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1. I took away the strategy from the first video of pre-assessing, teaching, post assessing, and re-teaching. It is lengthy but it really is able to see the student's growth and make sure they understand it, and I love the idea of re-teaching it as a way to promote generalization.
2. From the second video I took away her recommendation of using the exit ticket. It can serve as a good purpose for the students to answer questions about the lesson they learned that day and a question they still have about it. It will show the teachers what they know well and things the still have questions about.
3. The tool I took away from the PDF included knowing the differences in between languages versus what could be mistaken for disabilities. Just being able to know basic knowledge of this in a classroom would be able to help discriminate a child's language versus a disability without having to go test for it.

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1. In the first video I took away the strategy of including ELL(English Language Learners) in her assessment data. She realized that some of her ELL students would not understand the difference between drawing a conclusion and drawing a picture. When they struggle because of this reason they get extra help to ensure they are getting the information that is being taught and aren't falling behind.
2. In the second video I liked her idea of performing multiple smaller informal assessments with her students. Doing so would ensure the students progress and growth is constantly monitored and there isn't a chance of them falling behind. Doing many assessments often helps because the information of each day is being gathered rather than waiting and having a big overwhelming unit assessment such as a test or quiz.
3. A tool I took away from the PDF is knowing that different languages can be commonly mistaken as a disability. It would be important to be able to spot the difference between these two situations and avoid trying to get a student qualified for special education when they really just have a different cultural background and are struggling learning English as an ELL student.

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1. The main strategy I took away from the first video was the assessment loop. Pre-assessing, teaching, post-assessing, reteaching. This stood out to me because this is a really important continuous cycle we should be using in order to best assess but also teach our students. I feel that often the step of reteaching is forgotten about and because of that certain students do continue to fall behind. So that is an important part of the cycle that can't be overlooked in any lesson or unit.
2. A tool that I will take away from the second video is the ways student discussion can be used as an informal assessment. I think that it is a great assessment tool to just have students talk to one another (in pairs or small group) to recap, explain, or question anything from the lesson that they learned. This way there is less pressure on students because they are simply talking to their peers but it also gives the teacher a chance to walk around and get a glimpse into the information that each student is remembering or taking away from the lesson.
3. A tool from the PDF that I took away is the comparison chart of language differences versus disabilities. I think it is especially important to stop the "pendulum" of identification of ELLs with disabilities (either a lot of over-identification or a lot of under-identification. The chart in the PDF is a great resource to take observations of students and then see if their behavior is an indicator of issues with language or because of a possible learning disability. And hopefully from there be able to make the right identification decision to be able to best support the student.

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1. What I took away from the first video was how important it is for there to be a constant cycle of teacher. From pre-assessing, to teaching, to post-assessing, to re-teaching if necessary. It is important to see a students growth even if it is a lengthy process. It is also important to reteach due to the fact that students will not always understand everything the first time.
2. In the second video, I liked the idea of using an exit ticket. These are really great ideas to see if your teaching is getting through to the students in a way that won't stress them out as having it feel like an exam or test. This can also tell teachers if they need to re-teach anything.
3. A tool from the PDF that I took away was the idea that different languages and disabilities are often mistaken for each other. Children who speak a different language most of the time are mistaken for having a disability when the case is that they usually just do not keep up as fast as the rest of the students due to a language barrier. Hopefully in the future, due to more assessments and data collected, there can be a correct identification and students can get the correct support that they need.

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1. The most important strategy I took away from the first video is the assessment loop.  Pre-assessing, teaching, post assessing, and re-teaching is a continuos loop that is often over looked. I feel that students fall behind in class because they are not assess as often as they should. Continuing  this cycle helps teachers know what their students are learning/ struggling with and how they are learning throughout the year.
2. One thing I took away from the second video is the idea of assessing students by letting the have student led discussions. I am a very bad test taker and am a huge advocate for alternate assessments than formal assessments. I feel that students are able to show more knowledge when they are in a casual, non-pressured discussion with one or a couple of their classmates. The teacher can still see the progress or struggles that an assessment would show just by listening to a discussion.
3. The tool I took away for the PDF is how students that know multiple languages can be confused for having a disability. I never knew about this before the reading that, but now it makes a lot of sense. Sometimes it is hard to see a student struggle or be behind in class and not think that they have a disability. However, because they are learning multiple languages, they might be slower in learning or a little behind in class.

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1. The main strategy I took away from the first video was to pre-assess, teach, post-assess, and reteach. I liked the idea of going into a small group and then answer questions individually in an exit slip format. This allows the students to be retaught, but still think critically on their own. The students are then able to get more help where needed.
2. The second video left me with the fact that assessments don't have to be daunting exams. An informal assessment can be as simple as turning and sharing with a partner.
3. One thing I really liked from the article was the chart provided under Tool #3: Developing an IEP for an english language learner. I think this resource has great framing questions that are critical to always take into consideration when thinking about an IEP for an ELL.

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1) The pre-assessing, teaching, post-assessing, and re-teaching loop is a strategy that will be super helpful for not only ELLs but also the whole class. Why it is especially helpful for the ELLs is because the teaching can be adapted as needed to fit their language needs. This will keep students from being referred to SPED services and will also help pinpoint the students that do need services.

2) The strategy I took away was that, especially with ELLs, testing all the time is super helpful to monitor student progress in their language acquisitions. It doesn't have to be formal assessments, they can be small informal ones that are easy to use for progress monitoring.

3) I think the most important thing teachers need is tool #2, Considering the Influence of Language Differences and Disability on Learning Behaviors. knowing the difference between what a language language acquisition problem and a disability is literally what this whole section is about. I like that this section gives you the different areas a student may struggle in and gives what a a struggling language learner would do and what a student with a disability would do. It helps make the line a lot clearer, especially for those who have had less exposure to ELLs so they don't know how to tell the difference as easily.

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1. One stratedy that I will take away from video 1 is the assessment loup. I really like how the teacher re-taught the material when students didn't understand the materials and she taught those who were struggling most with her in a small group. All students have a chance to meet grade level expectations, and these students are continually being taught/assessed on material they may not be solid on.
2. From Video #2, I took away the idea of tests and assessments not being daunting for the teacher or children, but rather an informative way to learn more about your student's knowledge. Assessment can take place in many different forms, and it is important that we use those different forms and strategies to assess our student's knowledge.
3. One tool I took from the PDF was that the influence of language differences and disability does affect learning behaviors (tool #2). Language difficulty vs. potential learning disability is a hard line to distinguish some times. Reading through the scenarios they provided would be helpful in identifying the root cause of some student's difficulties that teachers see often. It is so important to dive deeper into the root cause especially with ELL's.

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Hi Delany I also posted the same thing for video one and many others did as well. Being able to pre-teach, teach, and re-teach is important because it helps the teachers assess where the students are at in time without letting to many time go by in between and the entire concept be lost.

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Refelection 13: Isabel Ford

From the first video I took away the importance of reteaching and using assessments as a way to assess students understanding. The ways I viewed to be so beneficial include a group discussion, small groups with the homeroom teacher, intervention with another teacher and an exit ticket.

The second video just reaffirms the importance of assessments and how they help teachers understand what their students need a little extra help on.

The handout I was drawn to the policy recommendations. I wonder why these are not implemented into the every states standards. These were well thought of policies that could in my opinion make it easier to educate students with these these types and all disabilities.

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Video 1: One thing I will take from this video is the concept of assessment loop. Assessment loop is important because constantly customizing and adjusting the assessment to meet the needs of the students rather than the state is important in the field of special education.

Video 2: Assessment variation is an important concept from this video. Varying assessments is especially important in special education because it helps prevent exhaustion and burnout with students.

PDF: My main takeaway from the handout is tool #3. This tool is designed for IEP teams to make sure they are doing things correctly and not missing different information that needs to be covered. I think this is extremely important because it gives the IEP team ways to best accommodate their students.

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Video 1: The Assessment Loop that Samantha Kirch mentioned pre-assess, teach, post-assess, and re-teach. The re-teach aspect where she taught the class as whole the issue subject them broke off a smaller group to re-teach the students struggling. She re-taught and focused her attention to the struggling students to make sure they completely  understood.
Video 2: Assessment is not just a test but is all the little things throughout the day like exit tickets, partner talking, answering short questions. etc. These all add up to an assessment of the students so spread them out and be calculating throughout the day with them. These informal assessments help you know where the students are and the direction your lessons need to go.
PDF: Make biggest take away was from Tool #3 IEP's can be daunting and I found the Framing Questions to be great for helping set up ELL's IEPs and getting a solid idea. The IEP team needs to set up accommodations for the ELL and the questions are a great way to start.

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1. One tool that I took away from this video was that it is okay to reteach a lesson if a lot of the students struggled on a lesson. In order to reteach you have to have taught the lesson and have an assessment and based on that assessment then you can reteach if needed.
2. That assessments don't have to be a formal test. They can be an exit slip. Like we have learned this semester it is important to remember that you have can assessments in many different ways.
3. The tool that I was drawn to from the PDF was #3 Developing an IEP for an English Learner with a Disability. I like this tool because it is a combination of 3 different classes that i took this semester and my major. It is important to make sure that all students are getting the help that they need to be successful in the classroom.

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#13

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1. I liked how the teacher established that there are different meanings for the word "drawing" based on the context, and that she checked for understanding by having the students show thumbs up/down.
2. In my own classroom, I think I will definitely use the teacher's idea of having students explain a concept to their partner as an informal assessment.
3. I love Tool #2, which is a chart comparing indicators of a language difference vs. indicators of a possible learning disability. I think this tool would be invaluable for teachers who are trying to determine eligibility.

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1. One tool that I found useful in the first video was that it is helpful to pre-assess to see where the student is at. Then to teach a specific lesson, and then have a post-assessment to see what they learned well and understood from the lesson.
2. One tool that I found useful in the second video was using an exit ticket. An exit ticket is a great way to assess students to see what they understood from the lesson, and what could be a potential struggle.
3. A tool I took away from the PDF is that there are framing questions for the IEP team to ask in order to develop the proper IEP for the student.

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1. One strategy i took from the first video was that doing multiple steps of assessment throughout the day doesn't take away from teaching time and does not carry the heavy "Burden" assessment can have. Using small exercises to pre asses, then teach, post asses, and go from there can be more beneficial. I agree with Samantha at the end of the video when she mentions using assessment as not just a test at the end f a unit but exercises you implement throughout the day, you can really see where students are and where they need to go.

2. One tool that samantha talked about that I like  is that when she has students turn and talk to a partner about what was taught, they are explaining the concept to another individual. This is a great way to asses their retainment and understanding. It is one thing to personally write your own exit ticket that is a private response but explaining a concept to another individual really tests your understanding.

3. My main takeaway from the PDF was tool #3. I love how the framing questions are a checklist to ensure the IEP team is moving in the right direction. I would personally find this very beneficial.

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1. In video one a strategy and or idea to keep in mind is that if all of your ELL students are not getting an answer correct then you need to look at the question and the way it is worded. For example, in her assessment there were two vocabulary words that were used in one question and that was the question that a majority of ELLS got wrong. The team then looked at it and noticed that that is probably why. This is something that I want to take from this video because it shows to not always assume that means the student doesn't know it because it also could be the way that the question is asked or a language barrier.

2. In video 2 she talked about how assessments can be given and taken in a lot of different ways and not just a really long crazy test. Not every student is good at a regular traditional test and saying that it is important to realize that there are a lot of different assessments that can be taken. Even just students talking to you and answering questions is a form of an assessment.

3. I think one of the biggest things along with many that I learned from the reading is the indicators between a learning disability and a language barrier. One of the biggest differences that I will take away is the category of phonemic awareness. This is the hardest one in my opinion to know what the issue is. A lot of what is going on in a learning disability is that students cannot remember the sounds vs a language barrier they are not able to say the sound correctly.

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Video #1- In the first video I liked the strategy she used to teach the kids to take what they already know and put that together with what they read in the text. I think that that's an important strategy for English language learners as well as sped students. It's a great way to teach drawing conclusions, but it will also help with comprehension.

Video #2- In the second video I liked the idea of having the kids come up with a main idea and one question that they still have in order to assess understanding.  The pressure is off for those students who truly didn't understand, but it is also a great way to teach kids to think deeply to find something they may have a question about.

In the article Addressing English Learners with Disability ,the tool I found most helpful would be #2 Considering the influence of language differences and disability on learning behaviors. In a lot of classrooms I've seen teachers be too quick to discipline students who may struggle with these learning behaviors. When we see behaviors such as a student not responding to verbal directions, a student needing frequent repetition of oral direction, or delay in responses to questions, most often it is assumed the child either wasn't paying attention or that they are being difficult. I appreciate the idea that the tool brings that it could be a language difference or learning disability.