1) The artifact is a request for initial referral and list of intervention strategies the teacher created for a 1st grade student who was not meeting grade level standards.
2) The teacher realized it is important to try different instructional strategies that engage students in multiple ways before concluding a student has a learning disability.
3) Creating intervention strategies takes time, as students need time to adjust. Working more closely with parents to share successful home and classroom strategies could create a more effective individualized instruction plan without requiring a special education evaluation.
1) The artifact is a request for initial referral and list of intervention strategies the teacher created for a 1st grade student who was not meeting grade level standards.
2) The teacher realized it is important to try different instructional strategies that engage students in multiple ways before concluding a student has a learning disability.
3) Creating intervention strategies takes time, as students need time to adjust. Working more closely with parents to share successful home and classroom strategies could create a more effective individualized instruction plan without requiring a special education evaluation.
1) The artifact is a request for initial referral and list of intervention strategies the teacher created for a 1st grade student who was not meeting grade level standards.
2) The teacher realized it is important to try different instructional strategies that engage students in multiple ways before concluding a student has a learning disability.
3) Creating intervention strategies takes time, as students need time to adjust. Working more closely with parents to share successful home and classroom strategies could create a more effective individualized instruction plan without requiring a special education evaluation.
1) The artifact is a request for initial referral and list of intervention strategies the teacher created for a 1st grade student who was not meeting grade level standards.
2) The teacher realized it is important to try different instructional strategies that engage students in multiple ways before concluding a student has a learning disability.
3) Creating intervention strategies takes time, as students need time to adjust. Working more closely with parents to share successful home and classroom strategies could create a more effective individualized instruction plan without requiring a special education evaluation.
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Reflection:
Standard 4.a. Issues of Assessment for ELLs
The artifact I choose for standard 4a came from my work experience with my 1st grade class. The artifact is a request for initial referral accompanying a list of different intervention strategies I had devised for this particular student. This artifact demonstrates that I can distinguish between normal language development as evident to me by the measurements of the rest of my class, language differences, and learning problems, using multiple sources of information; like allowing more time to meet with the student, making sure to include visuals, bodily kinesthetic, auditory, and verbal support throughout my lessons before concluding that the problem resides within the learner and making a special education referral. Since designing these interventions, I have realized that teachers cannot be so quick to make assumptions about students without trying out different strategies to try and meet the students individual needs. Its important to try different strategies in all the main concerns you might have for that particular student. Its simple for a classroom teacher to take notice that a student in their class is not on grade level and simply refer them for an evaluation; the hard part is taking it into your own hand to try and help that student. Nevertheless, this artifact has also made me realize that teacher have to know when to ask for help. If you have tried everything in your power and the child hasnt shown improvement you must be accept that the problem might reside within the leaner. This artifact contributed to my professional understanding of this standard by giving me comprehension of what its like to have to zoom into my instructions and adjust it to meet the needs of all my students, especially those with potential learning disabilities. I had to really look at the needs of this individual child and think multiple ways I can help him succeed in the lessons. This artifact has also made me more aware
Reflection: Standard 4.a. Issues of Assessment for ELLs that intervention strategies take time to be put into place because the student needs time to adjust. This is especially true when you are dealing with early childhood students. A few of the areas in which I would consider improving would be to try and create a closer connections to the parents of the student for whom I am writing the intervention strategies. I think this would be a great help because the parents might share successful strategies in which they use at home and I can share strategies that I have used and have work to benefit their child. This would also make a more effective and individualized instruction without have to go through the process of an evaluation.
