Running head: EVIDENCE OF STUDENT LEARNING 1

Evidence of Student Learning

Michaela Duranti

Towson University
Evidence of Student Learning 2

Part A: Learning Context, Topic and Objectives:

My Evidence of Student Learning Signature Assessment was completed at Franklin

Middle School, located in Reisterstown, Maryland. Franklin Middle offers enrollment in 6th, 7th,

and 8th grade, with the average class size being 27.6 students. At Franklin Middle School, there

is a wide range of students in classroom models consisting of the following: inclusion, self-

contained, general education, and resource room. There are currently 1,305 students that attend

Franklin Middle School, 55% are male, while the remaining 45% are female; 4 out of every 10

students receive a free or reduced lunch. The demographic amongst students at this school are

the following: 40.1% African American, 37.5% White, 11.4% Hispanic, 6.3% Asian, 4.6% Two

Races, and American Indian 0.1%. As far as exceptionalities go, Franklin Middle School offers

programs for students with specific special needs, students who have an IEP or 504 plan, and

students that are gifted and talented. In terms of linguistic differences, when researching Franklin

Middle School, there was no specific information regarding language diversity present in the

school. However, based on my own observations, it is evident that language diversity certainly

does exist within the school. Oral and written language development based on the English

Language Arts (ELA) exam had a passing rate of 41% at Franklin Middle School, which is

below average for Baltimore County standards.

The classroom model in which this assignment was completed was a self-contained

CALS (Communication and Learning Support) program. This class consists of six students, five

of which are male and one student that is female. Each student in this class has been diagnosed

with autism. There are no linguistic differences present in this classroom. Each student speaks

English as their first and only language. As for cultural differences, one student in the class is
Evidence of Student Learning 3

White, three are African American, and two students are two or more races. Each student in this

classroom is assessed both formally and informally on their oral and written language

development on a very consistent basis throughout the school year. Based on these assessments

and observation, it is clear each student is making positive advances toward achieving their oral

and written language goals that are documented on the Individualized Educations Plans (IEPs).

Maryland Common Core State Standards:

CCSS.ELA-Literacy.L.K.4 (grade K): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.1.4 (grade 1): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly

from an array of strategies.

This unit will take place over a five-day period, incorporating three different lessons. The

pre-assessment will take place on Monday, and the first lesson will also be taught on Monday.

The second lesson will be taught on Tuesday, the third lesson on Wednesday, and the post-

assessment will also be completed on Thursday. Students will be taught new vocabulary terms

based on different types of weather. The focus will mainly be on eight specific vocabulary words

and their ability to understand these words at the end of each lesson. The meaningful and

measurable objectives that I have developed will stay consistent throughout the three lessons,

with the only difference being the story that we are reading. The objectives for the lesson will be:
Evidence of Student Learning 4

Lesson #1:

I can read the story "What is Weather?"

I can identify and determine meaning of key vocabulary terms from the story.

Lesson #2:

I can read the story "Sunny Weather."

I can identify and determine meaning of key vocabulary terms from the story.

Lesson #3:

I can read the story “Rainy Weather.”

I can identify and determine meaning of key vocabulary terms from the story.

Students will demonstrate the knowledge that they have gained through both assessments

and verbal responses throughout instruction. While we are reading each story, I will constantly

be asking questions to my students to not only keep their attention/focus, but to also assess their

comprehension. A second informal method I will use for students to demonstrate the knowledge

they have learned will be through an online quiz system called “Kahoot”. “Kahoot” is an online

quiz system that asks students a series of questions and requires them to choose an answer

between two, three, or four options. In addition, multiple formative assessments will be

completed at the end of each lesson.

Evidence of Student Learning 5

Part B: Assessment Plan

When the unit has been completed, each student will complete a summative assessment

that I have created based on the ability levels of each of my students. The variability that takes

place throughout each assessment does not differ in content, but only in format. For two of my

students that have a very similar reading level of <K.0, their assessment will require them to cut

out the picture of a vocabulary word that corresponds with the actual term and glue it in the

correct place. A picture of this assessment has been attached below:

Evidence of Student Learning 6

Page #1 focuses on the students’ knowledge of four specific vocabulary words, which are

temperature, windy, hot, and clouds.

Page #2 focuses on the students’ knowledge of four specific vocabulary words, which are cold,

sunny, weather, and rainy.

Evidence of Student Learning 7

For two of my students that have a very similar reading level of <K.0 and 1.0, their assessment

will require them to cut out a picture of a vocabulary word that can be used to complete a cloze

sentence. A picture of this assessment has been attached below:

Page #1 focuses on the students’ knowledge of four specific vocabulary words, which are

temperature, windy, hot, and clouds.

Page #2 focuses on the students’ knowledge of four specific vocabulary words, which are cold,

sunny, weather, and rainy.

Evidence of Student Learning 8

For two of my students that have a very similar reading level of 1.2 and 1.0, their assessment will

require them to choose one of four words in a “Word Bank” that is listed at the bottom of the

page to successfully complete cloze sentences. A picture of this assessment has been attached

below:

Page #1 focuses on the students’ knowledge of four specific vocabulary words, which are

temperature, windy, hot, and clouds.

Evidence of Student Learning 9

Page #2 focuses on the students’ knowledge of four specific vocabulary words, which are cold,

sunny, weather, and rainy.

Seeing that my students would be at a disadvantage for any pre-assessment that I could

develop for them due to the fact that they have not been taught the vocabulary terms or read any

of the stories, I decided to use the summative assessment as my pre-assessment. I brainstormed

about the best possible ways to assess my students and decided to implement activities that the

students are familiar with. Based on my assessments, I delivered instruction that provided my

students with all the information they needed in order to be successful.

The formative assessments that I have developed will challenge each student to use their

knowledge of the new information we learned each day. Differentiation takes places between

each formative assessment strategy that I have chosen based on the academic level of my

students. The formative assessments for four of my students at a similar academic level will

require them to answer multiple choice questions that are not only related to the story, but also

focus on specifc vocabulary words. Two of my other students who preform at similar academic
Evidence of Student Learning 10

levels will be required to finish a cloze sentence assignment that requires them to look back in

the story to determine their answers.

To assess my students’ learning, I have developed a scoring tool that will be converted

into percentages once each student has been assessed. Four of my students that preform on a

similar academic level will be required to complete six questions, and my two students who

preform at a higher level will be required to answer eight questions. Due to the fact that each

assessment was multiple choice or fill in the blank, it was easy to calculate how many questions

the students answered correctly in comparison to the amount of total questions on the

assessment. Each day I collected all of my students’ work so that I could closely monitor their

progress. Here is an example of the multiple choice fomative assessment:

Evidence of Student Learning 11

Here is an example of the cloze sentences formative assessment:

Part C: Instruction

Narrative:

During this unit students will be challenged to retrain information based on vocabulary

words related to Weather. To gain the attention of my students, I begin each lesson by having

one of my students read the objectives out loud. I then do a sign language word for the day that

correlates with an impotant word in our story. We practice the sign language word a few times,

and then it is time to read! Throughout each story that we read I stop at certain points to ask my

students questions, and to keep them engaged. For example, I point to a picture and I can ask a

student “What is this up in the sky?” and they will reply with the word, “clouds!” After we have

completed the reading, we do a fun and engaging activity as a class. Each student gets there own

device, and we do a Kahoot! Kahoot is an online quiz game, that I am able to generate myself,
Evidence of Student Learning 12

based on the reading. Throughout the Kahoot game I am sure to continuously encourage my

students through positive praise.

Once the Kahoot is complete, I let each adult in the room know who they are working

with and then each student returns to their seat. While I am working with my student I can

continue to provide positive praise, while also checking on the rest of the room to make sure

everyone is “okay.” Once the student I am working with is finished, I would with a student who

is on a higher level and completing additional work. Each day there isa new set of words to be

learnd, and the assessments at the end of each lesson will idetify what students have learned. I

constantly praise my students throughout this process, and let them know at each step how well

they are doing.

UDL Lesson Plan #1: What is Weather?

About this Lesson:

Description-

The lesson topic will be focused on reading, specifically students' ability to read the story

"What is Weather?" while identifying key details from the story. The lesson will be taught in a

middle school CALS (Communication and Learning Support) classroom that consists of six

students. Five of these students are male and one is female. All students in this class are

diagnosed with autism spectrum disorder (ASD).

Evidence of Student Learning 13

Jordan is 14 years old, in 8th grade, and his Reading GE (Grade-Equivalent) level is <K.0

David is 14 years old, in 8th grade, and his Reading GE level is a 1.2

Mehki is 12 years old, in 7th grade, and his Reading GE level is <K.0

Noah is 12 years old, in 6th grade, and his Reading GE level is 1.0

Nicholas is 11 years old, in 6th grade, and his Reading GE level is <K.0

Ally is 12 years old, in 7th grade, and her Reading GE level is 1.0

During this lesson, the story that we will be reading is at a Level E. This means that the content

is appropriate for readers that are on an upper-kindergarten to first grade reading level. While the

lesson is taking place, there will be a special educator, one paraeducator, and two additional adult

assistants present in the room.

Prerequisites-

For students to be able to take part in this lesson, they will need to be able to have the ability to

follow along with a text while it is being read aloud. All activities and routines that are included

in this lesson are familiar to the students. These activities and routines include identifying key

details, answering multiple choice questions with visual supports, participating in a group

activity involving cloze sentences, and determining meaning of academic vocabulary terms.

Estimated Time-

45 minutes
Evidence of Student Learning 14

Potential Use:

Purpose: Classroom Instruction

Grades: CALS Program 6th- 8th

Content Area: Reading

Standards:

English/ Language Arts: Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.K.4 (grade K): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.1.4 (grade 1): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly

from an array of strategies.

Goals:

Instructional Goals:
Evidence of Student Learning 15

During this lesson my goal is for students to gain a better understanding of vocabulary words that

are related to weather.

Objectives:

• I am able to read the story "What is Weather?"

• I am able to identify and determine meaning of key vocabulary terms from the story.

Variability:

Throughout this lesson there will be many different levels of variability so that each student

may successfully reach their goals.

Nicholas and Mekhi (GE <K) will both complete a worksheet that consists of questions related to

the story. Each question will have visual supports to assist them with answering.

Jordan (GE < K) and Noah (GE 1.0) will be completing one assignment, consisting of multiple

choice questions related to the story. Both students will be asked to circle the correct answer,

based on what they read in the story.

Ally (GE 1.0) and David (GE 1.2) will begin by completing a cloze sentence activity that will

require them to generate their own answers. Both students will have a copy of the story so if they

need to go back to check their answers they can.

Assessments:
Evidence of Student Learning 16

Formative Assessments:

• Mekhi and Nicholas- Multiple Choice questions

• Jordan and Noah- Multiple Choice questions

• Ally and David - Cloze Sentences

Instructional Methods:

Opening:

 First all students will come to the front table

 We will read our two objectives together

 Then we will learn a new sign language word for the day

During:

We will begin by reading the story "What is Weather?"

While reading the story, I will be sure to ask questions to each of the students so that their focus

remains on the story and I can assess their comprehension of the information.

Once the reading is finished, we will remain at the front table and complete a Kahoot together.

Students will be able to use their own devices to answer questions based on the reading.
Evidence of Student Learning 17

After the reading is finished, students will head back to their seats and I will pass out their assignments to

complete. One of the paraeducators (Mr. Williams) will first work with Nicholas, while Mekhi takes a

short break on the computer. Once Nicholas completes his work, Mekhi will then work with Mr.

Williams.

Mr. Milak will work in-between both Noah and Ally, assisting both of them with the work that they have

to complete.

Our adult assistant (Ms. A) will work with Jordan to assist him in completing his work.

I will begin by working with David, and providing him with assistance in completing his assignments.

Closing:

When everyone has finished their assignments, we will all come to the front table to review what

we have learned.

We will go over our objectives again, and I will ask the students a few questions about the

reading.

Materials:

Materials and Supplies:

• Pencil
Evidence of Student Learning 18

• Worksheets

• Devices

• Scissors

• Glue

• Kahoot Game

• Promethean Board

• Reflection for Lesson #1:

I felt that this lesson went very well, and I also felt very knowledgable as well as

prepared when presenting this information to my students. I enjoyed asking each student

questions while we were reading and felt that doing so was a useful way to keep their attention

and also assess what they were learning. Students enjoyed being involved in the lesson, and

questions were made accesssible to students at every ability level in my classroom. I felt each

student also enjoyed the Kahoot game, and it served as a fun way to engage the students.

When it came time to complete the assesment I noticed that several of my students were

not as confident as they usually are when completing them. The multiple choice question

assessment and the cloze sentence asssessment came from the website “News-2-You”. I felt that

I could trust this website because we have used these assessments in the past and a lot of our

stories come from this website. Once I received the assessment results from my students I knew

something was wrong because certain students scored lower then their typical preformance, even

though during the lesson when I was asking them questions they were answering them

successfully, and in addition, they did well on the Kahoot. I took it upon myself to change my
Evidence of Student Learning 19

lessons for the next two days and to create my own assessment activities for my formative

assessment, just as I had done for the summative assessment and pre-assessment.

UDL Lesson Plan #2: Sunny Weather

About this Lesson:

Description:

The lesson topic will be focused on reading, specifically students' ability to read the story "Sunny

Weather" while identifying key details from the story. The lesson will be taught in a middle

school CALS (Communication and Learning Support) classroom that consists of six students.

Five of these students are male and one is female. All students in this class are diagnosed with

autism spectrum disorder (ASD).

Jordan is 14 years old, in 8th grade, and his Reading GE (Grade-Equivalent) level is <K.0

David is 14 years old, in 8th grade, and his Reading GE level is a 1.2

Mekhi is 12 years old, in 7th grade, and his Reading GE level is <K.0

Noah is 12 years old, in 6th grade, and his Reading GE level is 1.0

Nicholas is 11 years old, in 6th grade, and his Reading GE level is <K.0

Ally is 12 years old, in 7th grade, and her Reading GE level is 1.0
Evidence of Student Learning 20

During this lesson, the story that we will be reading is at a Level E. This means that the content

is appropriate for readers that are on an upper-kindergarten to first grade reading level. While the

lesson is taking place, there will be a special educator, one paraeducator, and two additional adult

assistants present in the room.

Prerequisites:

For students to be able to take part in this lesson, they will need to be able to have the ability to

follow along with a text while it is being read aloud. All activities and routines that are included

in this lesson are familiar to the students. These activities and routines include identifying key

details, answering multiple choice questions with visual supports, participating in a group

activity involving cloze sentences, and determining meaning of academic vocabulary terms.

Estimated Time:

45 minutes

Potential Use:

Purpose: Classroom Instruction

Grades: CALS Program 6th- 8th

Evidence of Student Learning 21

Content Area: Reading

Standards:

English/ Language Arts: Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.K.4 (grade K): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.1.4 (grade 1): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly

from an array of strategies.

Goals:

Instructional Goals:

During this lesson my goal is for students to gain a better understanding of vocabulary words that

are related to weather.

Evidence of Student Learning 22

Objectives:

• I am able to read the story "Sunny Weather"

• I am able to identify and determine meaning of key vocabulary terms from the story

Variability:

Throughout this lesson there will be many different levels of variability so that each student

may successfully reach their goals.

Nicholas and Mekhi (GE <K) will both complete a worksheet that consists of questions related to

the story. Each question will have visual supports to assist them with answering.

Jordan (GE < K) and Noah (GE 1.0) will be completing one assignment, consisting of multiple

choice questions related to the story. Both students will be asked to circle the correct answer,

based on what they read in the story.

Ally (GE 1.0) and David (GE 1.2) will begin by completing a cloze sentence activity that will

require them to generate their own answers. Both students will have a copy of the story so if they

need to go back to check their answers they can.

Assessments:
Evidence of Student Learning 23

Formative Assessments

• Mekhi and Nicholas- Multiple Choice Questions

• Jordan and Noah- Multiple Choice Questions

• Ally and David - Cloze Sentences

Instructional Methods:

Opening

• First all students will come to the front table

• We will read our two objectives together

• Then we will learn a new sign language word for the day

During

We will begin by reading the story "Sunny Weather?"

While reading the story, I will be sure to ask questions to each of the students so that their focus

remains on the story and I can assess their comprehension of the information.

Once the reading is finished, we will remain at the front table and complete a Kahoot

together. Students will be able to use their own devices to answer questions based on the

reading.

After the reading is finished, students will head back to their seats and I will pass out their
Evidence of Student Learning 24

assignments to complete. One of the paraeducators (Mr. Williams) will first work with Nicholas,

while Mekhi takes a short break on the computer. Once Nicholas completes his work, Mekhi will

then work with Mr. Williams.

Mr. Milak will work in-between both Noah and Ally, assisting both of them with the work that

they have to complete.

Our adult assistant (Ms. A) will work with Jordan to assist him in completing his work.

I will begin by working with David, and providing him with assistance in completing his

assignments.

Closing

When everyone has finished their assignments, we will all come to the front table to review what

we have learned.

We will go over our objectives again, and I will ask the students a few questions about the

reading.

Materials:

Materials and Supplies:

• Pencil
Evidence of Student Learning 25

• Worksheets

• Devices

• Scissors

• Glue

• Kahoot Game

• Promethean Board

Reflection for Lesson #2:

I felt that this lesson went a lot smoother then my first lesson due to the fact that I created my

own formative assessments that better fit the needs of my students. Students seemed very

engaged during the lesson while I was asking questions, and they continued to perform well on

the Kahoot. As I continue to introduce a new skill for myself, which is the ability to ask

questions during the reading, I need to make sure that I cater certain questions to my lower

students. I do not want these students to feel that their opinions are not valid, or that they are

unable to answer questions because they are difficult. I need to take it open myself to ask

appropriate questions that fit the needs of each of my students.

Throughout this unit assessment and specifically this lesson I felt that I was better able to

control my classroom, meaning that I felt confident telling certain adults where to be and who to

work with. Being so young, it is at times difficult to give instruction to individuals that are older

than myself, but I find that I am improving with being able deliver information in an appropriate

manner. I am excited to finish the unit tomorrow, and eager to see progress on the post

assessment!
Evidence of Student Learning 26

UDL Lesson Plan #3: Rainy Weather

About this Lesson:

Description:

The lesson topic will be focused on reading, specifically students' ability to read the story "Rainy

Weather" while identifying key details from the story. The lesson will be taught in a middle

school CALS (Communication and Learning Support) classroom that consists of six students.

Five of these students are male and one is female. All students in this class are diagnosed with

autism spectrum disorder (ASD).

Jordan is 14 years old, in 8th grade, and his Reading GE (Grade-Equivalent) level is <K.0

David is 14 years old, in 8th grade, and his Reading GE level is a 1.2

Mekhi is 12 years old, in 7th grade, and his Reading GE level is <K.0

Noah is 12 years old, in 6th grade, and his Reading GE level is 1.0

Nicholas is 11 years old, in 6th grade, and his Reading GE level is <K.0

Ally is 12 years old, in 7th grade, and her Reading GE level is 1.0

During this lesson, the story that we will be reading is at a Level E. This means that the content

is appropriate for readers that are on an upper-kindergarten to first grade reading level. While the

lesson is taking place, there will be a special educator, one paraeducator, and two additional adult

assistants present in the room.

Evidence of Student Learning 27

Prerequisites:

For students to be able to take part in this lesson, they will need to be able to have the ability to

follow along with a text while it is being read aloud. All activities and routines that are included

in this lesson are familiar to the students. These activities and routines include identifying key

details, answering multiple choice questions with visual supports, participating in a group

activity involving cloze sentences, and determining meaning of academic vocabulary terms.

Estimated Time:

45 minutes

Potential Use:

Purpose: Classroom Instruction

Grades: CALS Program 6th- 8th

Content Area: Reading

Standards:
Evidence of Student Learning 28

English/ Language Arts: Vocabulary Acquisition and Use

CCSS.ELA-Literacy.L.K.4 (grade K): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.1.4 (grade 1): Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly

from an array of strategies.

Goals:

Instructional Goals:

During this lesson my goal is for students to gain a better understanding of vocabulary words that

are related to weather.

Objectives:

• I am able to read the story "Rainy Weather"

• I am able to identify and determine meaning of key vocabulary terms from the story

Variability:

Throughout this lesson there will be many different levels of variability so that each student

may successfully reach their goals.

Nicholas and Mekhi (GE <K) will both complete a worksheet that consists of questions related to

the story. Each question will have visual supports to assist them with answering.
Evidence of Student Learning 29

Jordan (GE < K) and Noah (GE 1.0) will be completing one assignment, consisting of multiple

choice questions related to the story. Both students will be asked to circle the correct answer,

based on what they read in the story.

Ally (GE 1.0) and David (GE 1.2) will begin by completing a cloze sentence activity that will

require them to generate their own answers. Both students will have a copy of the story so if they

need to go back to check their answers they can.

Assessments:

Formative Assessments:

• Mekhi and Nicholas- Multiple Choice Questions

• Jordan and Noah- Multiple Choice Questions

• Ally and David - Cloze Sentences

Meth

ods

Instructional Methods:

Opening:

• First all students will come to the front table

• We will read our two objectives together

Evidence of Student Learning 30

• Then we will learn a new sign language word for the day

During:

We will begin by reading the story "Rainy Weather?"

While reading the story, I will be sure to ask questions to each of the students so that their focus

remains on the story and I can assess their comprehension of the information.

Once the reading is finished, we will remain at the front table and complete a Kahoot

together. Students will be able to use their own devices to answer questions based on the

reading.

After the reading is finished, students will head back to their seats and I will pass out their

assignments to complete. One of the paraeducators (Mr. Williams) will first work with Nicholas,

while Mekhi takes a short break on the computer. Once Nicholas completes his work, Mekhi will

then work with Mr. Williams.

Mr. Milak will work in-between both Noah and Ally, assisting both of them with the work that

they have to complete.

Our adult assistant (Ms. A) will work with Jordan to assist him in completing his work.

I will begin by working with David, and providing him with assistance in completing his

assignments.

Closing:

When everyone has finished their assignments, we will all come to the front table to review what

we have learned.
Evidence of Student Learning 31

We will go over our objectives again, and I will ask the students a few questions about the

reading.

Materials:

Materials and Supplies:

• Pencil

• Worksheets

• Devices

• Scissors

• Glue

• Kahoot Game

• Promethean Board

Reflection for Lesson #3:

I was very pleased with how this lesson went and felt that reflecting on the way I taught my

first two lessons was a great tool for maximum improvement for my third. Each student was very

engaged and had equal opportunity to answer all questions about the reading. I could also see
Evidence of Student Learning 32

that this gave students more confidence as we transitioned into the Kahoot game, and students

who usually do not perform as well during the Kahoot did a very good job. Each adult in the

room knew where to go, and what to do. It felt like a very natural routine and I hope as I

continue to teach lessons in this classroom, that routine continues. As I went through each

students’ formative assessment I was very pleased again with my decision to construct my own

assessments, and students did very well. It will be interesting to go through the post assessment

to see if students retained the necessary information during these three lessons.

Part D: Analysis and Instructional Decesion- Making

By having an ample amount of data through informal assessments that took place during

the lesson, asking my students for verbal responses through questioning, scoring my students’

pre-assessment / post-assessments, and also scoring their formative assessments, I was able to

examine their work samples for evidence of student achievement. I was very satisfied with the

growth that I saw in my students, and was happy to see that they learned a lot within a short

period of time. I chose the activities that I did with my students based on past assessments that I

have made for them. This ensured that my students could stay within their typical routine,

and were comfortabe with the familiar structure of each assessment. I ensured that my students

were challenged enough based on IEP goals, but they had the supports they needed to be

successful.
Evidence of Student Learning 33

Student Pre-Assessment Score Post Assesment Score

Student 1 1 out of 8 3 out of 8

Student 2 3 out of 8 6 out of 8

Student 3 1 out of 8 6 out of 8

Student 4 3 out of 8 6 out of 8

Student 5 6 out of 8 8 out of 8

Student 6 6 out of 8 6 out of 8

Student Percent of Change

Student 1 25%

Student 2 37.5%

Student 3;; 62.5%

Student 4 37.5%

Student 5 25%

Student 6 0%
Evidence of Student Learning 34

My goal for all of my students was to see any amount of positive growth between the pre-

assessment and the post-assessment. It would be an unrealistic goal, and would not fall within in

the means of any of my students’ IEPs, if I were to demand they master the skills I presented to

them. I did in fact have one student who did not show any growth at all between the pre and post

assessment. Student 6 did not master lesson objectives, but this student was absent on the second

day of instruction, so I believe that this affected her ability to master the lesson’s objective.

Below I have attatched both her pre-assessment and post-assessment:

Pre Assessment

Post Assessment 
Evidence of Student Learning 35

An approriate intervention strategy for this student is to conduct a one-on-one re-teach

lesson that could take place during stations. This way that student does not miss the lesson that

we would be doing that day, but is able to catch up to her peers. Aside from Student 6 who did

not preform as well as my other students, I feel that the entire class would benefit from a whole

group re-teach lesson. During this lesson I will be sure to have an adult working closely with

both Student 1 and Student 5 due to the fact that they were the other two students that preformed

the lowest. This way I can assure that these two students will have a better understanding of the

unit. Another way to address lack of student achievement would be to provide each student with

a copy of the story that they could refer back to while completing their assessments. This way

they do not need to give up when they do not know an answer but can have a resource to help

guide them in the right direction.

Part E: Reflection and Self-Evaluation

After taking the time to reflect on all of the data I collected for this unit, I believe that my

instructional strategies were effective. Out of my six students, five of them showed at least a

25% growth increase form pre-assessment to post assessment. The strategies and interventions I

used, such as questioning while reading that required my students to share a verbal response, the

Kahoot game, my formative assessments, and the growth increase from pre to post assessment

are evidence that my strategies were effective. The specific growth I was able to see in

performance on the formative assessment from the first lesson to the second lesson proved that

my students benefit from a specific assessment structure. Changing the way they were assessd
Evidence of Student Learning 36

definitely threw them off and was not beneficial to their learning experience. I was able to

positively influence instruction for the specific learning differences of each of my students by

differentiating my formative and summative assessments. By providing students with

challenging yet academically appropriate assessments, they were able to successfully complete

them and grow as learners.

One implication from the instructional activity based on student achievement data to

change for future instructional activities would definitely be to make my own assessments from

day one. Although websites and academic material can be very beneficial, I find that when you

have a routine that works for your students that you should not throw them a curve ball and

switch it up. You may adjust the content of course, but specifically in my classroom, my students

thrive off of routine. Knowing that, I would be more confident in my students’ success if they

complete assessments that are appropriate for them. A second implication from the instruction

activities based on student achievement data to change for future instructional activties would be

to have more than one assessment for my students to complete. That way I am able to determine

which assessment works better for that student. Some examples of assessments that I could try

with them would be: All About, Brief Constructed Reponses, Matching Vocabulary, or Cloze

Sentences.

Collaborating with other school based professionals could assist me in developing the

above changes to my future instructional activities. This collaboration would assist me because I

could try something knew that I never thought would work. I could also observe our other CALS

teacher conduct her lesson to see what assesments work for her students and to see if she

generates them on her own, or recieves them from an academic website. I also would like to see

if other school based professionals find it beneficial to challenege their students with more then
Evidence of Student Learning 37

one assessment after instruction or if they stick to just one. I always find in the field of education

that teamwork and collaboration is so important. It is such a useful tool to plan a lesson with a

fellow educator so that you make benefit your students to the highest degree.

The first personal professional learning goal based on CEC standards that emerged from

my reflection and experienes with this unit would be: C. Instructional Pedagogy *4. Assessment.

I find that assessment can come in many different forms so it is always beneficial as a

professional to become an expert on several different ways to assess. This not only allows you to

get to know your students better, but they may surprise you if they are asked to present their

knowledge in a new and exciting way. A second personal professional learning goal based on

CEC standards that emerged from my reflection and experiences with this unit would be: C.

Insstructional Pedagogy *5. Instructional Planning and Strategies. This goal is one that I am

always striving to achieve as I emerge as a new educator. I want to further develop my skills in

the sense of not just planning a perfect lesson for that day, but also having a back-up plan in case

that lesson goes wrong. I also want to have plenty of strategies up my sleeve if students are not

cooperating with what we are planning to learn during that lesson. I want to be able to reach all

of my students on their best days and their worst. Having more strategies up my sleeve will make

this possible and ultimately benefit each of my students. I really enjoyed doing this project and I

felt that it not only challenged me to make sure that my students performed well but also

challenged me to be the best teacher that I can be for my students.