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In what ways do you help students track their own performance and progress over time? For those with cognitive delays or younger students, how do you help students know when they are being successful?

Being able to know how you are doing on any given lesson or subject is important to students and to teachers. Teachers need to know this information so that they know how to plan and modify lessons for each student in order for them to be successful. Students also need this information for their progress. They need to be able to know what information requires more review and practice, what information has been mastered, and where they are in terms of completing a particular lesson or unit. In my class, I provide my students with immediate feedback on all their work, including assessments, and provide my students with a checklist so they know how they are doing with regards to completion and progress. During my lessons, I am able to provide my students with ample opportunities to learn the material, through examples and practice so that when they are required to complete the formal assessments they are able to perform at their absolute best. Through my students work samples and the diverse assessment results, I am able to obtain enough information in order to provide my students with material that is at their individual learning levels. This also provides my students with a learning environment where they feel comfortable and successful.

Strengths:

*Able to check for understanding, frequently, during lessons.

*Able to provide example that coincide with the lesson material in order to provide students with real world examples.

*Able to provide my students with encouragement in order to feel comfortable enough to participate in lessons.

*Able to determine what level of learning each student is currently performing at.

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C. TPE 2 Monitoring Student Learning During Instruction - UCLA Intern Portfolio_Chulak

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In what ways do you help students track their own performance and progress over time? For those with cognitive delays or younger students, how do you help students know when they are being successful?

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- Positive interventions
- PDA Positive descriptive acknowledgement
- Promoting diversity through an inclusive classroom with appropriate posters, books, activities
- Posted expectations around the classroom that promote respect, healthy habits, diverse thinking
- Communicating expectations with other teachers and families

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-Funds of knowledge
- Communication with family
- Creating connections
- Differentiated learning
- Providing resources (ELA/IEP)

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The artifact I chose to represent TPE Standard 1 is a Lesson Plan on Dr. Martin Luther King Jr. This lesson plan encompasses the subsets standards 1.1 - 1.4, 1.6 by incorporating multiple means of representation, expression, and engagement allowing all children to participate.
Standard 1.1: Demonstrate the ability to collaboratively develop and implement Individualized Education Programs (IEP), including instructional goals that ensure access to the Common Core State Standards and California Preschool Learning Foundations, as appropriate, that lead to effective inclusion of students with disabilities in the general education core curriculum. Standard 1.2: Demonstrate understanding of students with complex communication needs (e.g., students with limited verbal ability,) in order to foster access and build comprehension, and develop appropriate language development goals within the IEPs for those students. Standard 1.3: Demonstrate knowledge of students' language development across disabilities and the life span, including typical and atypical language development, communication skills, social pragmatics, the hierarchy of brain based learning skills (e.g. executive functioning) and vocabulary/semantic development as they relate to the acquisition of academic knowledge and skills.
Explanation 1.1: Students with disabilities will be able to participate in the general education core curriculum by using the accommodations and modifications suggested into their Individualized Education Program (IEP). I will plan on and incorporate those accommodations and modifications into their daily lessons. One example, as seen in artifact one, is if a student's IEP indicates that the student needs to improve their fine motor skills, I could accommodate the student by providing adaptive scissors when necessary - allowing the student to work on their fine motor skills while cutting the material provided. Another example, in artifact 1, is when I would use a highlighter to write the sentence for the kindergarten students to trace. This allows the student to work on their letter formation, IEP goal while participating in the core curriculum.
Standard 1.4: Monitor student progress toward learning goals as identified in the academic content standards and the IEP/Individual Transition Plan (ITP).
Explanation 1.2: I can help a student with complex communication by using graphic organizers to display complex information. For instance, in artifact 1, I will use a tree map to display what MLK "was, had, and wanted" to help develop the student's thoughts about who Dr. Martin Luther King Jr. was and why we celebrate his birthday. Another example is when the circle map was used to improve the student's reflection on what the egg experiment taught and how it correlates to the importance of why we celebrate Dr. Martin Luther King Jr.'s birthday. Moreover, the use of a graphic timeline was used for kindergarten and first grade to help organize the timeline of events that happened in Dr. Martin Luther King Jr.'s life. Lastly, a Venn Diagram was used to compare the student's current life to the life of Dr. Martin Luther King Jr.
Standard 1.6: Facilitate and support students in assuming increasing responsibility for learning and self advocacy based on individual needs, with appropriate transitions between academic levels in programs and developing skills related to career, college, independent living and community participation.
Explanation 1.3: I can demonstrate knowledge of the students' language development by incorporating a vocabulary circle map and vocabulary assessment into the lesson. The circle map can address the vocabulary the students will encounter. For example, in artifact one, each day the use of new vocabulary circle map is used to help the students become aware and comfortable with the vocabulary words they will see during the Martin Luther King Jr. lesson. The circle map will be constructed with an illustration of the word, the word definition, the word used in at least two sentences, and examples/synonyms of the word. I will go over each item on the circle map with the students. Then I will have the students do a think-pair-share and turn to their partners and to come up with another example of the vocabulary word used in a sentence. I will call on one person from the paired groups to verbally give their sentence and I will write it on the board, providing feedback to the students. The students will review the circle map from the previous day before being exposed to a new vocabulary circle map.

To assess for kindergarten understanding, I will have the students match pictures to the vocabulary words to see if they understand the definitions. For first grade, I will have them fill in a sentence frame using the vocabulary words. Finally, for second grade, I will have them use the vocabulary word in a sentence.

Explanation 1.4: I can monitor the student's progress in their academic content standards of the IEP/ITP by using informal and formal assessments. The assessments will help me keep accurate records of students' progress or lack thereof. Thus allowing me to move to another topic or adjust the teaching strategy used to help reteach the lesson. One example, in artifact 1, is when the teacher goes over verbally what the students learned about Dr. Martin Luther King Jr. and why we celebrate his birthday. I will call on the students to check their grasp of the topic. If the students are struggling with absorbing the information, I will assess what aspects the student is not understanding by using an informal observation during the last step of the KWL chart. This will allow me to adjust the learning material using another strategy/method to re-teach the student in a small group setting. If the student is still not grasping the topic, I will pull aside the student to perform short individual lessons during the classroom computer time.

I will use a formal assessment tool such as Kahoot to keep a tally of the student's knowledge. In artifact one, I will have the students split into two teams. Each team will create a name and have a buzzer to input their answers to their grade appropriate questions about Dr. Martin Luther King Jr. While students are playing a game, the teacher will keep a tally of the students on each team and the answers they got right. The rule for each team is that every student must answer their grade-appropriate question. If a student misses the question, I will play a short video revealing the correct answer. Then the student will have one more opportunity to answer the question at the end of the game. I can use the data from the game to keep a formal record of what students are and are not understanding.

Explanation 1.6: The students will increase in assuming responsibility for their learning as the grade levels increase. Artifact 1 encompasses kindergarten through second grade, and each grade level has a differentiated curriculum/ knowledge and content advancement. The older the child gets, the more advanced the material becomes. For example, in artifact one, the students in kindergarten are working on tracing letters, matching pictures to the appropriate vocabulary word, and timeline placement. First grade students are using a tree map to help develop two sentences about Dr. Martin Luther King Jr. and why we celebrate his birthday. Then they are using a circle map to construct two sentences on how the egg experiment and MLK's beliefs are similar. Third-grade students are using a Venn Diagram to find the similarities between their current lives and the life of Dr. Martin Luther King Jr.. Then they are using a circle map to record their findings from the egg experiment and are constructing a one-paragraph reflection on why the egg experiment taught us the importance of Dr. Martin Luther King Jr.'s birthday. They also use the circle map to write a paragraph on what they know about Dr. King and why we celebrate his birthday. Although the students are young, they are learning and developing skills (verbal and written communication) that will help them transition one day into working in their future careers, colleges, and participating in their community.

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TPE 1: Engaging and Supporting All Students in Learning (1.1 - 1.4, 1.6) - Jessica Gregor

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The artifact I chose to represent TPE Standard 1 is a Lesson Plan on Dr. Martin Luther King Jr. This lesson plan encompasses the subsets standards 1.1 - 1.4, 1.6 by incorporating multiple means of representation, expression, and engagement allowing all children to participate. Standard