Assessment

Special Education Task 3: Assessment Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 1 of 4 | 8 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

TASK 3: ASSESSMENT COMMENTARY

Respond to the prompts below (no more than 8 single-spaced pages, including prompts) by typing your responses within the

brackets following each prompt. Do not delete or alter the prompts. Commentary pages exceeding the maximum will not be

scored. Attach the assessment you used to evaluate student performance (no more than 5 additional pages) to the end of this

file. If you submit feedback as a video or audio clip and your comments to focus students cannot be clearly heard, attach

transcriptions of your comments (no more than 2 additional pages) to the end of this file. These pages do not count toward

your page total.

1. Analyzing the Focus Learner Performance

a. Identify the lesson objectives from the learning segment measured by each daily assessment record for both learning targets.

[Lesson 1: [After completing this lesson, the students will be able to provide evidence of the predictions they made before the story was read. Lesson 2: After completing this lesson students will be able to answer some guided questions about the adapted text Treasure Island and recognize symbols/pictures of three vocabulary using a specialized glossary. Lesson 3: After completing this lesson, the students will be able to answer who, what, when, where, and why questions and know at least six definitions of vocabulary words. Lesson 4: After the completion of this lesson, the students will be able to have a clear understanding of the text by answering the wh- questions and know all vocabulary words by picture/symbol and word definition. Lesson 5: After the completion of this unit’s lessons, the students should be able to answer who, what, when, where, and why questions from the text and understand the vocabulary from the text using pictures, word definitions, and in sentences. ]

b. Describe any changes in the assessments (baseline and/or final), daily assessment records, and/or lesson objectives related to either learning target from what was described in the lesson plans, and explain why changes were made.

[N/A]

c. If the final assessment for either learning target is an excerpt from a video from Task 2: Instructing and Engaging the Focus Learner, provide a time-stamp reference here. If the final assessment for the secondary learning target is the final daily assessment record, state that here.

[N/A]

d. Summarize the focus learner’s progress toward both learning targets as reflected in the lesson objectives. Each summary can be presented in a chart or described in several paragraphs.

[In the beginning, the focus learner displayed significant weaknesses in vocabulary knowledge as well as comprehension. Although he could accurately identify the letters of the alphabet, he had some difficulty identifying common sight words and their meanings. The focus learner also struggled to comprehend phrases and short sentences.

After constant repetition of going over the vocabulary/sight words and their meaning, the focus learner began to retain information related to the vocabulary/sight words. He also began to recall facts and details from short stories and adapted books when they were read aloud to him and reviewed several times. ]

Special Education Task 3: Assessment Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 2 of 4 | 8 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

e. For both learning targets as reflected in the lesson objectives, analyze the focus learner’s strengths (what s/he appears to understand or do well) and where s/he continues to struggle or need greater challenge, including any patterns in errors, confusions, or needs. Be sure to cite evidence from your summary (above) as part of this discussion.

[The focus learner can recognize some basic dolch words. He can read simple sentences that only contain the pre-premier dolch sight words. He tries hard to sound out words that he is not familiar with which makes it easy for him to learn new words. The focus learner has difficulties summarizing a story that he has to read. He requires frequent prompting summarizing when a story is read to him. He can only answer about 2 out of 5 questions related to the story that is read to him. He is unable to identify most vocabulary words that are used in his academic lessons. He knows some basic sight words but needs help with those words that go beyond the basic pre-primer dolch sight word list. ]

f. Identify any patterns related to focus learner performance and level or types of supports provided to the focus learner. How did this support affect the learner’s progress toward each learning target?

Cite evidence from the baseline data, daily assessment records, and final assessment (if different from the daily assessment record) as needed, to clarify or illustrate your summary and analyses.

[The types of supports provided to the focus learner includes repetition, extended time to complete assignments, reading support, one to one instruction, and lower leveled reading materials. These supports has allowed the focus learner to be able to progress toward the learning targets in that he is able to take his time and is provided one to one instruction.]

2. Feedback to Guide Further Learning

Refer to specific evidence of submitted feedback to support your explanations.

a. In what form did you submit your evidence of feedback to the focus learner for the final assessment for the primary learning target? (Delete choices that do not apply.)

 Written directly on work samples or in a separate document;

 In an audio file; or

 In a video clip from the Instruction task (provide a time-stamp reference) or in a separate video clip

b. Explain how feedback provided to the focus learner addresses his/her individual strengths and continuing needs relative to the lesson objectives for the primary learning target measured in the work sample.

[The feedback addressed focus learners individual strengths by allowing the focus learner to use symbols of the vocabulary words and an adapted text with pictures and symbols. The focus learner does very well with recognizing symbols. In video clip 2 when the focus learner was called up to participate in the Pirate Trash Can Game, I held up the image and the focus learner already knew what it was by the symbol. ]

Special Education Task 3: Assessment Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 3 of 4 | 8 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

c. How will/did you support the focus learner to apply the feedback for the primary learning target to guide improvement within the learning segment or in subsequent learning tasks?

[The feedback I provided to the focus learner guided improvement because I was able to talk one on one with the focus learner about mistakes and things to improve on. The focus learner was able to see hands on what he did wrong and he immediately corrected himself on the mistake. One on one feedback was very beneficial to the focus learner because it allowed him to see the symbols to match the vocabulary and it helped him comprehend the text. I gave positive feedback as well which encouraged the focus learner to make improvements on further assignments. ]

d. How will/did you support the focus learner to move toward using error prevention strategies, self-assessment, self-instruction, and/or self-correction for the primary learning target?

[The error preventions strategy I used was redundancy. The text and vocabulary were very redundant throughout all five lessons. It has been proven by the focus learner that he learns bests when repeats steps, materials, vocabulary, or texts. Also by using the redundancy strategy allows the focus learner to self-correct himself and be corrected during instruction. When the focus learner is re-directed during instruction or one on one instruction he knows how to self-assess himself and make the necessary corrections to show that he knows a particular skills. ]

3. Evidence of Use of the Expressive and/or Receptive Communication Skill (Function) and Other Communication Demands

You may provide evidence of the focus learner’s use of the targeted expressive and/or receptive communication skill (function) and other communication demands for the primary learning target from ONE, TWO, OR ALL THREE of the following sources:

 Use video clip(s) from Task 2 and provide time-stamp references.

 Submit an additional video file named “Communication Use” of no more than 5 minutes in length and provide time-stamp references. See Task 3 Evidence Chart for acceptable file types. Submit the clip in Task 3, Part C.

 Use a written work sample analyzed in Task 3 and cite use of the targeted communication skills.

When responding to the prompt below, use concrete examples from the clip(s) (using time- stamp references) and/or the focus learner’s work sample as evidence.

a. Explain the extent to which the focus learner had opportunities to use the targeted expressive and/or receptive communication skill (function) and other communication demands (vocabulary demands, syntax, social use of communication, situational expectations) related to the primary learning target to access the learning task and/or to demonstrate learning.

[Instructional time demanded the focus learner to communicate whether it was initiative or responsive, expressive or receptive, or non-verbal and verbal communications. The focus learner was able to express himself freely throughout video clips one and two. The focus learner was very confident in expressing what he wanted to say despite his language deficits. Also the focus learner was very verbal throughout the lesson, where he is normally shy. He expressed all

Special Education Task 3: Assessment Commentary

Copyright © 2014 Board of Trustees of the Leland Stanford Junior University. 4 of 4 | 8 pages maximum All rights reserved. V4_0914 The edTPA trademarks are owned by The Board of Trustees of the Leland Stanford Junior University. Use of the edTPA trademarks is permitted only pursuant to the terms of a written license agreement.

of his responses, questions, answers verbally. He verbally mentioned characters from the story, places, and vocabulary. His pronunciations were needed correction but gradually improved as he repeated those particular words and phrases. ]

4. Using Assessment to Inform Instruction

Consider what you know about the focus learner and the effectiveness of your instruction/intervention and the learning environment when designing next steps related to both learning targets. Consider all aspects of instruction, including support and environmental modification, as appropriate. Connect your next steps to your analysis of the focus learner’s performance. Support your decisions with principles from research and/or theory, particularly as it relates to evidence-based practices.

a. Based on your analysis of learning for both learning targets, presented in the response to prompts 1d–f, describe next steps for instruction to

 reinforce current progress toward or attainment of the associated lesson objectives

 support further progress in the curriculum after achievement of the lesson objectives

[To further support the focus learner achievement of lesson objectives the who, what, when, where, and why questions will be asked for all texts read in the class. This will build upon student’s prior knowledge and be a repeating method for the student to comprehend the content of the story. Also the Frayer model was a very beneficial graphic organizer for the focus learner, this can be used for all new vocabulary and content. The student keep these graphic organizers as a resource that will improve his academic progress. ]

b. Based on what the focus learner knows and can do and your next steps for both learning targets, describe implications for the focus learner’s iep goals and/or curriculum.

[ Based on what the focus learner knows and can do the next steps for both learning targets will be implicated in the focus learner’s iep goals as student will have an 80% accuracy level to answer all wh- questions for comprehending text and the student will answer four out of five wh- questions. Student progress will be measured on a yearly basis to implicate knowledge and academic improvement as related to iep goals. ]