Professional Development Summary #1

Part 1: The Professional Development activity that I completed was an IRIS module on
Assessment and the DBI process. This module dealt with collecting data and using that to gauge
where a student is at and what interventions they might need. This aligns with my goal of having
differentiated math activities because I need to know where my students have needs to supply the
right activated and interventions. It also dealt with an intervention not working and how you
might need to change it in order to see growth by the students.

Part 2: I can use this in my classroom by first assessing the students to find out their area of need.
After I have determined their area of need, I can then start to implement the intervention or the
curriculum that I think will best help them. Knowing that it takes six to eight weeks for any
intervention to prove that it is working or not working will help in my instruction and the
instruction that I give to my paras. I now know that I need to start assessing every week to ensure
that I have enough data to determine if the intervention is working or if it is not. This information
will help me in determining the different activities that I need for my students during math and
all other subjects during the day.

Part 3: Evidence-Assessment Section on IRIS Module

1. Describe why collecting data is essential in the DBI process. Be sure to mention the two
types of data that should be collected.

Collecting data is essential to the DBI process because it determines how and when a student
needs additional support and interventions. The two types of data that are collected are
qualitative and quantitative.

1. Explain the importance of conducting error analyses of students’ data or work samples. Be
sure to include the types of information that you can obtain.

It is important to conduct error analysis of a student’s work because that is how you see what
specific things they might be having trouble with. If you are doing a reading intervention you
want to be sure to target the specific skills that the student struggles with, targeting the specific
skills ensures that you are not wasting time on things that they already grasp. In math it is
important to conduct and error analysis so you can see if they consistently make the same
mistake and it is a calculation error or if it is a computation error.

2. Noah is a third-grade student who has severe and persistent difficulties in reading. He
receives intensive, individualized instruction (Tier 3).
a. Below is a graph of his progress monitoring data for the last eight weeks. View the
graph and note whether Noah is responding to the intervention.

Noah is responding to intervention in weeks 2,3,4, and 8, overall he is not responding to

intervention.
b. Describe what the data pattern suggests (i.e., factors that might be contributing to his
performance).

Description-The data pattern suggest that the intervention might not be given with
fidelity, also the assessment might be given on different days and different times
when he is engaged. There might be home factors contributing to his lack of
progress on some weeks.

c. Next, conduct an error analysis of Noah’s passage reading fluency probe using the
attached error analysis form.
Click here and print a copy of the form.
Click here to view the scored probe.
d. Based on the information on the error analysis form, what type of errors is Noah
typically making?

Noah is typically making vowel pair mistakes and ending sound mistakes. He needs
instruction on phonics.
 Professional Development Summary #2

Part 1: I completed an IRIS Module on Social Emotional Learning and having a Good Classroom
Management Plan. This module dealt with having a classroom management plan set in place.
This aligns with my ILP goal because everyone can use to have more training on classroom
management. If I have better classroom management skills, then I will better be able to teach
because there will be less interruptions.

Part 2: I will be able to use this in my classroom starting next year by having a plan in place to
start the school year. Now that I have a foundation and know my position and my classroom, I
have a better understanding to be able to have a plan in place. Over the summer I will establish
rules and routines that I will teach to my students when school resumes. I will have routines for
working in whole group, small group, how to turn in assignments, and homework. Also,
anything else I can think of to make the day run more smoothly.

Part 3: Evidence-Assessment Section on IRIS Module

1. Why is it important to have a classroom management plan? What are the most important
elements that this plan should include?

When there is an effective Behavior Management Plan in place students are less disruptive and
teachers can handle the behaviors with consistency. The most important elements are having a
clear statement of purpose, explicit rules, step-by-step procedures for everything that happens in
the classroom or campus, consequences, and an action plan of how the Behavior Management
Plan will be taught and carried out.

2. How can procedures that are well developed and specifically taught reduce behavior
problems?

When students know the procedures for different situations and know the consequences of not
following the procedures there are less behavior issues. When there is an issue the teacher has
a plan to give a consequence. When a teacher has specific plans for times when behaviors are
more common there is less of a chance of behavior. When students know the procedure the
transition runs smoothly and takes less time away from instruction.

3. Name at least four things teachers should keep in mind when delivering positive or negative
consequences.

Consequences need to be clear and specific, relate directly to the rules and procedures,
possess a range of intensity or hierarchy of alternatives, and are natural and logical in the school
environment.

4. Ms. Gardner teaches seventh-grade science. For the first time in her career, her room is
equipped with several lab stations. Because of this, she plans to have her students perform
 more hands-on experiments. She is excited by this prospect but also concerned that her
students will be disruptive as they go to their lab stations and work in small groups. She is also
concerned that her students will get hurt if they are not careful at the lab stations. To alleviate
her concerns, help Ms. Gardner:
a. Develop a set of classroom rules

-Follow teacher directions the first time they are given.

-Use materials correctly and as directed.

-Voice Level 1 when talking to your partner or group.

-Put materials away after you are done with them.

b. Create at least three procedures for walking to and working at the lab stations

-When collecting materials, walk to material cabinet only take what you can hold and walk
back to station. One person from each group will collect materials, they can make more than
one trip if needed. Get all materials at beginning of class before conducting experiment.

-Ensure you have all materials before starting experiment. Read through the experiment and
see what you will need and how much you will need. Do not start the experiment before you
have read though all the instructions and have all the materials you will need. Decide who
will do what parts of the assignments and listen when a team member is talking and do not
talk over one another.

-When the experiment is over and you have made all of your observations be sure to clean
up the station how you found it. One person from the group will put all the materials away,
while the other partner cleans up any spills or messes. Take all recoding sheets back to your
desk and put them in your observation notebook. If you are finished with the recoding sheet
turn it into the finished bin, if you have more to finish then finish it for homework and turn in
tomorrow at the beginning of class.

5. Sierra, a student in Ms. Gardner’s science class, is shy and often anxious. However, when
working with a partner at a lab station, she usually is very talkative. This disruptive behavior
often results in her and her partner missing important teacher directions and not completing labs
on time. Name at least two surface management strategies that Ms. Gardner could use to
address Sierra’s disruptive behavior. Explain why you chose these strategies.

When giving instructions Ms. Gardner can use proximity to keep Sierra from talking. When
standing near a student it keeps them from misbehaving and makes it harder for them to talk.
Ms. Gardner can also use signaling to help Sierra to stop talking. She can make eye contact with
her while she is giving instruction to let her know that she still sees her even though she is not
next to her.
 Professional Development Summary #3

Part 1: I completed a Professional Development training through my district about Math talks
and engaging students to explain their thinking. This relates to my ILP goal by being about math
and different ways to engage students.

Part 2: I will be able to use this in my class in many ways. I do not do whole group math
currently and this could be a great way to introduce it. It makes mistakes a good thing because
that is another way to teach and leaves room for growth. I know that my students have anxiety
about getting things wrong and do not always like to answer and this could be a way for them to
feel safe making mistakes, knowing that we need to make mistakes to learn. Also, by giving
them just one problem and working on that the duration of the lesson would be helpful to my
students who get frustrated with to much work.

Part 3: Evidence
 Professional Development Summary #4

Part 1: I completed a Professional Development through my district for our math curriculum
iReady. We did this training through our induction program. Since my ILP goal was about math I
decided to attend the Math curriculum training.

Part 2: In my classroom this year I have not used the district general education math curriculum I
have just used the Unique special education curriculum. I used the iReady when I was student
teaching and it was a pilot program for the district and likes it. We were not able to use the
online portion since the district had not bought it at that point, so I was unfamiliar with the
diagnostic test. This training showed me all the online tools that can be used and using the
diagnostic to see where the students are placed in math. There is online curriculum that gives
them lessons at their level and moves them along as they progress with an understanding. There
is also a tool for teachers to track their progress. I have a few students that are very successful in
math and would benefit from a more rigorous program that makes them work harder. Next
school year I will have the GIS put my students in to have the diagnostic test and start the online
lessons. We have a computer station and I like to have my students do math 2 days a week and
typing 2 days a week, now they can start to use the iReady curriculum. This will better align to
general education curriculum and give my students more opportunities for growth. I am excited
to start implementing this program when we get back to school.

Part 3: Evidence