Needs Assessment

Question 1: What Do You Know?

For the Connect-type activity, my 2^nd grade students will need to reflect on past lessons of multiplication to complete the worksheets in the activity provided.  The students should have:

·       an understanding of the simple multiplication concepts

·       a concrete understanding of the multiplication process

·       an understanding of the multiplication fact families

·       the ability to multiply one-digit whole numbers by one-digit whole numbers

·       the ability to multiply by tens

·       the ability to multiply one-digit whole numbers by multiples of 10

·       the ability to multiply two-digit numbers by one-digit numbers without regrouping or using drawings

·       the ability to group number by ones and tens

Question 2: What Do You Want To Know?

            After the students have completed the scavenger hunt and worksheet activity, I would like to see all the students can demonstrate a clear understanding of multiplying by one-digit and two-digit numbers.  “Some things to remember: 1) If children cannot model a particular type of problem and solve problems of that type by counting, then they don't know what problems of that type mean.  2) The reason to memorize so-called "facts" (like 3x4 = 12) is to allow simple word problems to be solved quickly, without models and without counting” (Madell & Madell, 2011, p. 47).  The students should be able to use the memorized fact families to figure out the simple word problems provided on the worksheet during the scavenger hunt activity.

Question 3: What Are Your Trying To Measure, Determine, or Define?

            With the worksheet activity in conjunction with the scavenger hunt, I am trying to determine if my students have a concrete understanding of the principles of multiplication.  “Optimal conditions for learning are created by inspiring children’s active exploration rather than having children adopt a passive role.  Setting a playful and positive tone may be especially important for the learning of mathematics, as children vary widely in their attitudes towards the subject” (Zosh, Hassinger-Das, Toub, Hirsh-Pasek, & Golinkoff, 2016, p. 46).  In using the worksheet work during a scavenger hunt, I am creating a playful environment for my students in hopes of increasing learning results.  The worksheet will measure students’ ability to:

·       understand the simple multiplication concepts

·       show a concrete understanding of the multiplication process

·       an understanding of the multiplication fact families

·       multiply one-digit whole numbers by one-digit whole numbers

·       multiply by tens

·       multiply one-digit whole numbers by multiples of 10

·       multiply two-digit numbers by one-digit numbers without regrouping or using drawings

·       group number by ones and tens

Question 4: How Will You Collect and Record Information?

            The students will receive a worksheet where they will complete all the multiplication problems while showing all their work.  The students will have the choice to work in a two person group or as individuals during the scavenger hunt.  They will move about the classroom looking for the clues to answer the multiplication problems.  There are a total of 12 problems for the students to solve. 

At the end of the activity, the students will turn the worksheet into the teacher for grading.  The worksheets will be graded on based on the completion of the worksheet and the accuracy of the math problems.  Each problem will count 9 points with a bonus of 4 points if you work as an individual or do not need any prompting for another student or class aid.  In addition, one of the class aids will be observing the students as they move about the room completing the worksheet to see if they needed help or could complete the work on their own. 

Question 5: How Will You Report The Information You Collect?

For the purpose of reporting the information collected from this activity, I will continue to use portfolios to show the students work and progress.  “Use of assessment data has become a part of school culture in the United States and, when used properly, assessments can provide valuable information” (Cruz & Zambo, 2013, p. 40).  Once the worksheet has been graded, it will be added to the student’s portfolio for review by student, parents and teacher.  “Portfolios allow students to gather evidence of their learning, see changes in their learning, and talk intelligently about their progress and needs.  Instead of learning and work being separated, a visual and verbal means to conjoin the two is created in a portfolio” (Cruz & Zambo, 2013, p. 41).

Question 6: Are All Interested Groups Included in Planning and Conducting the Needs Assessment?

For this assignment, all teaching staff including para-educators, special education, resource teachers, ELL and ELA teachers, and extend staff will be involved in develop appropriate ideas for creating the assignment.  Each member will be consulted in regards to grading of material and choosing assignments for the portfolios.  In regards to the portfolios, each member will select different pieces of work to be included in both the mini and original portfolio.  By including the special education and resource teachers, the ELL and ELA teachers, and para-educators, the teacher will be able to include any missed observations caught by the extend staff.  The extend staff will be able to ensure the work is appropriate for the students preventing the work from being too easy or complicated for those with special needs from language to physical barriers.

References

Cruz, H. L., & Zambo, D. (2013). Student data portfolios give students the power to see their own learning. Middle School Journal, 44(5), 40-47. doi:10.1080/00940771.2013.11461871

Madell, R., & Madell, J. R. (2011). Learning the language of elementary arithmetic. Multiplication. Volta Voices, 18(3), 46-47. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=406e3561-9815-4b24-9af8-dec1ace331c8%40sessionmgr106&vid=15&hid=113

Zosh, J. M., Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. (2016). Playing with mathematics: How play supports learning and the common core state standards. Journal of Mathematics Education at Teachers College, 7(1), 45-49.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

My Connect-type Activity

A connect-type activity can help learners bridge the gap between the learning process and the learners life.  These types of activities help the learner apply their knowledge they know with what they are currently learning in the classroom.  “They do not so much add new knowledge and skills as tie together previously learned skills and knowledge” (Horton, 2012, p. 163). 

            There are six different connect-type activities which include ponder activities, questioning activities, stories by learners, job aids, research activities, and original work.  “Ponder activities require learner to think deeply and broadly about what they are learning” (Horton, 2012, p. 165).  Questioning activities allow the learner to resolve any confusion while filling in the gaps through the process of asking questions.  During stories by learners, the learner is required to tell a story from their own life referencing the subject being taught in class.  “Job aids are tool that help the learners apply learning to the real-world tasks” (Horton, 2012, p. 163).

            Through research activities, the learner discovers and then uses sources to provide information regarding a subject.  During original work activities, the learner will perform genuine work regarding the subject being taught.  Once the learner has completed the work, they will submit the work for evaluation.  For my connect-type activity, the students will be completing an original work activity.  Once the work has been completed, the students will turn the work into the teacher for evaluation.

 

 

 

Directions for the Halloween Scavenger Hunt Multiplication: This scavenger hunt gives Halloween based multiplication problems for students to complete.

Step 1: Print the Halloween Scavenger Hunt cards on brightly-colored paper and cut them apart along the dotted lines.

Step 2: Make enough copies of the Halloween Scavenger Hunt questions worksheet for each student to receive a copy.

Step 3: Place the Halloween Scavenger Hunt cards around the classroom where students will still be able to find them, but not so obvious there is little challenge to finding the clues.  For example, the card could be put on chairs, on the computer keyboard, on the back of the classroom door, on the sides of student desks, on the chalkboard, or wherever you like.

Step 4: Have the students search the room to find all of the sentence cards to get the answers the questions. Allow the students the chance to work alone or with a classmate.

·       The students can rotate out during math time to complete the scavenger hunt.  If you have students needing extra support, they can be paired with a partner for this activity without losing any points.

 

 

Reference

Horton, W. (2012). E-Learning by design (2nd ed.). San Francisco, CA: Wiley.

 

 

 

 

 

 

 

 

Needs Assessment

Question 1: What Do You Know?

               In order to ensure the students are learning the material being presented, the teacher needs to know what they have prior knowledge of before starting the new lesson.  “A “need” is a discrepancy or gap between “what is” and “what should be” (Office of Migrant Education, 2001, p. 2).  In the case of my students, they should have the basic knowledge referencing writing and illustrating stories.  In addition, the students should have an understanding of the five W’s in writing to complete the assignment.  The purpose of this question “is to investigate what is already known about the needs of the target group; to determine the focus and scope of the needs assessment; and to gain commitment for all stages of the assessment; including the use of the findings for program planning and implementation” (Office of Migrant Education, 2001, p. 8).

Question 2: What Do You Want To Know?

Since I have a good understand of the students’ prior knowledge, I know need to know what I want the student to learn from the lesson.  After the students have completed this assignment, I want to know if they can name the different sections of a book/story.  I also want to know if they are able to create a story following the process of sequencing discussed in the lesson.  The students should be able to generate, gather, and organize their ideas and/or information together to create their own stories to be shared with the class.  

Question 3: What Are Your Trying To Measure, Determine, or Define?

               The learning objectives I want to measure, determine, and/or define with this lesson plan include:

1.      The students will be able to identify the beginning of a story.

2.      The students will be able to identify the middle of a story.

3.      The students will be able to identify the end of a story.

4.      The students will be able to differentiate between the different sections (beginning, middle, and end) of a story/book.

5.      The students will state the parts of the sequence process.

6.      The students will be able to compose parts of a story together to create a book.

“The focus should be on assessment as a part of the teaching/learning process rather than something removed for accountability” (Wehlburg, 2013, p. 15).  In other words, during this process, the teacher wants to make sure the information has be absorbed or learned. 

While the teacher needs the student to take accountability for the gained knowledge, the focus during this state is not accountability.  The purpose of this question “is to document the status, the “what is” of the concerns/issues, to compare the status with the vision of “what should be,” and to determine the magnitude of the needs and their causes.  The major output from this phase is a set of needs statements in tentative order of priority, based on the criticality of the need, and its causes” (Office of Migrant Education, 2001, p. 13).

Question 4: How Will You Collect and Record Information?

               The teacher will use Explicit Instruction/Teacher Modeling to help the students determine the sequence of events from the beginning to the middle to the end of the book When A Monster Is Born.  The teacher will have the students tell him/her the order of events within the book and place those answers on the board/storyboard.  In addition to the Explicit Instruction/Teacher Modeling, the teacher will use Guided Practice/Interactive Modeling to allow the students to complete the Sequencing Your Day worksheet to practice sequencing their daily routine.

 

 

In the final steps of collecting and recording information, the teacher will have the student divide into small groups to create their own Halloween story.  The students will use index cards to help them illustrate their stories, from the beginning to the end, as they finish creating the storyline.  After the students have developed their stories, they will go to the website, Storybird, to create, illustrate, and publish the story created in their groups.

Grading Rubic:

Complete and Detailed Sequencing of Story (3 points)	Partial Sequencing of Story (2 points)	Fragmentary Sequencing of Story (1 point)	Incorrect or Omitted Sequencing of Story (0 points)	Prompting to Complete Sequencing of Story
All events were in the correct logical sequence on the worksheet.	Some of the events are in the correct logical sequence on the worksheet.	On a few of the events are in the correct logical sequence on the worksheet.	The student was unable to put the events into a logical sequence.	If a student needs your guidance at each stage of the sequencing process, record a 1.
All events were in the correct logical sequence on the index cards.	Some of the events of the story are in the correct logical sequence on the index cards.	On a few of the events of the story are in the correct logical sequence on the index cards.	The student was unable to put the events into a logical sequence on the index cards.	If student needs “several prompts” to complete sequencing process, record a 2.
All events were in the correct logical sequence within the Storybird story.	Some of the events of the story are in the correct logical sequence within the Storybird story.	On a few of the events of the story are in the correct logical sequence within the Storybird story.	The student was unable to put the events into a logical sequence within the Storybird story.	If little guidance is needed to complete sequencing process, record a 3. Notes
				If no guidance is needed to complete sequencing process, record a 4.

 

Question 5: How Will You Report The Information You Collect?

               As with previous work collected, the teacher will add the worksheet from this lesson to the portfolio created at the beginning of the school year.  “Hands-on activities allow learners to perform tasks with real tools but with guidance.  They teach real tasks and help learners apply theory” (Horton, 2012, p. 131).  Since the students only completed one worksheet, the teacher can add the index cards used to illustrate the story to the portfolio to show the students work progress as they developed the story. 

               While the students will be completing a worksheet, using index cards, and creating a story online, the students will also get a chance to work together with the teacher to sequence the story read during Meeting at the Book Nook.  The class activity will allow the students a chance to practice the skills needed for sequencing without the added stress of being graded on the activity.  “Practice activities are like classroom sessions in which students are encouraged to apply what they have just heard the teacher talk about or what they have just read in a book” (Horton, 2012, p. 130).  During the practice session, the teacher and other staff will be able to observe the students to identify those who are and are not struggling with sequence allowing them to step in to offer help or ask for assistance.

 

Question 6: Are All Interested Groups Included in Planning and Conducting the Needs Assessment?

               Like the previous assignments, the teacher will include all classroom staff in developing appropriate ideas to complete the assignment.  Para-educators, special education and resource teachers, ELL and ELA teachers, and any extend staff within the classroom will be asked to join in the develop of the lesson plan in order to assure the lesson is appropriate for all students within the classroom.  As the teacher develops the grading rubic for the lesson, the different staff members will consult on the acceptable goals needed and required for each student.

In addition, each member from the para-educator to extend staff will select pieces of work to include in both the mini-portfolio and class portfolio for each student.  By including the special education and resource teachers, the ELL and ELA teachers, and pare-educators in the grading parameters, the teacher will be able to include those observations made by the extend staff during class.  Since the teacher will have to split his/her time among a large group of students, the addition support would ensure all students are being considered and observed at all times.  In addition, the extend staff will be able to ensure the work is not too easy or complicated for those with special needs from language to physical barriers.

References

Horton, W. (2012). E-learning by design (2^nd ed.). San Francisco, CA: Wiley.

Office of Migrant Education. (2001). Comprehensive needs assessment. Retrieved from Office of Migrant Education website: http://www2.ed.gov/admins/lead/account/compneedsassessment.pdf

Wehlburg, C. (2013). “Just right” outcomes assessment: A fable for higher education. Assessment Update, 25(2), 1-16. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=146f763a-a6e9-477e-857b-15ed65097672%40sessionmgr102&vid=5&hid=119

 

 

 

 

My Do Activity

As we continue the week of Halloween themed lessons, today the students will use a Halloween story they created to learn about sequencing in storytelling.  The students will start the day with the teacher read aloud the story When A Monster Is Born by Sean Taylor and Nick Sharatt during Meeting at the Book Nook.  For those who do not know, Meeting at the Book Nook is when our class gathers on the rug at the front of the classroom to listen to stories being read by a teacher, assistance, in a round robin format, or as a group. 

 

The book, When A Monster Is Born, explores the choices monsters make and the outcome of each decision.  The book will be a great way for students to explore sequencing as they will have to pay close attention to the decisions made by the monster.  “Sequencing is one of many skills that contributes to students' ability to comprehend what they read.  Sequencing refers to the identification of the components of a story, such as the beginning, middle, and end, and also to the ability to retell the events within a given text in the order in which they occurred” (TeacherVision, n.d., para. 1).  For each decision the monster makes, there will be a new sequence for the students to follow and remember. 

For my Do activity, the students will create a Halloween story using knowledge gained during the lesson about sequencing.  Teaching students sequencing can help them with comprehension, especially for narrative texts, while helping the student learning organizational skills.  “Sequencing is also an important component of problem-solving across the curriculum, including science and social studies” (Reading Rockets, n.d., para. 2).  In addition to working with the teacher to sequencing the book When A Monster Is Born and completing a sequencing worksheet, the students will divide into groups to bring a story of their own creation to life on the website Storybird.

Lesson Plan: My Halloween Story

Learning Objectives:

• The students will be able to generate, gather, and organize their ideas and information together to create their own stories and then share with the class.

Materials:

• Index Cards

• Crayons

• Pencils

• Paper

• Board/Storyboard

• Markers

• Lesson:

Introduction (5 minutes) 

• Start by telling the students they are going to be talking about Halloween night.

• To get the students talking about Halloween night, ask them questions about the events leading up to the beginning of thru to the end of the night.  For example, questions could include: What did you decide to dress up as this Halloween?  How did you choose you Halloween costume?  Why did you choose one costume over another?  How many houses do you plan to visit on Halloween night?  What are your favorite scary monsters?  What are your favorite candies?

Explicit Instruction/Teacher Modeling (10 minutes)

• Take time to explain to the student every story have a beginning, middle, and end.  Explain to the students that sequencing a story means putting the story in order from the beginning to the end.

• Ask the students to think about the story, When A Monster Is Born, from Meeting at the Book Nook this morning.

• Have the students identify the beginning, middle, and end of the book (a group Do-Type Activity).

• The teacher will model how to sequence the story, When A Monster Is Born, on the board/storyboard.

• The teacher will ask students for suggestions as he/she manipulates the sequence from the book onto the board/storyboard (a group Do-Type Activity).

Guided Practice/Interactive Modeling (10 minutes)             

• The teacher will pass out the Sequencing Your Day worksheet for students to complete (individual Do-Type Activity).

• After the worksheet has been completed, the teacher can help the students come up with a Halloween topics to write about and write them on the board.

Independent Working Time (25 minutes) 

• The teacher will divide the students into groups of five. 

• The teacher will instruct the groups to select one of the topics from the board and begin writing a story about that topic (a group Do-Type Activity).  The teacher will remind the students to pay close attention to the beginning, middle, and end as they create their stories.

• To help the students with the creation of their stories and sequencing, the teacher can hand students five or six index cards, and instruct them to illustrate their stories on the cards (a group Do-Type Activity).

Extend

Differentiation

• For Enrichment: The teacher can ask the students to write a story narrating a day in their life!  Students can be as descriptive as they like describing the daily routine from getting up to going to bed (a beginning, middle, and end) (a group Do-Type Activity).

• For Support: To help students with their stories, have them illustrate the stories before starting the writing process.

Technology Integration

• Storybird: Once the students have created their stories, the teacher can direct them the Storybird website.  The students can then start the process of writing their stories, selecting images or illustrations for the story, and then publish their books for everyone to read (a group Do-Type Activity).

 

Review

Assessment (5 minutes) 

• The teacher will ensure the students' stories have a beginning, middle, and an end.

• The teacher will confirm the students are able to answer the 5 W's about their stories.

Review and Closing (10 minutes) 

• To wrap up the lesson, the teacher will remind the students that they always need to have a beginning, middle, and end in proper sequence when writing a story.

• The teacher will ask the students to share their stories with the class.

• The teacher can send home the web address for the story online for the students to share with their families as well.

• In addition, if the class has a classroom website, the teacher can post some of the stories on the website for others to see.

References

Reading Rockets. (n.d.). Story sequence. Retrieved from http://www.readingrockets.org/strategies/story_sequence

TeacherVision. (n.d.). Sequencing: Teaching strategy for reading (grades 1-5). Retrieved from https://www.teachervision.com/skill-builder/reading-comprehension/48779.html

Needs Assessment

Question 1: What Do You Know?

I ask my class of 2nd graders to tell me what they know and have learned about bats.  Some of the students admit they know very little about bats.  A number of my students believe they know a few facts about bats and are willing to share these facts.  However, for most of my students, the information they have gathered is limited to what they see on television, in movies, or from parents who do not truly understand bats. 

For this reason, several of the students believe bats are flying mice or rodents who only come out a night to drink blood. Since they believe bats drink blood, several believe bats are really vampires who turn into bats to move from one location to another.  Some of my students even think bats are blind.  The rest of my students believe bats are hairless, ugly, leathery, dirty animals carrying diseases like rabies.  Most of my students fear bats due to these misguide ideas and beliefs.

Question 2: What Do You Want To Know?

After the students have watched the virtual field trip, I would like them to have a better understand of important bats are to our world.  Once the students have watched the video, they should have a better understanding of the bat’s body from their fingers to their skeleton.  The students will learn how bats fly including how fast they can go.  They will also learn about the different number species in the world, how big they can become, what the different species of bats like to eat, and even how a bat is born.

               In addition to these facts, the students will learn how bats communicate with each other.  They will also learn how big of a part sound plays in the bat’s life.  Students will discover what the word nocturnal means and how it applies to a bat.  After learning about the bat’s communication techniques and waking hours, the students will learn how the bats act from being with their families to why they hibernate.  In addition to all of these facts, the students will learn why we need to help and protect bats for the future.

For example:

“Bats are essential to the health of our natural world. They help control insect pests and are vital pollinators and seed-dispersers for countless plants” (BatsLive, n.d., “Basic Bat Info”, para. 1).

Question 3: What Are Your Trying To Measure, Determine, or Define?

What you are trying to measure, determine, or define are called learning objectives.  “Good objectives are a mission-critical, sin qua non, must-have, make-or-break requirements for effective e-learning” (Horton, 2012, p.16).  The objectives help the teacher to identify all prerequisites, choose learning activities, and design any type of assessment.  The better the object, the less time wasted in the classroom.

·        The students will be able to identify the body parts of bats.

·        The students will be able to repeat facts about the bat’s ability to fly.

·        The students will be able to identify basic facts about bats from size to colors to diet.

·        The students will be able to outline how bats communicate with each other.

·        The students will be able to state what nocturnal means and why bats are nocturnal animals.

·        The students will be able to recall and outline bats behavior from living in colonies to hibernating.

Question 4: How Will You Collect and Record Information?

The students will use a worksheet to identify the parts of the bat’s body to assess if they know the material.  The worksheet is:

 

 
 

The students will also complete a worksheet detailing different facts about bats.  The worksheet is:

In addition to the two worksheets, the student will write a story about a day in the life of a bat.  They will choose one kind of bat and give the reader a glimpse into the bat’s daily life from the point of view of the bat.  The students can write as if they are the bat or follow a bat's activities throughout the day and night.

The teacher will introduce the writing assignment by saying: Bats have very interesting lives that we don't see because they are nocturnal.  Think about what it would be like to be a bat for a day.  What would it be like to a bat during the night?  What kind of bat would you want to be?  What would you do if you were a bat?  What would you eat and where would you fly?  Would you sleep somewhere special?

The students can take this assignment home as homework or work on it during free time during the day.  Once the students have had time to create their story, they will share the stories with the class.  The students would need to ensure the story is based on true facts learned from the virtual field trip or from a reliable source, either online or from a book.

Grading Rubic:

Complete and Detailed Retelling (3 points)	Partial Retelling (2 points)	Fragmentary Retelling (1 point)	Incorrect or Omitted Retelling (0 points)	Prompting
Nonfiction: Includes every main idea, each supported by at least one or two details. Organization follows the scheme of the book (e.g., chronological, explanatory). The student uses vocabulary correctly and in context.	Nonfiction: This includes most, if not all, of the main ideas. Details may be fragmentary or missing. Vocabulary is included but may be in isolation (e.g., student gives word and definition out of context). Organization is looser, but essential sequences (processes and explanations) remain in order.	Nonfiction: This includes the subject but misses main ideas. Details are sketchy or not linked with the idea they support. Organization is loose and random, and mistakes occur in essential sequences. Student tells facts incorrectly.	Nonfiction: The retelling misses the subject or consistently errs on main ideas.	•If a student needs your guidance at each stage of the retelling, record a 1.
Fiction: The major plot elements are retold completely, accurately, and in order. All major characters are included. The problem and resolution are clear. The retelling includes details, minor characters, and non-essential events, but not at the expense of the main story.	Fiction: The retelling includes the plot and most major characters. Minor characters and setting may be absent. Events not essential to the plot are missing or out of order.	Fiction: The retelling has major holes: central characters left out, incorrect identification of the problem, inability to relate sequence, and/or essential plot points missing.	Fiction: The retelling consists of bits and pieces not tied to any plot.	If she or he needs “several prompts”, record a 2.
** Both will show evidence of student inferences and other comprehension skills. **				If little guidance is needed, record a 3.

 

Notes

The teacher will record any general notes or comments observed during the activity. These are not factored into the student's overall score, but may help the teacher to recall and categorize the retelling when working with each student in the future.

Scoring

Add the numbers in the rubric together to come up with a total score.

•A skilled reteller will have 15 to 21 points.  This student is doing well in the area of comprehension and can continue her or his advancement through the leveled reading levels.

•A developing reteller will have 8 to 14 points.  This student will need a bit more practice with comprehension at this level.  The teacher should try various subjects, topics, and genres; a book in line with a student's interests can raise retelling ability.

•A student who needs work will have 0 to 7 points and may benefit from some review reading at a lower level.

Question 5: How Will You Report The Information You Collect?

For this class, the teacher will be creating a portfolio to include samples of different assignments for reviewing with both the student and his/her parents.  The teacher will choose assignments based on the work completed over a period of time.  Starting with the first week of school to gain a base level idea of the student’s ability, the teacher will then select other pieces of work to compare the student progress from excelling to needing improvement.

               Since the work will be gathered over a period of time, the teacher will be able to notice fluctuations in the student’s work and progress.  “Parent–child portfolios are a collection of artifacts collected over time that illustrate children’s developmental progress within the context of their relationship with their parents or primary caregivers” (Appl, Leavitt, & Ryan, 2013, p. 191).  This will allow the teacher to take into consideration issues with the work, possible issues in the classroom, and even issues at home.  For example, if a student was excelling during the first few months and has taken a turn for the worse, the teacher can evaluate the student’s behavior in class to see if there are in any changes.  If not, the teacher can ask the parents to come in to discuss the student’s progress.

               To ensure the student and parents are aware of the student’s progress, a mini version of the portfolio will be sent home with the students every week or two for the family to review.  “Parents could view their child’s work on any given day and see “where they were” and “where they are” (Dotson & Henderson, 2009, p. 14).  In addition to a small sampling of the student’s work, the teacher will include little notes to be reviewed by the parents and student in regards to the students work.  For example, the teacher may comment on the story the student created for this assignment letting them know how impressed she was with the student’s ability to write a story about a day in the life of a bat. 

               At the end of the mini version of the portfolio, parents will find sheets of paper to respond to the teacher’s notes, make comments about the student work, or just ask any questions they might have regard the student’s education.  “The portfolio allows parents and teachers to view added dimensions of the child as a learner beyond that offered by report cards.  Through student-generated reflections and goal-setting, portfolios provide insights into each child's interest, strengths, weaknesses, and aspirations” (Weldin & Tumarkin, 1998, p. 93).  In addition, the parents will find an information sheet to update the teacher on any issues regard family, health, or just unknown facts for the student.  Parents will also find a parent/teacher conference request sheet to be returned with the mini portfolio.  Rather the parents want to just catch up, discuss upcoming issues, or just make some suggestions, the request sheet can be returned by the student through the portfolio.

Question 6: Are All Interested Groups Included in Planning and Conducting the Needs Assessment?

               For this assignment, all staff including para-educators, special education and resource teachers, ELL and ELA teachers, and extend staff for the classroom will be involved in develop appropriate ideas for creating the assignment.  In addition, each member was consulted in regards to the grading rubic, as well as the portfolios.  In regards to the portfolios, each member helped to select the different pieces of work included in both the mini and original portfolio.  By including the special education and resource teachers, the ELL and ELA teachers, and para-educators, the teacher will be able to include any missed observations caught by the extend staff.  In addition, the extend staff will be able to ensure the work is not too easy or complicated for those with special needs from language to physical barriers.

References

Appl, D. J., Leavitt, J. E., & Ryan, M. A. (2013). Parent–child portfolios: “Look—this book is all about us!”. Early Childhood Education Journal, 42(3), 191-202. doi:10.1007/s10643-013-0598-1

BatsLive. (n.d.). BatsLive. Retrieved from https://batslive.pwnet.org/resource/bat_info.php

Dotson, R. K., & Henderson, M. (2009). Using student portfolios to guide instruction. Illinois Reading Council Journal, 37(4), 14-19. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=e67121f1-97d3-4570-abeb-84fc7fe00a17%40sessionmgr102&vid=20&hid=113

Weldin, D. J., & Tumarkin, S. R. (1998). Parent Involvement More Power in the Portfolio Process. Childhood Education, 75(2), 90-95. doi:10.1080/00094056.1999.10521989