ARTIFACT: The artifact that I have submitted is the case study and rubric from my practicum. This artifact provides an authentic example of the knowledge obtained in the assessment and practicum class. The case study provides evidence of data collected, observations and recommendations in order to see future growth in the student. The rubric included shows evidence of the completion of all areas of the practicum.
PROFESSIONAL GROWTH: Before this class, I had been asking a few of questions. First, what is the best way to determine which students have the most need by grade, as a school and as a district? Second, how do you determine which students should be receiving tier 2 intervention and which students should be receiving tier 3? Third, what exactly is my role as a Literacy Specialist? What does best practice say?
During the class, we were asked to read many articles. Two of which answered my questions. The Article," Organizing and Evaluating Results From Multiple Reading Assessments" gave great examples of how to aggregate data and have a clear understanding of how to meet the needs of a diverse group of students. In the article, "The Changing Role of The reading Specialist in School Reform," It discussed the role of the Reading Specialist and how research is showing in schools with high numbers of struggling readers, reading interventionists are not enough. These schools would benefit from Reading coaches supporting the teachers with professional development.
After this class, I was able to share with my district the best practice for conducting a needs analysis of students by grade, school, and district. It also helped me to realize that we need a district assessment plan instead of each school having their own plans. As we attempted to start the needs analysis we discovered that not all schools were utilizing the same assessments making it difficult to determine students in the most need and then be able to provide the necessary staff to meet those needs. It will be interesting to use the findings of the needs analysis to determine the Role of the Reading Specialists in our district. Will they be interventionists, coaches, or a combination of the two?
STANDARDS:
Standard # 8 Teachers know how to test for student progress.
This class imparted knowledge about the use of formal and informal assessment strategies. We were taught to evaluate and ensure the continuous intellectual, social, and physical development of the students. The practicum allowed us to use the information from the classroom in an authentic learning situation with the support of the instructor.
Standard #9 Teachers are able to evaluate themselves.
As I learned to use formal and informal assessments I found myself reflecting on whether I was completing assessments correctly. During my practicum, I was evaluating each tutoring session to decide whether the methods I was choosing for instruction were effective.
Standard #10 Teachers are connected with other teachers and the community.
In this class we examined ways to collaborate with colleagues to obtain instructional congruency within the reading and writing programs.
IMPACT ON STUDENT LEARNING: Due to reading the article "Organizing and Evaluating Results From Multiple Reading Assessments," students in the most need at our school were identified and have been receiving additional instruction. Many of these students have shown growth on multiple assessments and some have achieved proficiency. One example comes from the case study, he is a second grader, who started the year reading at a beginning first grade level. After intervention, he is currently reading only 1 level below expectation. It is my hope that more students in the district will benefit from this knowledge by sharing it with the principals of all the schools. It is my hope to have further impact on students throughout our district. First, by creating a uniformed assessment plan across the district, it will allow us to utilize staff in a way that better meets the needs of the students. Next, students will hopefully receive more personalized instructions since schools not currently using running records and spelling inventories will be training staff and be held accountable to completing and utilizing the data for instructional purposes. Finally, by training Reading Specialists and encouraging them to push in and coach teachers, more students will be benefiting from the professional development currently being provided.
PROFESSIONAL GROWTH: Before this class, I had been asking a few of questions. First, what is the best way to determine which students have the most need by grade, as a school and as a district? Second, how do you determine which students should be receiving tier 2 intervention and which students should be receiving tier 3? Third, what exactly is my role as a Literacy Specialist? What does best practice say?
During the class, we were asked to read many articles. Two of which answered my questions. The Article," Organizing and Evaluating Results From Multiple Reading Assessments" gave great examples of how to aggregate data and have a clear understanding of how to meet the needs of a diverse group of students. In the article, "The Changing Role of The reading Specialist in School Reform," It discussed the role of the Reading Specialist and how research is showing in schools with high numbers of struggling readers, reading interventionists are not enough. These schools would benefit from Reading coaches supporting the teachers with professional development.
After this class, I was able to share with my district the best practice for conducting a needs analysis of students by grade, school, and district. It also helped me to realize that we need a district assessment plan instead of each school having their own plans. As we attempted to start the needs analysis we discovered that not all schools were utilizing the same assessments making it difficult to determine students in the most need and then be able to provide the necessary staff to meet those needs. It will be interesting to use the findings of the needs analysis to determine the Role of the Reading Specialists in our district. Will they be interventionists, coaches, or a combination of the two?
STANDARDS:
Standard # 8 Teachers know how to test for student progress.
This class imparted knowledge about the use of formal and informal assessment strategies. We were taught to evaluate and ensure the continuous intellectual, social, and physical development of the students. The practicum allowed us to use the information from the classroom in an authentic learning situation with the support of the instructor.
Standard #9 Teachers are able to evaluate themselves.
As I learned to use formal and informal assessments I found myself reflecting on whether I was completing assessments correctly. During my practicum, I was evaluating each tutoring session to decide whether the methods I was choosing for instruction were effective.
Standard #10 Teachers are connected with other teachers and the community.
In this class we examined ways to collaborate with colleagues to obtain instructional congruency within the reading and writing programs.
IMPACT ON STUDENT LEARNING: Due to reading the article "Organizing and Evaluating Results From Multiple Reading Assessments," students in the most need at our school were identified and have been receiving additional instruction. Many of these students have shown growth on multiple assessments and some have achieved proficiency. One example comes from the case study, he is a second grader, who started the year reading at a beginning first grade level. After intervention, he is currently reading only 1 level below expectation. It is my hope that more students in the district will benefit from this knowledge by sharing it with the principals of all the schools. It is my hope to have further impact on students throughout our district. First, by creating a uniformed assessment plan across the district, it will allow us to utilize staff in a way that better meets the needs of the students. Next, students will hopefully receive more personalized instructions since schools not currently using running records and spelling inventories will be training staff and be held accountable to completing and utilizing the data for instructional purposes. Finally, by training Reading Specialists and encouraging them to push in and coach teachers, more students will be benefiting from the professional development currently being provided.