Formresponse 8

Form: "*Assessing Learning Task*"
Created with : Taskstream

Author: Caralyn Shoup
Date submitted: 06/15/2018 11:25 am (PDT)
Before beginning this task, read the complete

directions provided in the CalTPA Candidate
Handbook.
Step 1: Assessment Selection and Planning for
the Whole Class Directions
To plan classroom assessment, a teacher determines his or her current point within
the instructional sequence of a unit of study and identifies the student academic
learning goals to measure.
"Ideally, assessment and instruction are linked inextricably within any curriculum.
The key to using assessment effectively and efficiently in a program of instruction is
to recognize above all that different types of assessment tools must be used for
different purposes. " (Reading/Language Arts Framework for California Public
Schools, 1999, page 215)
Select one class, a content area, and a unit of study to work with as you complete
this performance task. Respond to the prompts below about the unit of study and its
assessment.
A. Academic Content Selection
(REQUIRED) Grade Level

Kindergarten
(REQUIRED) Content area

Math
(REQUIRED) Subject matter

Counting Cardinality, Measurement and Data
(REQUIRED) 1. List the state-adopted academic content standards or state-

adopted framework you will cover in this unit.
K.CC 4. Understand the relationship between numbers and quantities; connect

counting to cardinality.
a. When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and
only one object.
b. Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order in
which they were counted.
c. Understand that each successive number names refers to a quantity that is one
larger.
K.CC 6. Identify whether the numbers of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using matching
and counting strategies.
K.MD 3. Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.
(REQUIRED) 2. Describe the unit of study that addresses those standards.

Throughout this unit of study, students will review counting in standard number
order, 1 through 20. Students will learn to count with one to one correspondence
using objects. Students will study how to classify objects by color and then graph
those objects on a picture and bar graph. The students will initially start with a two
column graphing frame and will progress to a four column graphing frame and up to a six
column graphing frame. With each graphing frame, they will need to be able to analyze the
data of which is the most, which is the least, and how many in all. Students will be provided
with specific objects to sort, which will give them the data that they will need to complete the
graph and the analysis of the graph.
(REQUIRED) 3. What is (are) the academic learning goal(s) for this unit of
study?
Students will be able to demonstrate and understand counting with one to one
correspondence in standard order within 20 using.
Students will be able to connect counting to cardinality using objects.
Students will be able to classify objects and sort the objects by color.
Students will be able to graph the sorted items on a picture and bar graph.
Students will be able to analyze the information on a graph, including which has the
most, which has the least, and how many in all.
(REQUIRED) 4. At what point in the sequence of the unit are you teaching?
Check one:
• Between the beginning and the end of the unit of study
B. Assessment Planning
If you are at the beginning of your unit, you will give your students an entry-level
assessment. If you are moving through the unit of study, you will use progress-
monitoring assessments. If you are at the end of the unit of study, you will use a
summative assessment. (For more information about these three kinds of
assessment, see Frameworks for California Public Schools, published by the
California Department of Education.)
(REQUIRED) 5. For what purpose will your assessment be used within this
unit of study? Chose one:
• Progress-monitoring
(REQUIRED) 6. Identify and describe the type of assessment. (verbal

response, multiple choice, short essay, oral presentation, performance
task, and the like)
The progress-monitoring assessment worksheet includes a sorting sheet that
displays animals of different colors, that were introduced during the anticipatory set
of this lesson where the book Brown Bear, Brown Bear was read, the students will
sort the objects provided, which are M&Ms, they will sort the correct color M&Ms on
the corresponding animal on the sorting sheet. The progress-monitoring assessment
worksheet will also include a graph with the pictures of the colored animals along the
bottom of the graph, so that the students can graph their M&Ms in the corresponding
column on the graphing sheet, creating a picture graph. Following this portion of the
assessment, the students will remove the M&Ms then use a corresponding color
crayon to represent the number of M&Ms, creating a bar graph. At the bottom of the
graphing work sheet there are three data analysis questions, which state "1. Which
has the most?" "2. Which has the least?" and "3. How many in all?".
(REQUIRED) 7. What will your students need to know and/or be able to do

to complete the assessment?
Prior to the assessment, the students will already know their colors, they have seen
visual representation of picture and bar graphs, and they will understand counting
cardinality. The students will need to be able to listen to the directions and then work
independently on the sorting of the M&M colors. The students will then be directed to
transfer the data from the sorting sheet to the graphing sheet independently. The
students will then need to be able to use the correct color crayon to represent the
M&Ms on the graph as they remove them to eat. Students will then be instructed to
answer the questions analyzing the data on the graph, which I will read and repeat
to them.
(REQUIRED) 8. What evidence of student learning will you collect?

I will collect and grade this progress-monitoring assessment for each individual
student according to my answer key (see attached form). I will ensure each student
performed the task to the best of their ability, if the student did the work correctly
then I will know that they have met the standards. For any portion of the
assessment that was completed inaccurately, I will check for patterns of specific
tasks or questions that were missed and will create small groups of students who
missed similar questions and work to reteach them. In addition, I will work with
students individually who did not meet the academic learning goals to ensure that I
am addressing their needs, this will include reteaching strategies on concepts that
were not mastered. Once all students have achieved these academic learning goals,
then I would be able to address concepts of higher level thinking in this math unit.
(REQUIRED) 9. In what ways will the evidence document student
achievement of the academic learning goal(s)?
This progress-monitoring assessment will show evidence of student achievement
based on their mastery of the academic learning goals, which include sorting items
by color, graphing the items on a picture or bar graph, counting with one to one
correspondence using manipulatives, and analyzing the information from the graph.
This assessment will help me to identify all students' understanding of the content
taught in this unit thus far. This evidence will also allow me to use the data from
each students' responses to guide me, if necessary, in reteaching the certain skills
the students are lacking, so I can ensure student mastery. Students have been
adequately prepared so they will be able to complete each type of problem given on
the assessment.
(REQUIRED) 10. How will the student assessment evidence be measured or

scored?
The progress-monitoring assessment graphing task will have an answer key that I
have created prior to giving the assessment. The grading rubric is comprised of a
10 point scale, with each task or question being worth 2 points each, this will then be
converted to a percent scale. For example, 10/10=100%, 9/10=90%, 8/10=80%,
7/10=70%, 6/10=60%, etc. The tasks are as follows; 2 points for the correct color,
2 points for the correct number amount, and 2 points for each of the data analysis
questions.The assessment measures students' academic achievement of the learning
goals that include correct color correspondence, correct number of objects graphed,
and analysis of graph information. I will work in small group or individually with
students who receive a non-passing grade of 60% or lower to provide a further
explanation of concepts to ensure comprehension. If a student misses points on
using the correct color, then I would review colors with them. If a student misses
points on filling in the correct number amount on the graph, then I would review
numbers and counting with them. If a student misses points on any of the data
analysis questions, then I would make sure their work on the graph is correct and
reteach how to analyze the data from the graph to answer these questions. Students
will be given the opportunity to redo problems after receiving their specific feedback
and reteaching. The ultimate goal is to have students' grade reflect their mastery of
the state standard.
11. Think about how you will sequence your implementation of the
assessment. Describe your plan for implementing the assessment
in the order in which it will occur.
Address each of the following and provide a rationale for each of your decisions:
• Teaching strategies including communicating the purpose of the assessment,

the scoring criteria, and the procedures for completing the assessment
• Student activities
• Student grouping
• Materials, technology, and/or resources, including the use of instructional
aides, parents, or other adults in the room
(REQUIRED) Assessment Implementation Plan

Please note the sequence of your Assessment Plan, by indicating a letter (a.,
b., c, and so on) before each part.
a. Teaching strategies
I will begin this lesson by stating the objective of the assessment to the
students which is, "I will be able to sort objects by color, graph the objects,
create a bar graph that represents the objects, and analyze the data on a
graph". The students will repeat after me to ensure that they understand the
objective before beginning the lesson. I will read the book Brown Bear, Brown
Bear to the students in a whole group setting. I will then review counting
cardinality, one to one correspondence with manipulatives and then
introduce sorting of items by color. I will implement progress monitoring
during this portion of my unit, I will verbally check student understanding and
I will observe their sorting worksheets by walking around the classroom to
gather information on student understanding. The next step is to define and
differentiate picture and bar graphs through a variety of examples, I will
verbally check for student understanding at this point. For example, I would
verbally check for understanding by holding up the visuals of the graphs and
asking if the visual I am holding up is a picture graph and have the students
give me a thumbs up if they agree it is a picture, I would also do this same
activity for bar graphs. I would then demonstrate the transfer of data from
sorting sheets to graphing sheets by modeling this activity on the overhead
projector. After, I will translate the picture graph to a bar graph by using
crayons and the students would follow along on their practice work sheets by
removing one manipulative at a time and then coloring in the space to
represent the manipulative. Finally, I would review the analysis of data on the
graph and will check for student understanding by calling on students to
answer my questions, including which has the least, which has the most, and
how many in all. At this point, my general assessment of student
understanding will enable me to make adaptations for students for my lesson,
which may include reteaching or adding higher level work if necessary.
I will present the class with the progress monitoring sorting and
graphing assessment. I will read the directions carefully and repeat them and
I will read the questions and repeat them. Students will be provided with
M&Ms as the manipulatives for this assessment. I will allow ample time for all
students to complete the assessment. I will grade the completed worksheet,
with the correct color being worth two points, the correct number graphed
being worth two points and with each of the three data analysis questions
being worth two points.
b. Student activities
Before the assessment, students will be practicing performance tasks

throughout the lesson, which will include reviewing counting cardinality
with one to one correspondence using manipulatives and sorting and graphing
worksheets. Each practice graph will increase in rigor including the amount of
manipulatives sorted and graphed as well as the number of columns on the
graphs. The performance tasks will reflect similar expectations to the
progress-monitoring assessment. Students will follow my whole group guided
instruction by completing the tasks that I model on the overhead projector on
their own practice worksheets provided. I will walk around the classroom and
check for student understanding by verbally asking questions about their
work and by reviewing their completed sorting and graphing sheets.
Once the students have completed the performance tasks in preparation for
the assessment, they will be given the progress-monitoring assessment in
which they will work on independently. They will begin by listening to the
guided instruction, where I will read them the directions and then they will
work on their own to complete the assessment and turn it in to me when
finished.
c. Student grouping
Students will be seated at their desks in a whole group during guided

instruction, where I will be modeling the sorting of objects, graphing of
objects, creating a bar graph, and analyzing the data on my graph on the
practice sorting and practice graphing sheets that are displayed on the
overhead projector.
Students will also be seated at their desks in a whole group setting for explicit
directions given during the actual assessment.
Students will work independently while completing the tasks and questions on
the progress-monitoring assessment.
d. Materials and Technology
The materials I will need for this lesson include: the book Brown Bear, Brown
Bear by Bill Martin, Jr., overhead projector, objects for manipulatives, practice
sorting and practice graphing sheets, crayons, pencils, M&Ms, sorting
worksheet for assessment, and graphing sheet for assessment.
(REQUIRED) Rationale
Please use the identical letter from the plan you wrote to match the rationale
for that portion of the plan.
Stating the objective is critical at the beginning of the lesson because

students should be aware of the expectations and what they will be assessed
on at the end of the lesson. The reading of the book Brown Bear, Brown Bear
will activate students' prior knowledge with the focus on color
correspondence. Reviewing the basic foundations of counting cardinality is
essential to moving forward in this unit, students must understand the basic
concept of counting to be considered grade level appropriate. The use of
manipulatives is beneficial because students can use them to enhance their
concept of counting with one to one correspondence. Students will be given
several opportunities to sort items of a multitude of categories in order to
boost their confidence in sorting skills. It is important to perform progress
monitoring throughout this portion of the unit to gain an overall
understanding of students' abilities or inabilities with these activities. During
the progress monitoring of walking around the classroom and observing
students' work, I will be assessing my students' knowledge of the topics and
will be providing support and modifications where necessary. If students are
observed not grasping the content, I will reteach and make modifications
where I see fit, this way all students' needs can be met. It is important to
monitor student progress through teacher observations before moving on to
the next part of the unit, student mastery of introduction performance tasks
should be evident before new content is introduced. Defining new vocabulary
such as picture graphs and bar graphs is important because many
kindergartners may have not been exposed to these concepts in the past.
Providing several examples will either activate any prior knowledge of graphs
or will introduce the new concept with a variety of samples to demonstrate
the different types of graphs. It is important to model and demonstrate the
transfer of data from sorting sheets to graphing sheets, so that students can
learn through this form of teaching. I am having the students
analyze information on a graph because it is one of the math standards
required in kindergarten and it is critical for the students to understand in
order to complete the progress-monitoring assessment. I will use guided
practice because it is an interactive instruction between the students and I. It
is critical to provide adaptations and or higher level work, so that I can ensure
I am meeting the needs of all of my students.
I will read the directions and questions multiple times, so that all students
have an equal opportunity to complete the assessment to the best of their
ability. The M&M manipulatives provided during the tasks and the assessment
assist as the representation of items to count on a graph. I will grade the
students' work based on the rubric I created because it has a detailed
explanation of the expectations of the assignment and students will be able to
reference their work to the rubric to see where they stand academically
according to this unit's assessment.
b. Student Activities
It is important to provide my students with several opportunities to practice

performance tasks, so that they have enough exposure to the content and it
will prepare them for the assessment given at the end of the unit. The
increasing rigor of graphs will give students a chance to master each graph
and provide me with the understanding if students are ready to grasp the
concept at a higher level. The performance tasks are implemented to prepare
the students for the progress-monitoring assessment, they look similar, so
that the students can familiarize themselves with the concept of graphs and
can apply any data to this format. The modeling of the performance tasks will
give students an example of the expectations of this assessment.
Once I feel that students are understanding the content of the lesson, I will
present them with the assessment. Students will work on this activity
independently, so that I can determine in which areas they have mastered or
need additional support, their work is a direct reflection of their knowledge. It
is important for me to read the directions explicitly, so that the students are
aware of what to do on the assessment. Students will turn in their work to
me, so that I can grade their assessments and give them feedback.
c. Student grouping
I have the students seated at their desks in a whole group, so that I can
model for all of the students the expectations and examples for the practice
performance tasks and they can follow along at their desks on their own
worksheets.
Students will work independently at their desks as I give directions for the
assessment and they will work to complete their assessment on their own,
this way I will be able to accurately assess each students' individual work.
d. Materials and technology
The book Brown Bear, Brown Bear will be used as an anticipatory set to
activate students' prior knowledge of colors. The overhead projector is used
to display my sample work that I will demonstrate for the class. The
manipulatives including M&Ms are beneficial for students so that they can use
them to count with cardinality and one to one correspondence. The
worksheets will help students to visually see the categories in which they
need to sort and the graphing in which they need to complete. The writing
utensils will enable the students to complete their best work with the correct
color correspondence.
(REQUIRED) 12. In what ways will you use the assessment results?
I will use the assessment results to be able to see how well the students are
able to sort and graph data and analyze the data on a graph. These
assessment results will provide me with the evidence of student learning and
whether we are ready to move on from this lesson or if I need to review and
reteach any lessons from the unit. Each assessment will be graded to
determine individual student's knowledge and understanding of the academic
learning goals. I may need to meet with individual students and small groups
to ensure that all academic learning goals have been achieved before moving
on to the next lesson.
(REQUIRED) 13. In what ways will you share the assessment results
with students, families, and other colleagues and support personnel,
when appropriate?
The students' assessments will be graded based after school on the day that
they take the assessment. The next day I will return the students' work, so
that they can see if they met the academic learning goals. I will go over the
results with students as needed to address any issues that may have come
up. I will then send the completed assessment along with the scored rubric
and feedback given to the student home that day in their folders for parents
to review. A message will be sent out on the phone application Class Dojo to
inform parents to look for the students' progress-monitoring graphing
assessment of the current unit in their folder. The parents may contact me via
email or phone if they have any questions regarding their child's work. These
results may be used to reflect their upcoming report card grades and will kept
in the child's records for any personnel that may support the student's
academic achievement.
(REQUIRED) 14. Is your assessment one that you developed, you

adopted, or you adapted from another source such as a district,
publisher, Internet, or another teacher?
o Adopted or adapted from another source. Identify the source::

http://www.makinglearningfun.com/themepages/BrownBearMMsorting
.htm
15. Submit a copy of the assessment and, if available, submit

the assessment directions, answer key, rubric, scoring guide,
and the like.
Step 2: Learning about Students: Whole Class

and Two Focus Students
Class Information
An important step in planning assessment is to learn about your students.

Provide information about the whole class in the boxes below.
(REQUIRED) Age range of students
5 to 6 years of age
(REQUIRED) Number of male students
11
(REQUIRED) Number of female students
12
(REQUIRED) Total number of students
23
Directions:
Select two students from the class you described above. Select one student
who is an English learner and one student who has an identified special need.
Consider your selected content area when describing what you learned about
the two focus students. In each of the boxed areas below, provide:
o a description of what you learned for each of the students
o an explanation of how the information will influence your academic
instructional planning, including assessment
Note: Single subject candidates for a credential in Languages Other Than

English who are delivering instruction entirely in the target language may
choose another student with a different instructional challenge rather than an
English learner.
A. Student 1: An English Learner
(REQUIRED) Gender
o Male
(REQUIRED) Age
(REQUIRED) 1. Why did you select this student?
I chose this student because he is identified as an English language learner,

he was born in the United States but his primary language spoken at home is
Spanish. His CELDT (California English Language Development Test) score is
a 2, which reflects a student performing at an early intermediate level. While
observing this student and working with him in the classroom, I have found
that he is quiet and shy, but demonstrates an eagerness to learn by following
directions and trying his best. This student enjoys me checking his work and
giving him positive reinforcement for a job well done.
This information provides me with ways in which I will need to communicate

with his parents about the student's grades in the future, this may include
using a school translator to help me contact the parents. Discovering he is at
a CELDT level of 2 will give me a clear path towards helping him during
instruction and assessment. Using specific resources, I can modify
instruction according to his needs. It is beneficial to know that he is quiet and
shy because I can use this as a future goal that will relate to his English
language development. I will also use positive reinforcement to keep him
encouraged in his academic strengths.
(REQUIRED) 2. What did you learn about this student's linguistic

background?
This student's primary language is Spanish and he did not attend preschool
and so this kindergarten year is his first year with exposure to academic
language and conversational language in English. According to the student,
the only time he speaks English is during school. His speaking score is 140,
his strengths include correct pronunciation of high frequency words studied in
the classroom. However his speaking functions are limited to phrases and
memorized questions and statements. He speaks Spanish fluently at an
appropriate age level.
This information tells me that I need to enhance this student's academic

language by providing supports and visuals to define vocabulary, this may
include sentence frames and anchor charts. He may also use these supports
when practicing his speaking skills in all subject matters. This student's
exposure of the English language may be enhanced by his seat proximity
being close to the teacher and a highly verbal student.
(REQUIRED) 3. What did you learn about this student's academic

language abilities in relation to this academic content area?
This student demonstrates a strong interest in math and grade level

appropriateness in math with his reflective score of 142/160 in mathematics
on his MAPs test. He is able to perform tasks required including sorting and
one to one number correspondence, which are necessary for the academic
content in this lesson. I learned that this student has very limited knowledge
of vocabulary in relation to this academic content including vocabulary such
as graphing, sorting, data, and analysis. His comprehension score is fairly low
at 140, I have found that scaffolds of providing examples in several contexts
enhance his comprehension.
I have learned that this student's academic language abilities are enhanced
by repeated exposure to the academic language used throughout the lesson
and the use of hands on manipulatives and finger counting as a form of
kinesthetic learning. The student initially struggled with the transfer of data
from the sorting phase to the graphing phase, which is most likely due to his
low comprehension in the academic language. Once I provided the scaffold of
modeling the task of transferring data from the sorting sheet to the graphing
sheet the appropriate way, the student was able to grasp the concept and
demonstrate the task.
(REQUIRED) 4. What did you learn about this student's content

knowledge and skills in this subject matter?
I learned that this student learns best when provided with examples and tools
in his environment to help him learn new concepts. This student understands
the concept of sorting and graphing with the help of several examples
modeled. He also demonstrated an understanding of one to one counting
correspondence.
There is an anchor chart in the learning environment for the student to

reference, this anchor chart has academic language related to this content
area defined and visual cues to activate prior knowledge. For example, there
is a drawing of a bar graph next to the word bar graph. Since this student
lacks knowledge of vocabulary, the anchor chart is beneficial for his learning
especially related to this content area where new vocabulary is introduced.
(REQUIRED) 5. What did you learn about this student's physical,
social, and emotional development relevant to this academic content
area?
This student is very physically active, he is observed running and playing

during recess time. In terms of social development, he is a good friend and
enjoys making new friends. Due to his interest in socializing with others, he
is eager to learn the academic content with his peers and enjoys feeling
success. In reference to emotional development, it is evident that he is grade
level appropriate, he has a good home life with supportive parents.
This student is seated in close proximity to highly verbal students, so that he

can be exposed to conversational English as much as possible and can
develop his language skills by joining in on conversation. The more the
student progresses in his English language abilities the more satisfied he will
be. His social and emotional development will be enhanced with his increasing
communication in English at school.
(REQUIRED) 6. What did you learn about this student's cultural

background, including family and home, relevant to this academic
content area?
I have learned that his parents only speak Spanish, however he has an older
brother who speaks some English and who helps him with his homework and
reading, he also has two younger siblings who are not in school yet and they
only speak Spanish. Despite the parents' lack of English language usage, the
student's homework is always turned in on time and complete with the help
from his brother and his mother signs off on his home reading. In regards to
academic content, this family and home life supports his academic
achievement by providing a supportive learning environment at home.
(REQUIRED) 7. What did you learn about this student's special

considerations, including health issues relevant to this academic
content area?
This student does not have any special considerations, including health issues
relevant to this academic content area. I went through his CUM files and
discussed with the school nurse and no data was shown regarding health
concerns.
(REQUIRED) 8. What did you learn about this student's interests and
aspirations relevant to this academic content area?
This student enjoys learning and is always on task, he enjoyed the candy
manipulatives used in this unit. He said that math was his favorite subject,
therefore the content was easily attainable for him with English language
support. He really enjoys being active on the playground, he can often be
found on the swings. In class, he works well with others, but is much more
observant than a participant in conversations with his peers.
(REQUIRED) 9. Describe other information relevant to the academic
content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like.).
This student has 98% attendance rate, which contributes to the progress he
has made in his academics and English language development. He claims to
enjoy school very much and plays well with others on the playground. After
school he is involved in his church, where his family also spends their time
serving the church community.
B. Student 2: A Student with an Identified Special Need
(REQUIRED) Gender
o Female
(REQUIRED) Age
(REQUIRED) 1. Why did you select this student?
I selected this student because she presents a unique speech and language
impairment that effects her learning in a general education setting. This
student does not require assistive technology or services other than meeting
with the Speech Language Pathologist twice per week, which is stated in her
IEP. This student recently came to this school after transferring from another
local school in the district, so she is relatively new to this class. After
spending time with her in the classroom, it is evident that she follows
directions and always gives her best effort during performance
tasks. Her speaking score is 230, her strengths include knowledge of high
frequency words and their correct pronunciation that we have practiced
during class. However her speaking functions are limited and she often has to
repeat what you say in order to clarify understanding.
It is important to review this students' IEP, so that I can plan for future
instruction in regards to when the student will be in the classroom or at
speech therapy. Adaptations must be made in the general education
classroom for this student to succeed, especially in regards to her speech.
(REQUIRED) 2. How is the instructional challenge that he or she

presents different from that of the other student?
The instructional challenge that she presents that is different from that of the
other student is that her strength is in vocabulary, however her weaknesses
include reading fluency and comprehension, which are attributed to her
speech development and lack of family support with academics. This child is
expected to complete all of her academics on her own, without home supports
and resources. She rarely ever has her homework complete and or turned in,
she often does not return her homework folder, and she does not receive
support with reading decodable books that should be practiced at home.
During a recent IEP meeting, the foster father stated that she cannot read,
however at school I have seen progress being made in her reading when I
have practiced with her.
(REQUIRED) 3. What did you learn about this student's linguistic

background?
This student's disability affects involvement and progress in general

curriculum, her decreased speech intelligibility negatively impacts
communication with peers and adults as well as participation in age
appropriate activities. This student's CELDT scores reflect an overall
intermediate score of 415. She is labeled as an English Language Learner,
however she does not speak Spanish at school.
Her disability makes it difficult for her to communicate with her peers and
adults, therefore extra time is required from myself as her teacher to ensure
that communication of learning goals are clear. For example, she cannot
pronounce the letter l sound /l/, the letter s sound /s/, and the letter r sound
/r/. She also is very low in reading, especially in the area of reading accuracy
and fluency, which may be due to her speech impairment. Some resources I
would use to enhance her speaking skills include repeat after me activities,
sound-spelling cards, blending exercises and Elkonin boxes.
(REQUIRED) 4. What did you learn about this student's academic

language abilities in relation to this academic content area?
The Speech Language Pathologist reports that during speech sessions, the
student is continuing to show progress with her speech sound development.
During speech therapy, she is producing /s/ blends in sentences with 3-4
verbal and or visual cues with 60% accuracy. Articulation is difficult as she
distorts many sounds, such as l, r, and s. An informal analysis of her
conversational skills revealed her vocabulary, sentence length and complexity
are adequate and appropriate to express her wants, needs and ideas in her
home, school and community environments. The student uses language for a
variety of pragmatic functions.
Communication between the Speech Language Pathologist and I is crucial in

providing modifications and learning environment for this student. We often
work together to provide resources for Student 2 to better meet her needs.
(REQUIRED) 5. What did you learn about this student's content

knowledge and skills in this subject matter?
This student's content knowledge in relation to the subject matter in this unit
is grade level appropriate based on her math score from the MAPs test
(Measurement of Academic Progress Test), which reflects a score of 135/160.
She often needs instructions repeated, she is not particularly interested in
math, however she enjoys coloring, which was a part of this lesson as well. In
this unit, the student has demonstrated an appropriate understanding of
colors, counting correspondence, but initially displayed difficulty in the
transfer of data onto the graph sheet. She eventually showed mastery of the
skills in this subject matter through practice and support.
It is important for me to be in close proximity to this student, so that I am

able to repeat instructions to her as needed. After the repeating of
instructions when the student show difficulty transferring data, she was able
to understand and succeed at this task.
(REQUIRED) 6. What did you learn about this student's physical,

social, and emotional development relevant to this academic content
area?
This student shows appropriate physical development as she enjoys running

on the playground and bouncing balls. She has age level appropriate fine
motor skills in terms of holding a pencil, cutting, listening and coloring.
However, I have to help her put her shoes on the correct feet every day that
she comes to school. This student is very shy and hesitant but does have
friends that she plays with at recess, she only talks when prompted. Despite
her unique home life, her emotional development seems to be at an
appropriate level.
(REQUIRED) 7. What did you learn about this student's cultural

background, including family and home, relevant to this academic
content area?
This student is raised in a foster home with two foster fathers and her four
other siblings. One of the foster fathers only speaks Spanish and the other
foster father speaks mostly Spanish with minimal English. The student is
identified as an English language learner, however she does not speak any
Spanish in the classroom. Although, hesitant to speak due to her speech
difficulties, she is able to interact with me one to one during my lessons.
Because this student is shy, I often work one to one with this student, so that
she can communicate her thoughts and feelings without hesitation.
(REQUIRED) 8. What did you learn about this student's special

considerations, including health issues relevant to this academic
content area?
This student often claims that she is hungry when she comes to school, if she
gets here early enough I send her to the cafeteria to get school provided
breakfast, unfortunately she is often late and sent to school without having
eaten breakfast. This student's focus on hunger may contribute to her low
test scores and her ability to truly focus on academic content, when she is
thinking about her hunger. This student has no other known health issues
reported at this time.
(REQUIRED) 9. What did you learn about this student's interests and
aspirations relevant to this academic content area?
This student is eager to learn and she demonstrates this by following

directions and completing her best work on every task. She claims that she
loves to color, which is incorporated throughout this unit on several
occasions.
(REQUIRED) 10. Describe other information relevant to the academic

content area that you learned about the student (e.g., attendance,
extracurricular activities, and the like).
This student's attendance is fair, she is 86% present, daily attendance

supports the ability of her to build on previous lessons in order to make
progression towards the academic learning goals. This student is enrolled in
the after school program where she receives tutoring services, she is at the
school until 6pm Monday through Friday. She often states that she wants to
go home instead of staying at the after school program, however the extra
tutoring gives her more academic practice, such as completing homework.
Step 3: Assessment Adaptations for Two

Focus Students
Directions:
Consider your plan for assessment in Step 1 and what you learned about the
two focus students, and the implications for instruction and assessment that
you identified in Step 2. Respond to the questions below about the two
students.
(REQUIRED) 1. What will Student 1 need to know and be able to do to

complete this assessment?
Student 1 will need to be able to listen and follow oral directions and answer
the questions on the assessment accurately. He will need to be able to
complete the tasks on the assessment which include sorting items by color,
graphing the items on a picture and bar graph, count with one to one
correspondence using manipulatives, and analyze the information. The
analysis of information will include which has the most, which has the least,
and how many in all. This student may need further instruction before
beginning and may need directions and questions repeated throughout the
assessment. He will be graded based on the 100% scale rubric that the rest
of the class will be graded on because the expectations meet the California
state requirements for kindergarten and he is aware of the expectations
because they were shared earlier in the lesson. When the assessment is
graded and returned to the student, he will be able to review his mastery of
the concept and or see where he still needs to practice.
(REQUIRED) 2. What will Student 2 need to know and be able to do to

complete this assessment?
Student 2 will need to listen carefully and follow directions in order to

complete the assessment accurately. The student should be able to sort items
by color, graph the items on a picture and bar graph, count with one to one
correspondence using manipulatives, and analyze the information
including which has the most, which has the least, and how many in all. She
will be graded according to the teacher created rubric to ensure that she is
meeting the academic learning goals in this unit. I will share with this student
the expectations of the assessment and how she will be graded. Due to this
student's difficulty in communicating, the directions and questions may be
repeated for her. The graded assessment will be shared with the student, so
that she will see if she has mastered the academic learning goals in this unit
or if she needs to revisit any concepts with me as I will review and reteach
what is necessary.
For the two students, determine what adaptations you will

make to this assessment that you have planned for the whole
class.
Describe those adaptations for each of the two focus students. If you
determine that no adaptations are needed for a part of the plan for
assessment, explain that decision. Respond to the prompts below. For each
include:
o Your decisions about assessment adaptations

o A rationale for those decisions
A. Adaptations for Student 1: An English Learner
1. Evidence of student learning you will collect
(REQUIRED) Decision
I will collect this student's completed classroom work including sorting

and graphing performance tasks preceding the progress-monitoring
assessment and will return all work with feedback for the student. I
will also check his in class work by viewing his work and verbally
asking questions regarding his answers to check for understanding. I
will collect his progress-monitoring assessment to check for mastery of
the learning goals, which include the ability to classify objects and sort
the objects by color, graph the sorted items on a picture and bar
graph, analyze the information on a graph, including which has the
most, which has the least, and how many in all. The assessment will
be graded the same day and given it back to him the following day
with feedback regarding the rubric.
It is important for me to collect this evidence of what this student has

learned throughout the unit to assess his progress before giving him
the graded assessment. The feedback I will give him on his
performance tasks will provide him with the necessary tools to make
changes and ensure his knowledge of the concepts reviewed. It is
important that I walk around the room and view his work while
verbally checking for understanding, so that corrections may be made
in the moment and I may make adaptations quickly if needed. I will
also collect his progress-monitoring assessment, so that I can assess
his academic achievement level of the learning goals, each learning
goal will be assessed based on the answer key. The graded
assessment will be reviewed with the student and feedback will be
provided the next day, so that it is still fresh in his mind and changes
can take place at this time if necessary.
2. How the student assessment evidence will be

measured or scored?
(REQUIRED) Decision
This student's progress-monitoring assessment evidence will be scored

based on the answer key, that is a 100% scale, with each task or
question being worth 2 points each, this will then be converted to a
percent scale. For example, 10/10=100%, 9/10=90%, 8/10=80%,
7/10=70%, 6/10=60%, etc. The 10 point scaled answer key includes
2 points for using the correct color, 2 points for graphing the correct
amount, and 2 points for each of the 3 data analysis questions. If the
student were to receive a non passing score of 60% or lower, he would
be retaught in a one on one setting with the teacher, otherwise he
would still be given feedback regarding his results and based on those
results would determine any interventions that may need to be
implemented. In addition, if he misses any tasks or questions that
other students missed then I would work with him and a small group
to reteach that learning concept. In this small group I would use
sentence frames, anchor charts, and manipulatives to enhance student
learning. All students will be expected to master these concepts before
introducing higher level learning in preparation for a summative
assessment at the end of the unit.
This student's formative assessments will be graded by myself because

I will need to be able to assess this student's learning throughout the
unit before moving on to new concepts and or the summative
assessment at the end of the unit. His assessment evidence will be
scored on his accuracy and completion of the performance tasks
because this will give me insight in to what the student already knows
and what he still needs practice with. It is important that the student
be scored based on the rubric I created because this will ensure that
he is meeting the California State Standards required in kindergarten.
I would meet with the student to go over feedback on his assessment,
so that he has the opportunity to relearn and correct any mistakes
made on the assessment. Working with him independently or in a
small group setting would be beneficial because he would get
additional examples and explanations to help him correct any wrong
answers. The resource of sentence frames would allow for a higher
level of verbal support in communicating his knowledge. The anchor
charts and manipulatives would be beneficial to him if he did not show
progress towards his speaking skills and academic vocabulary in
relation to this subject matter.
3. The implementation of the assessment, including:
§ Teaching strategies for communicating the purpose of the

assessment, the scoring criteria, and the procedures for
completing the assessment
§ Student activities
§ Student grouping
§ Materials, technology, and/or resources, including the use of
instructional aides, parents, or other adults in the room
(REQUIRED) Decision
I will state the learning objectives to the students and explain

the purpose of the assessment. I will read directions of the
assessment and repeat any information necessary. I will pull
this student aside individually before the lesson and preteach
the learning goals to him, this will include a review of colors
where I will show him colors and state the correct color in
English and Spanish and he will repeat back to me with the help
of sentence frames if needed, for example (This is the color
_____.) and they would state this sentence and point to the
color they state. I will also review counting cardinality using
manipulatives and count in English and in Spanish with him. (I
am familiar with Spanish in both of these areas, so I am able to
successfully use this teaching strategy). I will create an anchor
chart with the student, which introduces the new vocabulary in
this lesson such as picture and bar graphs, the anchor chart will
have visual cues and English and Spanish vocabulary written
with definitions. I will have the student draw his own pictures
that help him to correlate the vocabulary with his visual
representation. I will inform this student that he may reference
this chart throughout the lesson if needed. I will also let this
student know that he will not be on a time constraint for the
actual assessment. I will use guided teaching when the student
is in the whole group setting, where I will model each
performance task on the overhead projector.
The student will repeat the learning objectives back to me

during the preteaching meeting. Sentence frames for learning
objectives will be provided to enhance the student's verbal
skills when speaking in complete sentences. The student will
review his colors and counting cardinality with me by practicing
saying them and will have a chance to review the anchor
chart prior to the lesson. The student will work in a whole group
setting during guided instruction where he will practice the
performance tasks, including sorting and graphing worksheets
with the use of manipulatives that are presented on the
overhead projector. The student will then work independently
on his progress-monitoring assessment at the end of the
lesson.
c. Student Grouping
The student will work one on one with me during a preteaching

activity. The student will then work in a whole group setting
also in close proximity to the teacher and highly verbal
students during the lessons and then will work independently
during the progress-monitoring assessment.
The materials the student will need for this lesson include:
objects for manipulatives, practice sorting and practice
graphing sheets, crayons, pencils, M&Ms, sorting worksheet for
assessment, and graphing sheet for assessment, the anchor
chart, and pre-written sentence frames if necessary.
Explaining the learning goals is important for this English

language learner because it provides him with a set of
guidelines to follow and something to work towards. Due to the
students' comprehension being low, I will ensure that he truly
comprehends the expectations before moving forward in the
lesson. Working one on one with the student prior to the lesson
is important because he will have the opportunity to activate
prior knowledge for the lesson, so that he is prepared to use
that knowledge and build upon it. His strength includes
listening, so this preteaching meeting will benefit him as he
listens to what I am teaching him. Having him repeat back to
me the learning goals with the aid of sentence frames and
preteaching techniques will enhance his speaking skills,
especially since he is low in this area, this will give him more
opportunities to use his English language in an academic
setting. The anchor chart is beneficial for this student because
he learns best with a variety of models and examples provided
to him, he can use this chart to reference throughout the
lesson. By having him write down the vocabulary words and
making a visual representation, this student will make his
own connections to the vocabulary words through pictures. The
additional time provided if necessary is important for this
student because it will encourage him to take his time and do
his best work rather than rushing through the assessment
quickly and not completing his best work. The guided teaching
is important for all learners and especially this English language
learner because I will explicitly model the tasks at hand and my
work will projected on the overhead for him to follow along as a
sample of work.
Repeating the learning objectives with the help of sentence

frames is beneficial for this English language learner because it
will give him practice speaking in English in complete sentences
using academic language and it will ensure his comprehension
of the objectives. The review of previous lessons taught
including colors and counting of numbers will help the student
to engage in his learning and prepare him to use this content to
build on higher level learning. The student is given the
opportunity to review and reference the anchor chart as a way
to communicate the academic language introduced in this
lesson, the use of visual cues and English and Spanish
definitions help the student to truly comprehend the topics.
During the guided instruction, the student will be provided with
examples that will enhance his understanding of the
expectations of the performance tasks and the progress-
monitoring assessment. The use of practice and hands on
manipulatives will provide the student with the practice he
needs to achieve in the content area. The student will then
work on his assessment independently to demonstrate his
knowledge and understanding of the content of the lesson.
c. Student Grouping
The one on one grouping with me will provide the student with
the support and resources he will need in order to be successful
in this lesson and assessment. The whole group setting is
beneficial for the student because he is seated in close
proximity to me for questions and additional examples if
needed and also is seated next to highly verbal students who
provide strong examples of the conversational English
language, this gives him more exposure to further develop his
own speaking skills. The independent work during the
assessment is beneficial for this student because he will have
the opportunity to demonstrate his understanding of the
lesson's content with his answers on his assessment.
The manipulatives are helpful for this student to utilize because

they make the math content comprehensible, which is
something that this student struggles with. The sorting sheets
and graphing sheets are beneficial because they are a way for
the student to visually and kinesthetically organize the
information he has accumulated with the manipulatives
provided. The anchor chart provides key math vocabulary
words accompanied by pictures which is a helpful reference
when thinking about and understanding math. Sentence frames
are beneficial because they provide an example of a complete
sentence and are able to refer back to it while speaking.
4. Ways you will use the assessment results.
(REQUIRED) Decision
I will use the progress-monitoring assessment results to

determine whether the student has mastered classifying
objects and sorting the objects by color, the graphing of the
sorted items on a picture and bar graph and the analysis of the
information on a graph, including which has the most, which
has the least, and how many in all. If the student has not
mastered any of these concepts, I will work with him and
perform any reteaching until he has shown mastery in all areas.
The assessment results will determine if he is ready to advance
to higher level thinking in the next lesson or if any of this
content needs to be retaught. I will also use this assessment to
determine this student's grade in math in accordance with the
sorting and graphing standards for kindergarten, which will go
into the gradebook.
The progress-monitoring assessment covers three separate

concepts taught throughout this unit and if the student has
trouble with any of these concepts, I will quickly be able to see
which area the student is struggling with. If the student did not
master the concepts on the assessment completed after the
several performance tasks and in class progress-monitoring of
the teacher observing the student's work, I will work one to one
with the student to ensure he has mastered all concepts before
moving on in this unit. I will use the assessment to determine if
the student is ready to move on to higher level learning by
building upon the concepts in this lesson. The grade for the
assessment will go in the gradebook to show proof of student
understanding in this specific math standard category.
5. Ways you will share the assessment results
with students, families, and other colleagues and
support personnel, when appropriate.
(REQUIRED) Decision
I will be sure to grade the assessment the same day that it is

taken and the results would be shared with the student the
next day. I will share the assessment results with the family by
sending home the graded assessment in his folder the next day
after he receives the feedback. I will work with the student on
any tasks or questions he answered incorrectly and make sure
that he is retaught and understands what he did wrong. I will
use my Class Dojo phone application to remind parents to
review the assessment that is being sent home. The results
may be shared with my colleagues if necessary to gain
additional support and strategies for this student's academic
achievement.
It is important to share the assessment results with the

student, so that he can understand the areas he is progressing
or if he needs additional assistance meeting the learning goals.
The communication between the teacher and the parents will
provide the parents with the progress their child has made and
if there is any additional support they could give him at home. I
will send the assessment results after reviewing them with the
student in his folder because this student's parents always have
his homework completed and documents signed when
necessary, so I know that they go through his folder. The
parents recently signed up for our new phone application, Class
Dojo, and typically respond to notes that have been sent out,
so this is another form of communication I will use to remind
them to look for his assessment results, I assume the older son
helps to translate these messages from English to Spanish for
them and create the responses for them.
B. Adaptations for Student 2: A Student with an

Identified Special Need
1. Evidence of student learning you will collect.
(REQUIRED) Decision
I will collect this student's class work from this unit including
the sorting and graphing performance tasks prior to the
progress-monitoring assessment and will return all work with
specific feedback for the student. I will also use progress
monitoring to check for understanding by verbally asking the
student about her work and reviewing her focus on tasks during
class. I will collect her progress-monitoring assessment to
check for mastery of the learning goals, which include the
ability to classify objects and sort the objects by color, graph
the sorted items on a picture and bar graph, analyze the
information on a graph, including which has the most, which
has the least, and how many in all. The assessment will
be graded after school that day and my feedback to her in
regards to the rubric will be delivered the following day.
I will collect the evidence of what this student has learned

throughout the unit because it is important to track any
progress she has made. Frequent progress-monitoring of this
student's work will provide me with the necessary adaptations I
need to implement, so that she can be successful on the
progress-monitoring assessment. She will be scored based on
the answer key created because this will give me the data of
whether or not she has met the state requirements of this
kindergarten math unit and it will help me to determine how
she is doing in comparison to the other students in my class.
Quick feedback is important for this student, so that she can
learn in the moment and she may make necessary changes to
her work after I reteach any concepts to her because it will still
be fresh in her mind.
2. How the student assessment evidence will be

measured or scored.
(REQUIRED) Decision
This student's assessment evidence will be scored based on a

100% scale, with each task or question being worth 2 points
each, this will then be converted to a percent scale. For
example, 10/10=100%, 9/10=90%, 8/10=80%, 7/10=70%,
6/10=60%, etc. The 10 point scaled answer key includes 2
points for using the correct color, 2 points for graphing the
correct amount, and 2 points for each of the 3 data analysis
questions. If the student were to receive a non passing score of
60% or lower, I would work with her one on one to reteach any
areas that I see were an issue for this student. Even if she
passed, but missed any questions or tasks I would still give her
feedback regarding her results and based on those results
would determine any interventions that may need to be
implemented. In addition, if she misses any tasks or questions
that other students missed then I would work with her and a
small group to reteach that learning concept. All students will
be expected to master these concepts before introducing higher
level learning in preparation for a summative assessment at the
end of the unit.
I will grade this student's assessments before the summative

assessment is given because I will need to be able to assess
this student's learning throughout the unit before moving on to
new concepts. Her assessment evidence will be scored on her
precision of work and completion of the performance tasks
because this will provide me with an accurate assessment of
her learning and what she still needs to work on. It is important
that the student be scored based on the rubric I created
because this will ensure that she is meeting the California State
Standards required in kindergarten and that she has mastered
these learning goals before moving on to higher level thinking
in this area. Working with her one to one or in a small group
setting would allow me to give her the direct explicit instruction
she needs and the repetition of these instructions.
3. The implementation of the assessment

including:
§ Teaching strategies for communicating the purpose of

the assessment, the scoring criteria, and the procedures
for completing the assessment
§ Student activities
§ Student grouping
§ Materials, technology, and/or resources, including the
use of instructional aides, parents, or other adults in the
room
(REQUIRED) Decisions
I will state the learning objectives to the students and

explain the purpose of the assessment. I will read the
assessment directions and repeat any information
necessary, I will have her repeat back her understanding
of the assessment directions to me with the aid of
sentence frames. I will meet with this student
individually prior to my lesson and I will review and
preteach the learning goals to her. If the student has
trouble repeating back the learning goals then I would
provide additional supports, such as sound-spelling
cards and Elkonin boxes. The student will also be seated
in close proximity to myself. I will review counting
cardinality using manipulatives and have her count her
numbers along with me. I will also let this student know
that she will not be on a time constraint for the actual
assessment. I will use guided teaching when the student
is in the whole group setting, where I will model each
performance task on the overhead projector. During the
actual assessment I will provide task by task instruction
breaking the assessment down into smaller sections,
where the student will receive direct explicit instruction
for one section at a time, with her repeating the
directions verbally back to me.
The student will repeat the learning objectives and

assessment directions to me during the preteaching
meeting. Sentence frames, sound-spelling cards, repeat
after me, and Elkonin boxes may be used as additional
support during this preteaching meeting. The student
will review her counting cardinality with me by practicing
saying them. The student will be in a whole group
setting with guided instruction where she will practice
the performance tasks, including sorting and graphing
worksheets with the use of manipulatives that are
presented on the overhead projector. The student will
then work independently on her progress-monitoring
assessment at the end of the lesson.
c. Student Grouping
The student will work one on one with me during a

preteaching activity. The student will then work in a
whole group setting also in close proximity to the
teacher during lessons and then will work independently
during the progress-monitoring assessment.
The materials the student will need for this lesson

include: objects for manipulatives, practice sorting and
practice graphing sheets, crayons, pencils, M&Ms,
sorting worksheet for assessment, graphing sheet for
assessment, sentence frames, sound-spelling cards, and
Elkonin boxes.
It is important for this student to have a preteaching

meeting where the goals and expectations are explained
in detail for her in a one on one setting. During the
preteaching meeting, this student will be asked to
repeat the expectations to me, so that I can ensure that
she knows what to do and has the tools necessary to be
successful in this assessment. It is important to provide
sentence frames when this student repeats after me
because she can refer to this tool when practicing her
speaking skills. Due to this student having difficulty
communicating, repeat after me activities will
strengthen her speaking skills and will demonstrate her
understanding of the expectations. The use of sound-
spelling cards and Elkonin boxes will provide the
additional supports this student needs in order to repeat
back the learning goals in complete sentences. She will
also be seated in close proximity to me, this will help to
provide her with extra support from me if necessary and
when I repeat instructions and directions, she will be
able to hear me without questioning. The use of
manipulatives provides concrete examples of objects to
count. Additional time will be provided if necessary, so
that the student does not feel pressured to complete
work quickly without accuracy. Breaking the explicit
instructions down for the assessment into smaller
sections is important for this student because she
struggles with extended listening comprehension. By
providing instruction for one task at a time, the student
will be able to focus in on one task and do her best
rather than trying to remember what she will have to
complete for the next task.
This student will repeat the learning objectives and

directions for the assessment to ensure that she
understood the expectations and to practice her use of
academic language and speaking skills with the support
of sentence frames, sound-spelling cards, repeat after
me activities, and Elkonin boxes. During the guided
instruction, the student will practice the performance
tasks, this use of repetition in performance tasks is
essential because it will help with her language
processing and knowledge of the academic content area
being covered. Also, by having modeled examples
of tasks, projected on the overhead, provides the
student with guided directions for what should be
completed. The independent work is critical because her
independent work will truly demonstrate her
understanding and achievement of the learning goals
covered on the assessment.
c. Student Grouping
It is essential for this student to work one to one with

me, prior to the lesson, to ensure her comprehension of
the directions and expectations of the lesson and
assessment. This student is expected to work in a whole
group setting because she is placed in the general
education classroom, the adaptation I have made is to
have her sit in close proximitiy to me to ensure she
receives instruction clearly, I am also easily accessible to
her while she is seated close to me. Her independent
work during the assessment will reflect her ability to
achieve the academic learning goals on her own.
The manipulatives used in this lesson are helpful for this

student because they are a tangible item for the student
to work with and count, which integrates multisensory
learning including kinesthetic and tactile elements. The
sorting sheets and graphing sheets are beneficial
because they are formatted the same way that the
assessment will be formatted and she will get the
repetition and practice she needs with these sheets in
order to prepare her for the actual assessment.
Prewritten sentence frames, sound-spelling cards, and
Elkonin boxes are beneficial in aiding the student to
speak in complete sentences with a focus on targeted
letter sounds such as /l/, /r/, and /s/ stated in her IEP.
4. Ways you will use the assessment results.
I will use the progress-monitoring assessment to

determine the progress she has made in mathematics.
The results of the assessment will show whether she has
mastered the learning goals including classifying
objects and sorting the objects by color, the graphing of
the sorted items on a picture and bar graph and the
analysis of the information on a graph, such as which
has the most, which has the least, and how many in all.
These results will decipher her math grade in my grade
book and if she has met the standard that correlates
with this lesson. I will also use the results to revisit and
reteach any concepts that were not achieved by the
student and ensure her understanding before moving
forward in this unit.
It is important to keep track of the students progress,

especially through this assessment because this will
provide me with the information I need to see how what
areas the student is achieving and what areas she may
need extra assistance on. The results will determine her
mastery of the learning goals, which are necessary to
achieve in order to be considered grade level in math. I
will utilize these results to provide this student with
extra support or adaptations to ensure she has met the
learning goals before introducing higher level learning
regarding this topic.
5. Ways you will share the assessment

results with students, families, and other
colleagues and support personnel, when
appropriate.
I will share the assessment results with the family by

sending home the graded assessment the following day.
I would also share this student's assessment results
during the student's upcoming IEP meeting with her
foster parents, and it would also be calculated into the
student's quarterly report cards.
I believe it is important to provide quick communication

to parents, so that they may keep track of their child's
progress and can follow up with any positive
reinforcement or additional supports if needed. Results
of assessments are always sent home in the student's
folder and a typical routine of parents would be to
search for any results in this folder, this student
normally does not return things from her folder however
if her parent's wanted to know of her success they would
know to look in her folder. I have an upcoming IEP
meeting with this student's parents and would share her
results of this assessment with them because it is a
recent and positive report of her progress, during this
meeting there is a translator provided by the district and
he or she may help me to share the importance of these
results with the parents in Spanish. The assessment
results will also be calculated into the student's report
card because it is a standard that must be met during
the kindergarten school year and these will be sent
home to the parents, these results will determine the
student's ability in math and whether or not it is grade-
level appropriate.
Step 4: Giving the Assessment to
the Whole Class, Including Two
Focus Students
Directions:
Give the assessment to your class. Collect and score all
the evidence of student learning from the assessment.
Consider all the assessment responses and select three
responses of students other than your two focus
students that represent the range of achievement within
the class. Label these responses as Student 3, Student
4, and Student 5. Label the two focus students’
assessment responses as Student 1 and Student 2.
Submit all five assessment responses. Review carefully

the evidence of student learning you are submitting.
Briefly, explain why you selected each of the following

responses to represent the range of responses in the
class:
Note: If the assessment is oral or represents a student

performance, provide your description of the students’
responses and your written assessment of those
responses, including the class as a whole, the three
responses that represent the range of achievement in
the class, and the two focus student responses.
(REQUIRED) Student 1 (EL focus student)
Student 1 was selected because he is an English

language learner who has shown progress in his English
language development and in all areas of his academics.
This student had previously struggled with following
directions due to his lack of understanding the English
language, however with the adaptations and support I
provided him, he demonstrated in this assessment that
he is understanding English at a grade level appropriate
rate. In addition, he was able to master the topics in this
math assessment including sorting by color, transferring
data onto a graph, and analyzing the information on the
graph including which has the most, which has the least
and how many in all. He received a 100% on this
progress-monitoring assessment and demonstrated
mastery in each learning goal.
(REQUIRED) Student 2 (SN focus student)
Student 2 was selected because she is labeled as a

student with a special need of a speech disability. She
showed mastery in this unit's concepts thus far including
each of the learning goals with the adaptations and
additional support provided in the classroom to meet her
academic needs. Her work was nicely colored and her
numbers were written properly, it is evident that she
followed directions on each task and took her time. Her
progress-monitoring assessment results were 100%
showing mastery in all learning goals.
(REQUIRED) Student 3
Student 3 was chosen because he is one of my high

achieving student with strong home support. He always
tries his best and is eager to learn new things. His
assessment results demonstrate that of a successful
learner and mastery of the concepts covered in the unit.
Not only did this student complete his assessment with
100% accuracy, it is evident that he paid attention to
detail and organization in his work. 18 students in all
received a 100% score on this assessment.
Student 4 is an overall average achieving student, he is

eager to please and has moderate home support. This
student has strong comprehension skills, however he is
quick to do his work and sometimes rushes through
assessments to get done fast. His tendencies to
complete work quickly often work against him and he
misses important details in his work and answers. I
often instruct him to review his work once more before
turning it in. His assessment was chosen to demonstrate
that he made a few mistakes, but he was able to self
correct before turning in the assessment. For example,
this assessment shows that he was working quickly and
most likely colored so fast that he colored more than he
should have, however he corrected his work before it
was turned into me. He was still the first student done
with the assessment. His results of the assessment show
100% accuracy, along with 17 other students' scores.
Student 5 was chosen because she is one of my lower

level achieving students who recently joined our class
about two months ago. This student's assessment
results are most likely low due to a lack of attentiveness
during instruction, a high absentee rate throughout the
unit, and low to no home support. She wrote some of
her numbers backwards and did not color in an entire
column, therefore her data analysis questions were
incorrect. She is struggling with some of the basics of
kindergarten standards such as letter and number
recognition, therefore the progress-monitoring
assessment may have been beyond her realm. I had
offered after school tutoring to this student, however her
parents did not sign the permission slip for this, so
services could not be provided. After this specific
assessment where the student scored a 60%, I worked
with her one on one to ensure that she knew the
corrections she needed to make and why she needed to
make them. At first, I scored her at a 40% because
question number 1 was unclear, it looked like a number
two written but it was later determined that she wrote
the number 5 backwards. Student 5's assessment
results represent a range of five students in all who
received a 60% score.
Step 5: Analyzing Evidence of

Student Academic Learning and
the Assessment
Directions:
Consider your responses in Steps 1 through 4. Think
about the evidence of student academic learning from
the assessment. Answer the questions below for the
whole class and for the two focus students. Remember
to cite specific evidence from the five responses that you
have submitted. (This includes responses from the two
focus students and from the three students you selected
to represent the range of achievement with the class).
A. For the Class as a Whole
(REQUIRED) 1. What did you learn overall about

the students' progress toward achievement of the
academic learning goal(s) for this part of the unit?
Overall I learned that as a whole class, a large majority

of the students' progress mastered the academic
learning goals for this assessment. Eighteen students
received a 100% and five students received a 60%.
Based on the results of the color portion of the progress-
monitoring assessment, all students including low level
learners such as student 5's assessment were able to
master sorting by color. The transfer of data from the
sorting sheet to the graphing columns including the
correct number represented on their graph was mostly
mastered. Some students were able to self correct the
transfer of data portion due to miscoloring the amount
in the columns prior to submission as shown by student
4's assessment. The data analysis portion of the
assessment was mostly mastered with the exception of
some of my lower level learners as demonstrated by
student 5's assessment.
(REQUIRED) 2. Describe the extent to which the

assessment that you planned allowed students to
demonstrate achievement of the academic
learning goal(s) for this part of the unit.
The assessment that I planned allowed students to

demonstrate their abilities to achieve the academic
learning goals because they were given the opportunity
to practice using the assessment format in several
lessons preceding the assessment. In addition, by
providing kindergartners with manipulatives to use on
their assessment allowed them to demonstrate full
understanding of the number concept and one to one
correspondence in this unit. Students were able to
visually see the most, the least, and how many in all
with ease. Students were given the opportunity to
practice writing numbers they are familiar with when
answering the data analysis questions to show mastery
of the academic learning goal. The students did well on
this assessment, which I attribute to the extensive
amount of practice performance tasks that were given
prior to this assessment.
(REQUIRED) 3. Would you make any changes to

the directions or to the format of the assessment?
Why?
One change that I would make to the format of the

progress-monitoring assessment would be changing the
grading and feedback of the students' work I would
make the points given on the assessment more specific,
so that the students could understand exactly what they
received a point for or what they did not receive a point
for. I would also ensure that all students check their
work of counting manipulatives and representing them
on the graph before answering the data analysis
questions, once they were done with these tasks, I
would walk around and check them before having the
students answer the data analysis questions because if
the information on the graph is not correct then the
following data analysis questions will not be correct
either.
(REQUIRED) 4. Would you collect different or

more evidence if you were to do this assessment
again? Why?
When implementing this assessment again, I would
incorporate more challenging questions and additional
performance tasks to gather more student
understanding. For example, I would add bonus
questions that represents higher level thinking for high
achieving students. For example, I would provide a
questions such as "how many more are there in one
specified column than another specified column?" for
instance "how many more reds are there than blues on
the graph?". This would allow higher achieving students
the opportunity to show what they know. This bonus
question would not penalize students who are not able
to answer. I could also implement this bonus question to
serve as a pre-assessment as we move forward to the
next unit.
(REQUIRED) 5. Was the implementation and

timing of this assessment appropriate for this
class? Why?
The implementation of the timing of the assessment was

appropriate for this class because at this point in the
year the students had already mastered their colors,
their one to one correspondence, their ability to count
and write numbers, and sort objects by attributes. Then
they were ready to show mastery of the transfer of data
to a graph and the analysis of the graph's data. We
covered these learning goals at a steady pace and built
upon their previous knowledge of colors, counting, and
graphing. Each performance task leading up to this
assessment prepared the students for success on this
assessment.
(REQUIRED) 6. In what ways would a different

type of assessment (e.g., verbal response,
multiple choice, short essay, oral presentation,
performance task) than what you used allow
students to demonstrate their achievement of the
academic learning goal(s) for this unit?
Due to the kindergarten grade level, a different type of

assessment than what I used could be a one on one
student demonstration of sorting and graphing and a
student oral response to data analysis questions. This
form of assessment could demonstrate student
achievement of the academic learning goals for this unit
and would focus more on the students' ability to discuss
their understanding of the learning goals and how they
came up with the answer, rather than just the answers
represented on the worksheet. By having the students
orally discuss their work, it would create a higher depth
of knowledge of their learning objectives.
B. For Student 1: An English Learner
(REQUIRED) 1. To what extent were the

assessment directions and format clear and easy
to follow for the student? How do you know?
The assessment directions and format were introduced

earlier in the unit and during a one on one preteaching
meeting, I communicated the purpose of the assessment
and explained how it would be graded. He had the
opportunity to become familiar with this type of
assessment throughout classroom performance tasks
preceding the assessment. The directions were also
repeated several times prior to the assessment. Teacher
observations during the progress-monitoring assessment
showed clear understanding and confidence in this
student's work, he did not raise his hand or ask for any
further directives. It is evident that the directions were
clear because this student showed mastery of the
concepts in this assessment.
(REQUIRED) 2. To what extent did the student

achieve the academic learning goals for this part
of the unit?
This student showed mastery of the learning goals for

this part of the unit including correct color sorting,
correct transfer of data, and correct answering of data
analysis questions as seen in Student 1's assessment.
He also demonstrated the ability to follow directions and
take his time by showing neatness in his work.
(REQUIRED) 3. How well did the student's

assessment response correspond to the work the
student does on a daily basis?
(Was the response that you expected from the student?)
This student's successful assessment responses

corresponded to his daily work as he always shows
attentiveness during instruction, however since his
listening skills are relatively low, I was impressed that
he was able to complete all tasks thoroughly and with
accuracy. This student has shown steady progress in his
math skills compared to where he was assessed when
taking his math MAPS (benchmark assessment) test at
the beginning of the school year.
(REQUIRED) 4. What different or additional type of
evidence might you need to collect for the
student?
I would have the student write the corresponding

number above the column to ensure that he can identify
the correct number based on what the graph shows.
This would also enhance his writing skills and practice
with numbers. I would also ask for verbal responses to
questions, so that he could practice his speaking skills in
English in regards to the academic content and language
in this lesson.
(REQUIRED) 5. What does the student's response

tell you about his or her academic strengths
and/or needs?
The student's response tells me that his academic

strengths including his English language development
are progressing at a steady rate. This student
demonstrates that he is now working within the realm of
his peers in regards to this math unit. He is able to listen
and comprehend the directions that were provided and
was able to use his knowledge from the unit to complete
this assessment accurately. In helping develop his
speaking skills, this student still needs sentence frames
as a support in his verbal responses, this was evident in
the preteaching meeting where he had to repeat back
the learning goals to me.
(REQUIRED) 6. Based on the student's response,

describe next steps you would take with the
student to further his or her academic
achievement in the content area?
Based on the student's response, since he has mastered

the learning objectives in this lesson of sorting by color,
transfer of data onto a graph, and analysis of graph
information. The next step I would take to to further his
academic achievement in the content area would be to
preteach for the next unit. The preteaching may include
new vocabulary terms with the aid of sentence frames,
new manipulatives, and an increase in rigor in graphing
activities such as more columns and objects to graph.
(REQUIRED) 7. Describe the ways in which

specific adaptations you made to your
assessment plan did or did not work.
The repeating of directions and questions including the
student repeating the directions back with the support of
sentence frames seemed to be beneficial due to the
student's success on the progress-
monitoring assessment. The anchor charts and English
and Spanish definitions supported his academic
achievement by providing him reference material. The
creation of the student making his own anchor chart
while mirroring mine helped him to come up with his
own ideas of connecting vocabulary to his own visuals,
he also had familiar Spanish words to define vocabulary
used in this unit, such as the colors and numbers. He
was able to create his own drawings that he felt best
represented the new vocabulary words introduced in this
unit including picture graphs and bar graphs, this
enabled him to have a clear understanding of this
academic language. The additional time provided for the
student was not necessary because he was able to
complete the assessment within the allotted classroom
time, however I believe it took the pressure off to
complete the assessment too quickly.
(REQUIRED) 8. In what ways did the assessment

support this student's language abilities?
The assessment supported his language abilities during

the data analysis portion where he was able to listen
and understand the questions that I read in English. This
is supported by his correct answers on the assessment.
In addition, due to my preteaching of key words, such
as colors, numbers, graphs, most and least he was able
to use these keywords and review of prior knowledge to
support his academic language abilities during the
progress-monitoring assessment. Any and all directions
were repeated for the student to ensure his
understanding of the expectations and he repeated them
back to me to ensure thorough comprehension of
expectations.
(REQUIRED) 9. If you were to give the assessment

to the student again, what changes, if any, would
you make? Why?
Although this student was successful on this

assessment, one change I would make would be having
the student give me oral responses to the data analysis
questions, with the aid of sentence frames. I would
make this change to support the student's speaking
skills in relation to academic language use.
(REQUIRED) 10. What would be your next steps in
planning to facilitate this student's English
Language Development?
This student has demonstrated that he is auditorily

receptive to English language, however I would give him
more opportunities to practice his ability to be more
expressive in his English language. The next step in
planning to facilitate this student's English language
development would be to provide him scaffolds such as
sentence frames to help him to develop his expressive
and academic language. Once the student shows
progress in his speaking skills with the aid of sentence
frames, I would encourage him to create his own verbal
responses in complete sentence form in hopes to lead to
his independence in his English Language Development.
C. Student 2: A Student with an Identified

Special Need
(REQUIRED) 1. To what extent were the

assessment directions and format clear and easy
to follow for the student? How do you know?
The assessment directions introduced to the student

during a preteaching meeting prior to the unit and she
had the opportunity to become familiar with the type of
assessment we would be using. The directions were also
repeated to this student several times prior to the
assessment. During teacher observations I was able to
see that the student was completing the progress-
monitoring assessment, she showed clear understanding
of the expectations and followed directions while
completing work. The student did not ask for any further
instructions. It is evident that the directions were clear
because this student showed mastery of the concepts in
this assessment.
(REQUIRED) 2. To what extent did the student

achieve the academic learning goals for this part
of the unit?
The student mastered the academic learning goals for

this unit by performing the sorting of colors, transferring
the date onto a graph, and correct answers to each of
the three data analysis questions. In addition, she was
able to follow directions and perform tasks without
hesitance. This mastery was evident in Student 2's
assessment, as she received full points for each task and
an overall 100% on the assessment.
(REQUIRED) 3. How well did the student's
assessment response correspond to the work the
student does on a daily basis?
(Was the response that you expected from the student?)
This student's successful assessment response displays

progress in her learning since she first came to the
class. Her efforts in this assessment correspond with her
work on a daily basis because she always comes ready
to learn and follows directions. By me reading the three
data analysis questions, she was able to answer the
questions correctly but would not have been able to do
so on her own since she is not yet a fluent reader.
(REQUIRED) 4. What different or additional type of

evidence might you need to collect for the
student?
Additional evidence I might need to collect for this

student would be assessing her speaking skills. I would
provide this student with the opportunity to explain her
answers on this assessment to me, this is important
because she would demonstrate a higher comprehension
of the learning goals and develop her speaking skills
through practicing with the academic vocabulary.
(REQUIRED) 5. What does the student's response

tell you about his or her academic strengths
and/or needs?
The student's response tells me that her speech

impairment is not necessarily holding her back from
succeeding in the normal classroom setting or in this
unit's content. However, the adaptations such as sitting
in close proximity to me and breaking the assessment
down into smaller parts by explicitly stating the
directions for one task at a time proved to be beneficial
in her success of this assessment. This student would
continue to benefit from repeat after me activities to
enhance her speaking skills.
(REQUIRED) 6. Based on the student's response,

describe next steps you would take with the
student to further his or her academic
achievement in the content area?
Based on the student's response, since she

demonstrated mastery of the learning objectives in this
lesson including sorting of colors, transferring of data
onto graph, and analysis of data on the graph, the next
step I would take to further her academic achievement
in the content area would be to have her orally explain
her answers on the assessment to further develop her
understanding of the content area. By having her
explain her answers, she will be developing higher level
thinking of the academic content while simultaneously
practicing her speaking skills in relation to the academic
content. If she has difficulty with these oral responses, I
would provide her with sound spelling cards and
sentence frames to support her speech.
(REQUIRED) 7. Describe the ways in which

specific adaptations you made to your
assessment plan did or did not work.
Having this student repeat back the directions to me

during our preteaching session ensured that she
comprehended what was expected of her. Working with
her on activating prior knowledge during the preteaching
meeting also gave this student the chance to reflect on
what she already knows and more exposure to the
academic content that we would be working with
through the unit. The repeating of directions and the
questions assessed were important because the student
showed mastery of expectations on the progress-
monitoring assessment. The use of manipulatives
assisted the student in developing her one to one
correspondence of numbers by providing a hands on
activity. Giving the student directions in small segments,
one at a time, helped her to stay focused on the task at
hand rather than getting all of the instructions for the
entire assessment at the beginning where she might
have forgotten something on a later task. It also helped
to have her seated in close proximity to me, so that I
could provide the additional repeating of instructions
throughout the assessment. The additional time
provided for the student was not necessary because she
was able to complete the assessment within the time
limit set in the classroom, however it was beneficial for
her so that she did not rush her work.
(REQUIRED) 8. In what ways did the assessment

support this student's language abilities?
The assessment supported her language abilities during

the data analysis portion where she could listen to the
questions that I read and demonstrate her
understanding by answering the questions correctly,
especially since her comprehension skills are relatively
low. Also, through my preteaching of having the student
repeat back the expectations, she was able to practice
her speaking skills and use of academic language in this
unit.
(REQUIRED) 9. If you were to give the assessment

to the student again, what changes, if any, would
you make? Why?
This student has demonstrated that she is able to

comprehend information when given in small segments
and can follow directions when she repeats them back to
show her understanding, however I would give her an
opportunity to practice her speaking skills. I would
arrange this assessment to have an oral speaking
portion one to one with me, so that I could assess any
progress she has made in regards to her speech. This
type of assessment would give the student the practice
and confidence she needs to be successful in her speech
and language abilities. I would provide resources in this
type of assessment such as sentence frames, sound
spelling cards, and repeat after me opportunities.
Step 6: Reflection on
Assessment Implementation and
Student Learning
Directions:
Read your response for Steps 1 to 5. Consider what you
have learned through the Assessing Learning task about
your students, what you wanted them to learn, their
responses to the assessment, and your analysis of the
evidence of student learning. Respond to the prompts
below.
(REQUIRED) 1. If you were given an opportunity to

use the assessment again, what part(s) would you
keep and what part(s) might you change? Why?
If I were to have the opportunity to use the assessment

again, I would keep the coloring as a representation of
the accurate amount of manipulatives, I would keep the
manipulatives as the counters, and I would keep the
analysis portion of the data. I would keep these three
things as part of the assessment because they directly
correlate to the mastery of learning goals for this
content area. The use of colors and manipulatives
provide visual supports and kinesthetic learning for this
assessment.
Some things that I might change include the writing of
numbers with the correct corresponding column because
this would give students the opportunity to practice
writing their numbers and it would give them the
necessary tools to utilize when completing the data
analysis portion of the assessment.
I would also implement a bonus question for students to

utilize higher level thinking, it would not be scored
against them if not answered correctly, it simply would
provide an opportunity for students to demonstrate their
academic achievement in relation to this content.
I would also change the data analysis portion to be an

oral response rather than a written response, I would
have the students tell me the answer and why they
chose the answer. The change of the data analysis
portion would provide me with deeper understanding of
students' responses because they would explain why
they chose the answer and I would then determine if
they truly grasp the concepts presented.
(REQUIRED) 2. If you were given an opportunity to

implement the assessment again, what would you
do the same and what would you do differently?
Why?
The first step in the implementation of this assessment

was the introduction to counting cardinality, one to one
correspondence with manipulatives and the sorting of
items by color, size, and shape. I would keep the
implementation plan in the same order because it was
strategically designed to go in chronological order based
on students' knowledge and understanding of each
concept.
I will also implement progress monitoring during this

portion of my unit, I will verbally check student
understanding and I will observe their sorting
worksheets to gather information on student
understanding. Through progress monitoring I will walk
around the classroom and review students' sorting
abilities to ensure that students have mastered these
topics before introducing graphing. I would keep the
progress monitoring throughout the entirety of the unit
to ensure that I am meeting the needs of all learners
and can make modifications when necessary.
I would keep the student practice performance tasks

with an increasing rigor including the amount of
manipulatives sorted and graphed as well as the number
of columns on the graphs. The increase in rigor would
give students the opportunity to expand on their skills
and build on their prior knowledge, I will be able to see
if they can take what they are learning and build on it
through this increase.
I explicitly informed students that the purpose of the

progress monitoring assessment is to identify students'
mastery of the concepts covered this far and to see if
they are ready to move on to higher level thinking of
graphs. I will read the directions carefully and repeat
them and I will read the questions and repeat them. I
would keep this portion of my assessment
implementation plan because it is important to provide
students with an understanding of expectations, so that
they can be set up for success.
I provided the students with manipulatives for

the assessment. However, I would add another
assessment at a later date where students would
complete the same assessment but without the
manipulatives. Students would simply be given numbers
to graph rather than with the use of manipulatives, this
would demonstrate if students could transfer their
knowledge and understand how to move from concrete
to abstract.
Another thing I would change when implementing this

assessment again would be to provide a preteaching
meeting with a small group of all low level learners to
ensure they are all getting explicit instruction prior to
meeting as a whole group.
(REQUIRED) 3. What additional information about

your students did you learn as a result of this
assessment experience?
I learned that I underestimated many students in the

class. I was surprised by the range of scores and how
well some of the lower students did. 18 out of the 23
students in my class passed the assessment with a
100%. Most of the students did better than on prior
assessments. I learned that each student is capable of
more higher level thinking in regards to this academic
content, this is why I would implement additional
questions for higher level thinking in the future. Each
student knew the expectations throughout the
assessment, therefore most students were able to
accomplish the learning goals. I also learned that some
of my students would benefit from oral responses to
explain their learning rather than just a written answer.
I also learned that all students enjoyed the use of M&M
manipulatives as a way of representing colors and
numbers. Student engagement was very high during the
assessment because they were able to eat the M&Ms as
they filled out their bar graphs.
(REQUIRED) 4. How will you use what you have

learned from this assessment experience when
you plan instruction and assessment in the
future?
I will use this newfound knowledge of student

achievement to create handmade tests in the future.
The students have proven they are capable of achieving
high levels of learning in mathematics, therefore they
should be assessed that way. I would differentiate more
instructions as well, such as preteaching in a small
group my low level learners, English learners, and
learners with special needs. When planning this
assessment in the future, I would provide more
opportunities for students to orally respond to
assessment questions to ensure high level thinking of
answers. The use of candy manipulatives created
enthusiasm and student engagement with assessment,
therefore I would incorporate more activities with these
types of manipulatives.
(REQUIRED) 5. What are your goals for increasing

your knowledge and skill in assessment? How will
achieving these goals help you become a more
effective teacher?
My goals for increasing my knowledge and skill in

assessment is to provide several unique forms of
assessment that are beneficial to all learners. For
example, I would like to perform more oral
assessments, multiple choice assessments, and small
collaborative group assessments to see where students
succeed the best in each assessment. Providing
differentiated assessments will help me to become a
more effective teacher because it will allow me to
determine student success in a variety of academic
settings and assessment forms. This will help me to
decipher which assessments work best and why they
work best for specific learners and all learners, so that I
can provide the best forms of assessments for all of my
students. Sometimes it may be required to create
different assessments for different learners in the
classroom to ensure I am meeting each student's
individual needs. If I can continue to implement a
variety of engaging assessments, the students will be
more successful and I will be more effective in my
teaching.

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Form: "*Assessing Learning Task*"

Created with : Taskstream

Before beginning this task, read the complete

A. Academic Content Selection

(REQUIRED) Grade Level

(REQUIRED) Content area

(REQUIRED) Subject matter

(REQUIRED) 1. List the state-adopted academic content standards or state-

K.CC 4. Understand the relationship between numbers and quantities; connect

(REQUIRED) 2. Describe the unit of study that addresses those standards.

Students will be able to connect counting to cardinality using objects.

• Between the beginning and the end of the unit of study

(REQUIRED) 6. Identify and describe the type of assessment. (verbal

(REQUIRED) 7. What will your students need to know and/or be able to do

(REQUIRED) 8. What evidence of student learning will you collect?

(REQUIRED) 10. How will the student assessment evidence be measured or

• Teaching strategies including communicating the purpose of the assessment,

(REQUIRED) Assessment Implementation Plan

Before the assessment, students will be practicing performance tasks

Students will be seated at their desks in a whole group during guided

d. Materials and Technology

Stating the objective is critical at the beginning of the lesson because

It is important to provide my students with several opportunities to practice

d. Materials and technology

(REQUIRED) 14. Is your assessment one that you developed, you

o Adopted or adapted from another source. Identify the source::

15. Submit a copy of the assessment and, if available, submit

Step 2: Learning about Students: Whole Class

An important step in planning assessment is to learn about your students.

(REQUIRED) Age range of students

(REQUIRED) Number of male students

(REQUIRED) Number of female students

(REQUIRED) Total number of students

Note: Single subject candidates for a credential in Languages Other Than

A. Student 1: An English Learner

(REQUIRED) 1. Why did you select this student?

I chose this student because he is identified as an English language learner,

This information provides me with ways in which I will need to communicate

(REQUIRED) 2. What did you learn about this student's linguistic

This information tells me that I need to enhance this student's academic

(REQUIRED) 3. What did you learn about this student's academic

This student demonstrates a strong interest in math and grade level

(REQUIRED) 4. What did you learn about this student's content

There is an anchor chart in the learning environment for the student to

This student is very physically active, he is observed running and playing

This student is seated in close proximity to highly verbal students, so that he

(REQUIRED) 6. What did you learn about this student's cultural

(REQUIRED) 7. What did you learn about this student's special

B. Student 2: A Student with an Identified Special Need

(REQUIRED) 1. Why did you select this student?

(REQUIRED) 2. How is the instructional challenge that he or she

(REQUIRED) 3. What did you learn about this student's linguistic

This student's disability affects involvement and progress in general

(REQUIRED) 4. What did you learn about this student's academic

Communication between the Speech Language Pathologist and I is crucial in

(REQUIRED) 5. What did you learn about this student's content

It is important for me to be in close proximity to this student, so that I am

(REQUIRED) 6. What did you learn about this student's physical,

This student shows appropriate physical development as she enjoys running

(REQUIRED) 7. What did you learn about this student's cultural

(REQUIRED) 8. What did you learn about this student's special

This student is eager to learn and she demonstrates this by following

(REQUIRED) 10. Describe other information relevant to the academic

Form: "Assessing Learning Task"