has completed their section. They can simply review the document for the last update.
According to Tompkins, assessment involves four steps. The stages of assessment are planning, monitoring, evaluating, and reflecting. The planning stage begins at the same time the teacher is planning for instruction. Teachers think about the needs of the students and choose assessment tools accordingly. Tompkins advices that teachers should plan assessment before teaching to use the correct assessment tools. By monitoring student progress, teachers can use the results to impact instruction. Teachers should use observations, anecdotal notes, conferences, and checklists to monitor the progress of students. Stage three is evaluating students’ learning by using work samples, rubrics, and multimodal assessments. Lastly, teachers should reflect on their methods of instruction to improve their effectiveness. The method of using conferences to monitor student to monitor their process, set goals, and help them solve problems. Tompkins mentions six different types of informal and formal conferences where students meet with the teacher to check on their
When I was in elementary and middle school, I had an IEP. My IEP was for help in reading and writing. I enjoyed reading, but I wasn't very good at it. I also couldn't, and still can't, spell. To this day, I have no idea why I was so bad at reading and writing. My parents read to me all the time and I tried so hard at it. With my IEP, I received services outside of the classroom. In early elementary, I probably spent 2-3 hours in a separate room and then that time decreased as I got older. I would also take my test in a separate room from the rest of my classmates. My friends didn't understand why I didn't stay in the room, and they saw it as unfair.
Also the special education teacher can suggest meeting with the general education teacher to come up with some accommodations that are effective. Moreover, the special education teacher can request a formal IEP meeting and it requires a number of attendees, so the special education teacher should be prepared and have an action plan to discuss how important the accommodation and modifications
Throughout this inquiry process the criteria will be created in a mixture of ways. Some of the assessment pieces are created by the teacher while others will be created with the students. Furthermore, sometimes the assessment pieces will be made as a result from my observations or notes. I think the criteria should be communicated to students before the actual assessment takes place. Thus, if they do not understand this gives them the opportunity to ask any questions needed and allows myself to make any changes that are necessary. Above I have mentioned the major assessments as a rubric, oral discussion/checklist, and a self assessment. I have decided to focus mostly on students oral and drawing skills since the students in the classroom struggle with writing down full assessments. Thus, they will be able to fully express their understanding and learning without the struggle of writing everything down.
It involves the different assessment and evaluation strategies and methods that can be employing during and after the discussion. With the use of different assessment like authentic assessment, the learners will become effective performers with acquired knowledge, while the teacher will be able to measure the learners ' capacity to do work and enhance her/his strategies to be an effective teacher.
An assessment is an assortment of devices or techniques used by instructors to measure, assess, and report the learning progress, scholarly preparedness, instructive requirement, or ability obtaining of students (Newman, et al., 2013). Additionally, assessments help to distinguish each students’ strong qualities and struggling areas. For this
I use various forms of formal and informal assessments within my lessons and my classroom. I use pretests, observation checklists, student check-ins, student conferences, student observations, student conversations/discussions, unit tests, Fountas and Pinnell Tests, NWEA score, rubrics, and posttests. I am always checking in with my students because I want my instruction to be purposeful and meaningful for my students. I use my assessments to guide and adapt my instruction as well as my lesson plans.
There are several kinds of assessment carried out during a student’s learning. These include the placement assessment, formative assessment, and summative assessment. Learners coming into the kindergarten class are often given a pre test or a placement assessment to evaluate what the learner may already know or think about content that is to be
One of the most common ways that assessment is achieved is through a mix of teacher observation and parent
School assessment process differ in each school. It is important for all schools to follow the Assessment Principles. According to the personal communications with Bindi (2017) at the beginning of each school year the assessment results from the previous year are used to place students into appropriate learning groups and plan what to teach. Bindi also noted that she tries not to assess to regularly as she finds it difficult to get accurate results within her classroom. Bindi (2017) stated that she integrates both formative and summative assessment into the classroom by doing this she is able to keep assessments fair and meet their specific purposes.