Identify three informal assessments.
Assignment Instructional Planning
In this assignment you will demonstrate your understanding of the learning objectives: Evaluate various assessment data the drives classroom instruction for the individual student and Describe the factors to consider when planning appropriate research-based instructional approaches for student with mild to moderate disabilities. Additionally, completion of this assignment represents an introduction to Course Learning Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students at their present levels of performance, instructional planning must be driven by formal and informal assessment results. Formal assessments include data collected through standard scores that are collected by trained professionals such as the school psychologist. This can include educational assessments such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-based and are administered by the teacher to measure a student’s achievement on classroom instruction. For example, can include a ‘thumbs up or thumbs down’, a morning warm-up of information from the day before, or a brief quiz at the end of a lesson. Teachers also assess students through informal observations by walking around the classroom during group activities and independent practice or during whole group instruction.
Mr. Franklin and you spend quite a bit of time together planning instruction to meet the needs of all your students. Because he is considered the content expert while you are the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are determined by assessment data results and the student’s IEP written plan. The lesson you are creating must meet the needs of your 28 students, with seven who have been identified as having specialized academic and/or behavioral needs.
Instructions Choose three assessments from Informal Assessment Strategies (Links to an external site.) to rationalize how each one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional planning.
· Summarize at least one additional resource that provides more information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources in addition to the course textbook in order to provide compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three pages in length excluding a title and reference page.
· APA format: All in text citations, page format and references must be written in APA 6th edition format.
Next Steps: Review and Submit the Assignment Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
Recommendation The MASE program provides the opportunity for you to create an online portfolio that can be used in your career development and professional practice. Throughout the program you will have various assessments that can be included in this e-portfolio and these will be finalized in the last course of the MASE program, Capstone course, ESE699. You may select this assignment and subsequent coursework to include as artifacts. Therefore, it is strongly encouraged you save your coursework on a flash-drive (e.g., a USB removable drive) or store in a cloud-based option such as Dropbox, GoogleDrive, or other similar applications.
Success Tip: Start preparing now for the Week Six Final Assignment! The Week Six assignment involves creating a resource manual for Mr. Franklin. Preparation for this assignment must begin early to make certain you are thinking ahead and saving your work. Review the full instructions for the Week Six assignment for more information.
Instructor Guidance
Week Five
Present Level of Performance
Just like a strong foundation sets the groundwork for a well-built home; the Present Level of Performance (PLP) is the bedrock of the Individualized Education Program. According to IDEA (Individuals with Disabilities in Education Act),
Each Child’s IEP must contain (1) A statement of the child’s present levels of academic achievement and functional performance, including (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. (Building a Legacy, 2015)
What this means is that the present level of performance includes a student’s areas of strength and need; what, if anything impedes and/ or enhances learning; and how the disability impacts learning within the general education classroom. This information comes from the team of professionals who collect formal and informal assessment data, observational reports and other classroom artifacts (Present Level, 2010). It is used to update previous IEP components such as annual goals and objectives or to create an initial Education Program. The following one and a half minute video, Present Level of Performance Tips (Links to an external site.) , provides a basic introduction for how to write a student’s Present Level of Performance.
In Practice
One of the most satisfying experiences for teachers is witnessing the “ah ha!” moment—that moment when a student understands a concept, finds a solution, or sparks a great idea. The teachers who witness these moments are those who plan instruction that is dynamic, engaging and stimulate higher-level thinking (Explore Teaching, n.d.; Fried, 2013; Kelly, 2017; Zdanowicz, 2012). This type of planning begins with reviewing the present level of performance of those students who have an IEP and examining the results of various assessment data, which is then used to create classroom instruction. As a new teacher, phrases such as “various assessment data” and “drive instructional planning” may sound intimidating. However, look at this in small, bite-sized pieces will hopefully spark your “ah ha” moment (Using Assessments, 2013).
Figure 2: Assessment Examples, 2015
Week Five Discussion Guidance
Henry’s evaluation report explains that his strengths are in math calculation and fluency, or accuracy. He also excelled in writing samples and letter-word identification, which required him to use visual and auditory information to complete each assessment. Based on his education assessment, Henry struggled with reading and vocabulary comprehension and writing fluency, or accuracy skills. Using this information, for this week’s discussion board post, you will visit the Goalbook Toolkit: Browse Instructional Content (Links to an external site.) and identify three goals that can assist Henry in improving academically.
Week Five Assignment Guidance
Mr. Franklin and you spend your 90-minute planning period creating instruction to meet the needs of all your students. Because he is considered the content expert while you are considered the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are aligned to the assessment data results and also the interests and strengths of the students. The lesson you create must meet the needs of your 28-students, including the seven identified as having specialized academic and behavioral needs. You explain to Mr. Franklin that classroom assessments vary but should also be individualized. For example, they can be a quick ‘check in’ with a ‘thumbs up’ or ‘thumbs down’ to gauge all the students at once; a running record using a checklist of skills; a content-based game such as Jeopardy; or a brief written evaluation of the daily objective. For this week’s assignment, you will choose three informal assessments from Informal Assessment Strategies: A-Z for the Math Classroom (Links to an external site.) to share with Mr. Franklin, along with an explanation of how they can be used to evaluate class-wide skills. When choosing the assessment for Mr. Franklin, think about how it will accurately evaluate every level of understanding, its accessibility to all students, and how the results will be used to drive instruction. Make sure to use the Grading Rubric as a self-checklist before submitting the final copy of your assignment to confirm you have met or exceeded each required expectation. The highest level of achievement on the rubric is distinguished, which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters-level program. Therefore, your writing, research, and content are held to graduate-level expectations.