# data[].attributes.body
Video 1:

# data[].attributes.body
Video 1: One tool I will take away from this source is the "re-teach" method in small group instruction. I liked how the teacher would use assessment data to track students progress and then spend time after whole group instruction to revisit a concept with students who just weren't getting it in small group so they can master the skill as well.

Video 2: One tool I will take away from this source is the idea that assessment can happen in many different forms. Assessment is not just about giving students a 40 question exam at the end of the unit. I liked her idea of having students turn to share with a partner and using this to assess how well a student can explain the concept to someone else. Overall I can takeaway the fact that there are various ways to give assessments beyond a written exam.

PDF: One tool I will take away from this source is the Comparison of Language Differences Versus Disabilities Chart. This comparison is one of the main reasons I decided to study special education. I think it is so useful and very important to know and be able to identify the differences between a student who struggles with language barrier that impacts their learning, and a student who may actually have a disability that impacts their learning.

# data[].attributes.body
From the first video, I will use the strategy of the assessment loop. This loop of continuously assessing and adjusting instruction to meet the needs of all students helps to ensure that all students are learning the material and receiving a high quality education.

From the second video, I think varying the type of assessment is a very useful tool. This helps to fairly assess all students because some students may respond more positively to certain types of assessments than others. Varying assessments also helps to prevent student and teacher burnout.

Finally from the PDF, I think the comparison chart that compared language differences and disabilities is a very useful tool. Often times the behaviors of these students can be the same even though they stem from very different places. Remembering and looking at the differences between language learners and students with disabilities can help to prevent teachers from mislabeling students.

# data[].attributes.body
Video 1: One tool that I can definitely see myself using in the future is pre-assessment. I think this is a great way to see where students have and haven’t learned. And just as the video said, pre assessments show what students are “able to do, and planning for that instruction.” Not only do pre assessments help the students to have a better idea of areas for improvement without grades, pre assessments help the  teacher to modify instruction  based on the needs of their class as well as see where instruction failed after post assessment.

Video 2: From the second video I liked the informal assessment tools that she talked about. I think it’s easy to look at assessment as a formal test/quiz but assessment can be so much more than that. Tools like think pair share are important assessment tools because it shows if a student can explain and truly understand a concept.

PDF: The checklist from tool 3 could be very useful in future IEP meetings. This tool is for developing an IEP for ELs with a disability. It’s so important that ELL student’s language acquisition is not discredited when drafting an IEP, this checklist combines a lot of the important things that need to be considered before an IEP is put into place for an ELL student. The list includes things like consideration of home language, monitoring activities being used to measure language acquisition, etc. An IEP should consider a student’s English language skills in areas of writing, speaking, listening, and reading when implementing IEP goals.

# data[].attributes.body
Video 1:

One strategy I will take away from this video is starting instruction as a whole class and then support students who are struggling with the concept in a smaller group at a specified table. This allows for the small group to be fluid as the class covers different concepts. Instead of ability grouping always being the same groups of ‘low’ ‘average’ and ‘high’ the small group is more circumstantial and only has students in it that struggle with the specific topic. Another tool I will take away is exit tickets that way you can see if all students, those who got more intensive support and those that did not, understand the concept.

Video 2:

One tool I will take away from this video is having students turn and talk to a partner and listening in on some student conversations. Being able to explain something to someone else requires full understanding of the concept, so this is an effective and time efficient assessment tool.

PDF:

The tool I will take away from this resource is Tool #3- Developing an IEP for an English Language Learner with a disability. I really like the checklist they provided with specific framing questions so that I can make sure I am not over or under identifying ELL students as a student with a disability as well. Considering the students current ELP levels will help in the identifying process, the evaluation process, and while developing the IEP with the team.

# data[].attributes.body
Video 1: One tool that I will take away from this video is the concept of the assessment loop. I think the idea of pre-assessing, teaching, post-assessing and then re-teaching is a great idea that will help make sure that students who do not understand don't get left behind. The assessment loop just makes sense, because it helps assure that students are not rushed through material just to be "done", but that they are actually meeting learning targets.

Video 2:
One tool that I will take away from this video is assessing via an exit slip. I like this idea a lot, because it is a great way to see where students truly are in their learning and it has a lot of flexibility. An exit slip could be anything a teacher thinks it needs to be in order to truly see how a student is doing. Part of an exit slip could even be a self assessment. I also like exit slips because they can help eliminate traditional test anxiety, because they feel less scary and formal to students.

PDF:
The tool that I will take away from this PDF is tool number 3, the checklist for IEP teams. This checklist contains a list of questions that should be considered when developing an IEP for an English language Learner with a disability. This checklist seems really valuable because it asks questions about other factors that may be causing the student to have difficulties, and I think these questions could help over and under identification of these students, which will help make sure the right students get the right resources.

# data[].attributes.body
Video 1: I will take the concept of assessment loop into my career because I think it is important to continuously customize and adjust to make sure that it fits the needs of the student rather than the standards of the state. They still will meet the standards, but in a more efficient way. This method really helps to ensure that students understand what is going on and helps the teachers to know where they may need help.

Video 2: I think that the variation of assessments is an important tool, because it allows for more fairness in the assessments for all students, as some may benefit more from one type of assessment tool than others may. I think it also helps prevent exhaustion and burnout of completing the same test over and over again.

PDF: I think my main takeaway from the PDF was Tool Number Three because it was designed for IEP teams to make sure they are doing everything properly and that they are not missing out on key information. I think it is extremely crucial in the sense that it is mainly focused on students who are ELL's with a disability and gives a stronger sense on how to best accommodate those students in their academic careers. Whilst ensuring success, it makes sure they have access to the proper resources!

# data[].attributes.body
Video 1: I chose to highlight the tool exit slips from video one. Exit slips are pieces of paper that are turned in at the end of a lesson, with different questions or response prompts for students to answer. The exit slips allow the teacher to better understand where the students in the classroom stand with the material from the day. Student are able to remind private with their concerns, as only the teacher will be seeing their responses. This limits the possibility of embarrassment and ensures students are more truthful about their concerns.

Video 2: In video two the assessment method of having students writ down a question that they still have after the lesson seems very interesting and beneficial. In the video the teacher mentioned having students write down one take away and one question before leaving for the day. Teachers may then answer some of the questions during the next lesson and address common questions and concerns that come up.

PDF: In the PDF the tool that stood out to me was number two, consider the influence of language differences and disability on learning behaviors. It is essential that as a teacher you take into account language barriers and other obstacles that prevent students from truly showcasing their learning and abilities. According to the chart students may struggle with verbal directions, directions repetition, and delayed responses to questioning. Students may struggle with any of these of things for a variety of reasons related to the language learning process.

# data[].attributes.body
Video 1: One tool that I will take from the first video is the assessment loop. The assessment loop is a continuous cycle of testing, including pre-assessment, teach, post-assessment and then reteach if needed. I think using this tool in any classroom is helpful and will allow for misunderstandings in concepts to be solved quickly. As they mentioned in the video, this also allows for students to be more on track.

Video 2: In the second video, the tool that I will use is talking with a partner. I like this tool because this allows students to share their knowledge with others, allows students to hear explanations or answers in student form, and also helps students to get up and move. Another pro of this strategy is the teacher can hear if students are able to explain concepts to peers; if you can explain a concept then you probably know it pretty well.

PDF: A tool that I will take away and use in my classroom is tool #2, considering the influence of language differences and disability on learning behaviors. Our classrooms are becoming more diverse and our thinking as an educator should be growing along with it. Therefore, knowing the differences between a learning disability and a person acquiring a language. If we do not understand and know how to spot these differences, we could be potentially putting a lot of students on 504's or IEP's when it may not be necessary.

# data[].attributes.headline
Video One: The tool I will take from this first video is the re-teach method. I think that this is a great way as a teacher to look at how we can improve, how we can use multiple modality teaching and scaffolding strategies when we see the data and know that something we did the first time did not work. 

# data[].attributes.subject
Video One: The tool I will take from this first video is the re-teach method. I think that this is a great way as a teacher to look at how we can improve, how we can use multiple modality teaching and scaffolding strategies when we see the data and know that something we did the first time did not work. 

# data[].attributes.body
Video 2: The second videos tool I will use is exit tickets. Exit tickets are use for a quick informal assessment that allows us to see where students are at after a lesson and from these exit tickets we can use small groups to help the students who may not have 'gotten it' the first time around.

PDF: The tool I will take from the reading is the comparison of language barriers vs. disability chart. I think it is important to recognize the signs of why the student is not reaching benchmarks or why they are falling behind and as a general education teacher it can be difficult to know when a student is struggling due to a possible disability or due to a language barrier.

# data[].attributes.body
Video 1: One strategy that I will use from this video is the assessment loop. The assessment loop is to continue to assess and adjusting the instruction to help make sure you are meeting all if the needs of the students. This can help to ensure that all the students are receiving high quality education while also understanding and comprehending the material. I really like this because it can help to make sure that the students are understanding what is being taught and can help us as teachers to constantly improve and make sure we are meeting the needs of our students.

Video 2: The strategy that I will use from the second video is the informal assessment tool. I really like this strategy because they were creative ways to assess and make sure the students are understanding what you are teaching without having to give a test or quiz. These informal assessment can help provide a wide variety of knowledge that a test or quiz could not.

PDF: The strategy that I would use from the PDF is the checklist because it helped to put everything together and made sure that you considered everything before the IEP is put into place.

# data[].attributes.body
Video 1: The tool I will take away from this video is the use of the "re-teach method". This tool/resource can be used in small group settings and it is a greta way to collect assessment data for all students.

Video 2: The strategy that I will take away frm this video is the use of informal assessment. I personally love informal assessment and used it all the time with my 4th grade students last semester, so the tools that the speaker spoke about was great. One informal assessment is doing a think-pair-share with their peers, because it allows them to discuss their learning, while giving an educator time to assess their thinking.

PDF: From the PDF, I loved the check lists they provided form LEP or NEP students. This  is a resource I would like to use in my future because it gives a specific check list and set of questions to ask ourselves when deciding if an ELL student is eligible for an IEP and Special Education Services.

# data[].attributes.body
From the first video, I like the idea of looping assessment and reteaching to fill gaps in learning. To me, finding out what students understand or may need more work on is the goal of most informal assessment, and is even more important for students who may be experiencing language barriers, as well as those who may be struggling due to disability. Sometimes while we think we're doing a great job teaching a concept, students need us to adjust our delivery methods in order to understand. So continuously checking for understanding makes sense.

From the 2nd video, I do like turn and talks as a means to assess whether students understand concepts deeply enough to explain them to others. The challenge here for ELL students can be that while they may understand the concept, they may not have enough conversational English skills to effectively discuss it. Turn and talks can be difficult for some SPED students as well, such as those who struggle with increased anxiety or have difficulty with social/communication skills. Exit slips of various types might be a more accessible means of formative assessment for these students.

From the PDF, I find Tool #2 very informative and useful. It offers concrete examples of various scenarios and explores possible reasons that may help us differentiate whether a problem is language barrier based or disability based. It is sometimes very hard to distinguish the source of a problem, and tools like this one can help us make more informed decisions about how to approach solving them.

# data[].attributes.body
From the first video I liked the discussion of the reteach method because it can be used in a small group format and can really help students gain confidence in different topics

From the second video I once again confirmed that exit tickets can make the daunting task of assessing in the classroom attainable and effective for me as a teacher because I can make it part of the routine and make sure the questions are affective.

A tool I will take away from the PDF is tool #3 which I found interesting and obviously important since it is all about effectively developing an IEP for an English learner with a disability. This can take some time since there is a language boundary that can be difficult at times but the work needs to be put in to make sure the IEP is going to be beneficial to the student

# data[].attributes.body
Video 1: I thought the tool that was useful in this video was the teachers showing the studnets how to go back and look for the answers in the text instead of answering right away. I think this is helpful to teach students because it helps them make sure their answers are fact driven and evidence based.
Video 2:
The tool I found interesting in video 2 was the exit ticket or takeaway sheets. I liked the ideas for these formative assessments to get an idea of where the students are and what you need to teach next.
PDF:
The tool I found helpful from the PDF file was tool number 5 selecting appropriate accommodations for students with disabilities . I think this will be so helpful for teachers because we can look at the different demographics of students in our classroom and be able to support them to the best of our abilities.

# data[].attributes.body
1st Video: The tool I will use is the reteach method. This resource can be used in small group settings and is a great way for teachers to collect data on all students. It also helps to gives the students confidence in other subject areas.
2nd Video: I love the use of exit tickets and will 100% be using them in my classroom. I think they are such an effective way to see what your students are learning and what they still need clarification on.
PDF Article: PDF: I will use the language barrier vs. disability chart. This is extremely important because we as teachers need to recognize the signs of a student not being able to reach the benchmarks. We also will be able to understand why they are falling behind.

# data[].attributes.body
Hey Taryn, I also thought the comparison chart between language learners and disabilities was important and interesting. ELL students are at a disservice when we fail to consider language acquisition in all aspects of academia. When we really care to take all background information into consideration, there is less mislabeling and better accommodations for students. Thank you! -Courtney Edrich

# data[].attributes.body
Video 1: One tool I will take away from this video is the assessment loop concept. The idea of pre-assessing, then you teach, you post assess the students, and then re-teaching is a very helpful way to make sure students are understanding the lessons and objectives. With using the assessment loop concept makes sure that students are not being left behind along with not being rushed to finish the materials if they do not understand since it will loop back around again.

Video 2: One tool I will take away from this video is partner talking. Having the students turn and talk to a partner and then taking the turn to listen to their peers understanding allows every student to feel welcomed. As a teacher you will be to walk around and hear students conversations and know if the students know what they are talking about.

Pdf: The tool I would take away and think it would be helpful is tool number 5. I think that accommodations can be challenging for some teachers so having a list of dos and don't of accommodations for students with disabilities is a very helpful tool. This is a way to make sure the students is still getting the important parts but you as a teacher is not making a bad accommodation.

# data[].attributes.body
Video 1: One tool that I took away from this video was the way in which the teachers took the big summative assessment to see what the students needed more practice on and then used it to teach in classroom and informally assess students on those specific aspects.
Video 2: One tool that I took away from this video was partner talking and how effective this can be in assessing whether or not students can explain concepts to their peers. I thought the emphasis on informal assessment in this video was so good.

Pdf: One tool that I took away from the pdf came from the section called "Considering the Influence of Language Differences and Disability on Learning Behaviors." This whole section I found very helpful; but the section I found the most helpful was the chart on behavior. I found this helpful and something I wanted to take away because it shows how there is a reason behind every behavior and why a student might be responding in a certain way.

# data[].attributes.body
Video 1: One tool that I took from this video was the assessment loop. This is the idea that you are constantly being able to track progress, and see what students understand and which ones might benefit from a reteach. This stood out to me, because I feel that there are many forms of assessments that could be preformed that aren't like basic test. This is important because it can take away that test anxiety for many students, and it can show what they are picking up.

Video 2: My takeaway from this video were the exit slips. These could be preformed in many ways which I think is important. You can have it based of a problem in class based on the lesson, or it could me more of a check in question. These don't have to be a stressful aspect of class and a great way to get some informal data.

PDF: The tool that stood out to me was tool #2 which " considered the influence of language differences and disability of learning behaviors. In this tool they added lots of charts that explained many aspects of what to look for with each aspect without mixing them up. I think it is very important to make sure we know the indicators of both so we know how to properly test and accommodate for a student.

# data[].attributes.body
Video 1:

In video 1, the assessment strategy I am taking away is the assessment loop. In the assessment loop, teachers give students a pre-assessment, the teacher teaches the content, gives the students a post-assessment, and finally re-teaches the content if necessary. This is a great way to teach students as it allows student to show that they already know during the pre-assessment, but also gives the opportunity for students to be re-taught content if after the post-assessment it’s clear they did not fully understand the content. This assessment loop is a great way to check understanding but also not leave students behind if they didn’t understand the first time.

Video 2:

From video 2, the tool I would use is the turn and talk where students will turn to a partner and talk about what they are learning or answer a question that has been posed. This tool is great because it checks if students can explain concept to someone else, which we usual tie in with understand the content. I really like this tool because it is a fairly quick assessment and can be monitored by the teacher walking around or asking partners to share out afterwards.

PDF:

A tool from the PDF I would take away is tool 2 the charts used to help educators differentiate between language and literacy acquisition from disability. This tool is helpful because it can be difficult for educators to differentiate, and I wouldn’t want to assume a student has a learning disability if they are really having language difficulty as the approaches and supports can be different. I really liked the charts provided because when I am a new teacher, I imagine I will be overwhelmed and having a tool like this will help keep things under control.

# data[].attributes.body
Video 1- The tool/strategy that I am taking from this video is the assessment loop. I like the idea of assessing the students to get an understanding of where they are standing right off the bat, in understanding the material. It helps the teacher to know where to start in the content and then to retest to see how well they are understanding the content. This leads to the teacher getting an understanding of whether or not she will need to reteach the content and maybe take a different approach, what areas they are really struggling in, why they might be struggling in that area, or if the students are on a roll and are understanding everything with flying colors.
Video 2-
From this video, I think that the strategy I would use is the partner share. I like this idea of having the students discuss the content, answer questions. I can see that this is a great tool because it allows them to show that they understand the content when they are able to explain it to a peer. This is a cool idea for a quick assessment that even the students don’t know they are being tested.
PDF-
In this reading, the tool I will use will be the checklist. It helps, me at least, to visually see everything that needs to be considered before even considering if the student needs and IEP. It helps me to make sure I am not missing anything or even judging/misjudging.It’s a helpful form that can lead to answers and goals and support.

# data[].attributes.body
Video 1: The tool/strategy that I am taking away from this video was the looping assessment. I liked hop the students are continually assessed because it means that students who are struggling will be identified quickly and will get additional support until they understand the concept.

Video 2: The tool/assessment that I will take away from this video is exit tickets. I like these because they are quick and easy to do and can give the teacher a good idea whether or not the student understood the point of the lesson. I also like that the student can also include a question that they still might have about the concept because that also lets the teacher know what the student is thinking.

PDF: The tool/strategy that I like from this one was tool #2 - Considering the Influence of the Language Differences and Disability on Learning Behaviors. I liked the chart that compared language differences versus learning disabilities. I think that chart will be very useful in determining the root cause of a specific behavior. Determining whether the behavior is because of a learning disability or language will help guide the next steps in helping the student.

# data[].attributes.body
Video One: The tool I will take away from this video was the "re-teach" method. I think this is very beneficial because its great for small group instruction and would be a good way to collect data on all students. It would also allow students to build up more confidence in the subjects in which the reteach method is being used.
Video Two: The tool I liked in this video is exit tickets. This a quick and effect assessment tool to gather data on students and gauge their understanding of the subject and how well they understood the material.
PDF: The tool/strategy I liked from this article was #2, Considering the Influence of the Language Differences and Disability on Learning Behaviors. The table in the article is helpful when it comes to differentiating between a language related issue or a learning disability, because it can be difficult to tell them apart.

# data[].attributes.body
Video 1: The tool from this video is the big takeaway is Claremont's assessment loop. Pre-assess, teach, post-assess, re-teach. Reflection on lesson outcomes is important for any educator to do.
Video 2: Informal assessment is very important in any classroom as we have learned in this class. Thinkpairshare is an example from this video that I would use. It can go a step further than an exit ticket so students can collaborate with one another and if one student is not sure on the topic they can learn from their peers.
PDF: The framing questions from tool 3 was the strategy I will take away and keep with me. When we all start writing IEPs having this resource of framing questions will be extremely useful for ensuring all angles and the students best interests been considered.

# data[].attributes.body
In the first video I really liked the consistency of the assessments and the frequency. I thought the process for after the assessments and how they utilized assessments was very efficient. I liked how they discussed the assessments as teachers and decided why students might be struggling with a question.
For the second video was interesting cause it emphasized how not all assessments need to be long tests and that they can be done day to day in the classroom.

# data[].attributes.body
Video 1: The big thing I took away from this video was the assessment loop: pre-assess, teach, post-assess, reteach. The assessment loop shows student understanding of any concept very clearly right off the bat. That way, teachers can adjust their teaching to enhance student understanding, whether that's for the whole class or even just a few or one student.
Video 2: I really enjoyed how this video emphasized how we need to rethink the word assessment. For me, I still sometimes get overwhelmed thinking about assessments because I still think about big assessments. Informal assessments can be easy to incorporate into the day to day routine of the classroom and should be done frequently to assess student understanding.
PDF: I really took a lot away from the table in tool 2 that compared learning behaviors from differences in language due to language acquisition as opposed to possible learning disabilities. This will be a really great resource in the future if I ever see a learning behavior that worries me. I know now to determine the root cause of the behavior so that then I can choose the next steps.

# data[].attributes.body
Video 1:
Video 2:
PDF:

# data[].attributes.body
Video 1: One tool I liked from this video was the use of hand signals to visually demonstrate the concept the teacher was teaching. In the video, she held up one hand to demonstrate what the student had already knew and the other hand to demonstrate what he read in the text. She then put her hands together to show "drawing a conclusion". I think this is a great tool to help students visualize a concept. Later on they are asked to "draw a conclusion", they can reference the hand motions.

Video 2: The tool I like from this video is the use of an exit ticket to informally assess student's understanding. This is such a great way to gage where students are at and how well they understand the topic and how much more instruction is needed. This is a less stressful form of assessment as it doesn't even need to be graded as it could just be used as participation to get an idea of where students are at academically.

PDF: I like Tool 5 which talks about choosing the right accommodations for students who have disabilities. It gives a list of do's and don'ts in regard to choosing correct accommodations. This is a key part of students' success as choosing inappropriate ones could negatively impact both students and teachers. Knowing how to choose appropriate accommodations is a very important tool for any and all teachers.

# data[].attributes.body
Video one-
One tool from this video that i really liked was the assessment based on students. Pre-assessments and post assessments to meet the needs of students. You can base your assessments and adjust them with the students understanding. I think this is so important for student success.
Video two-
The tool from this video that I will definitely be using in my own classroom is exit tickets. They are such a simple and quick way for students to show their understanding of the material. Even if it is just a sentence or two, it is so helpful.
pdf-
I really liked the chart of behavior from the pdf. I think it is a great reminder that when students are having troubles it is something that can be common for them. It can also help you give them the right accommodations to help them succeed.