TPE3 Summary

Interpretation and use of assessments is not only a vital part of classroom

instruction, but it is also an imperative part of being a case manager. During
my time as an Intern I used Various assessments in order to monitor the
progress of my students and modify instruction when necessary.

As evidenced by the first piece of evidence uploaded, I have conducted the

informal assessments of informal reading assessments (IRA), reading
comprehension quizzes, and Oral Reading fluency assessments to assess the
present reading levels of a student on my caseload to ensure that goals are
written to best benefit this students educations and find his areas of
weakness in order to strengthen them.

In order to develop an appropriate transition plan it is important that age-

appropriate assessments are used to determine the wants and needs of each
student on your caseload. I have included the results of an assessment
conducted for my students. If you would like to see the assessment itself, it
can be seen on the TPE page 8 Learning About Students. As evidenced by
the assessment and goals written, it can be seen that transition goals were
written and planned to suit the individual needs of the student based on the
results of the assessment.

The next pieces of evidence, two Woodcock Johnson Score Reports were
included to show that I know how to assess and identify students who
cultural, ethnic, gender, or linguistic differences may be confused with a
disability. Due to the students classification as an English Learner, it was
vital not to confuse this students ability to communicate and perform
academically in his second language was not a factor that was confused with
a disability. After assessing these students, it was apparent as evidenced by
the appropriate assessment that their language barriers were not a factor in
determining that these students had a specific learning disability.

Triannual progress reports allowed me to conduct informal assessments to

determine the progress students are making towards their IEP goals as
evidenced by progress reports uploaded.

I included some student work that used as an informal assessment to

determine the progress of students understanding of acceleration, which is a
difficult concept to understand as in everyday language it means to speed
up. This assessment showed me that multiple students were very confused
that acceleration meant a change a velocity, which is speeding up, turning,
or slowing down. Further, turning can be a circular path. This assessment led
me to modify my instruction and reteach acceleration using a full-body
modeling approach with science says, which is a version of Simon Says
using scientific language. Students made a circle and then were asked to
speed up, slow down, or change direction. I also asked them to notice that
they were moving in circle and asked them to think about why this also
acceleration. This was a great way to show students that we were
accelerating when we were walking in a circle, changing direction slowing
down or speeding up. The success of the re-teaching of this concept can be
seen in the evidence of the unit test below.

Another formative assessment that led me and my co-teacher to realize

students were confused and that we needed to modify instruction was our
momentum lab. This was supposed to be a fun and easy way for students to
experience the law of conservation of momentum by playing with a
momentum simulation. We decided that since they had already learned
about the topic that we would use the variables m1v1b + m2v2b = m1v1a +
m2v2a (momentum of both objects before = momentum of both objects
after). Upon analysis of the student work it became apparent that this was a
very difficult lab for our students and there was a lot of confusion. Due to this
we modified the lab, re-instructed students on the conservation of
momentum, modeled how to complete parts of the lab, and then allowed
students to redo the modified lab in order to make corrections. A lot of
students came in for help and it was really great to see them finally
understand this concept.

Lastly, I also used poster quizzes to assess whether students were

understanding a concept. This was a fun way to assess the students and let
their other talents shine through.