P3 – Practice standards-based assessment. Working in a special education self-contained resource room, this standard to me means trying to create opportunities for students to meet their IEP goals. The evidence for this post is a journal entry from a student that was prompted to write about an animal they would be and why?
This student has a writing IEP goal of being able to write a personal narrative piece using at least 3 paragraphs with proper indentation and organization. This evidence shows the student has the ability to generate enough ideas, but needs help with developing them further while improving the organizational structure. Marzano (2007) writes that using “academic notebooks allow students to make corrections in their thinking because they provide a sequential record of students’ understanding of the content” (p 56). Using this premise for academic notebooks, I could have this student develop this writing further the next day. The ideas could be broken down, details about flying, breathing fire, being able to roar, could be expanded to create three paragraphs. In doing so, the student would be working towards meeting their stated IEP goals. Developing more complex, detailed thoughts, while incorporating them into an academic journal, will be beneficial for the student. The use of graphic organizers could also be used at the start of writing to assist the student in the pre-writing process. I would want to be clear with the student in regards to expectations that could be created, working towards the IEP goal. Utilizing this writing for pre-assessment purposes, I have also gathered that lessons on punctuation, capitalization, and paragraph structure will also be necessary. I would continue to use academic journals as learning opportunities for the student, and for assessment purposes that will help guide my teaching.
Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: Association for
Supervision and Curriculum Development.