In my special education student teaching I was able to follow the behavior system that had been previously implemented in the classroom. This class that I was placed in was a behavior unit with 5 students, grades K-1. This is a system that provides immediate feedback to students who need it but also allows for an end goal each day as well. The student's each possess an individual color chart that they keep with them at all times throughout the day. My mentor and I give praise for when the student's do positive things by giving points to move them up on the color chart. There are often times that the students are not following directions or are having inappropriate behavior and at that point they will lose a point causing them to possibly move down. The day is broken up in time periods that the students receive a 0,1,2, or 3 (being the best). The images below give a good representation and explanation of what exactly I was able to assess hourly, daily, weekly, and even monthly. This system directly relates to Standard 5 because I am able to use it as a formative assessment by tracking their hourly and weekly behaviors. I also used it as a summative assessment by looking back at how the week was and how they are improving on a monthly basis.
Assessment's are one of the most important things that educators and special educators can perform for their students. They allow you to monitor students behavior as well academic progress. The artifacts that are linked to the images above include a BIP (Behavior Intervention Plan) and a FBA (Functional Behavior Assessment). Both of these assessment's were done in an elementary school resource classroom focusing on one student and their behavior on a day to day basis. Within developing the FBA I was able to determine an underlying cause and/or function of their behavior that impeded their learning and the learning of their peers. From the information that I had gathered I was able to implement an intervention plan (BIP) with this student. The student had consequences and rewards in order for them to achieve the targeted behavior.
By clicking on the picture above you will find my Multiple Assessment Project that I have linked to Standard 5 as well. Through this project I was able to assess one particular student weekly on his progress in processing and analyze science at his grade level (4). I was able to conduct a pre-assessment and post-assessment test that showed me his growth throughout several weeks and the certain areas that he still needed to improve on. With analyzing and assessing my student I was able to gather better knowledge a better understanding of his comprehension through formative (assessing the student weekly) and summative (pre-test and post test) assessment.
These forms of assessment show that I understand how to select, create, and record information to evaluate student learning and modify instruction based on assessment that I have gathered.
These forms of assessment show that I understand how to select, create, and record information to evaluate student learning and modify instruction based on assessment that I have gathered.