Form: "*Assessing Learning Task*"Created with: TaskstreamAuthor: Kathleen MorrisonDate submitted: 10/05/2015 3:14 am (EST)

Before beginning this task, read the complete directions provided in the CTCTPA Candidate Handbook.

Step 1 Assessment Selection and Planning for the Whole Class DirectionsTo plan classroom assessment, a teacher determines his or her current point within the instructional sequence of a unit of study andidentifies the student academic learning goals to measure.

"Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively andefficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for differentpurposes. " (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 promptsbelow about the unit of study and its assessment.

(REQUIRED) A. Academic Content SelectionGrade level2nd Grade

(REQUIRED) Content areaCounting and Quantity: Developing and analyzing visual images for quantities up to 10

(REQUIRED) Subject matterMathematics

(REQUIRED) 1. List the state-adopted academic content standards or state-adopted framework you will cover in thisunit.

MATHEMATICAL PRACTICES

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

OPERATIONS AND ALGEBRAIC THINKING:

2.0A.2- Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know frommemory all sums of two one-digit numbers.

2.OA.4- Work with equal groups of objects to gain foundations for multiplication. Use addition to find the total number of objectsarranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equaladdends.

MEASUREMENT AND DATA:

2.MD.6- Relate addition and subtraction to length. Represent whole numbers as lengths from 0 on a number line diagram withequally spaced points corresponding to the numbers 0, 1, 2, ...., and representing whole-number sums and differences within 100 on anumber line diagram.

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

Proceeding this unit of study, we have been investigating Counting, Coins, and Combinations. The entire unit includes an alreadycompleted introduction of math tools and routines, including counting cubes, pattern blocks, the number line, the 100 chart, and aclassroom routine called "Today's Number," where students generate as many ways to express a given number as possible. (This

could include addition and subtraction equations or as many other types of modeling expressions that they are able to create within agiven time period.) Students have been introduced to the commonly used U.S. coins (pennies, nickels, dimes, and quarters), coincounting games, counting strips, looking at patterns in one, two, and three digit sequential numbers, data collection, plus 1 and 2addition, and comparing two numbers.

The unit of study that will be addressing the state-adopted academic content standards above are focused on an investigation of"Combinations of 10." There will be three sessions taught to address the standards and learning goals of this unit and to teach thematerial necessary for the assessment that will be the focus of this TPA.

Session 1, called "Make 10 and Quick Images" involves students in learning and playing Make 10, a game that involves findingcombinations of two numbers that equal 10. The session ends with the introduction of a new class math routine called QuickImages, which involves quickly seeing what number is being represented in a ten-frame format. Session 2, called "Tens Go Fish" involves students in learning and playing a game called Tens Go Fish, a card primary numbercard game that involves finding the missing addend to make a total of 10. Math Workshop (math book work) time focuses onthe two-addend combinations of 10.Session 3, called "Strategies for Finding Combinations of 10" will involve the class in discussion focusing on the strategies thatstudents have been using while playing games about combinations that make 10. The class routine Today's Number will focuson the number 10, first with two addends, and then with more than two addends.

The standard 2.OA.2 will be addressed by focusing on adding within 10 and using mental strategies to do so. The activities in sessions1-3 will help students work toward their grade level proficiency in knowing from memory all sums of two one-digit numbers. Theactivities begin to address standard 2.OA.4 through the Quick Images, and Make 10 game which involves an arrangement of arectangular array in 4 rows and 5 columns, and writing an equation to express the sum of two addends. Standard 2.MD.6 isaddressed through the use of a number line as an option for modeling and in working with a number line during instruction or classdiscussion, where whole-number sums within 10 are computed through the use of a number line diagram.

(REQUIRED) 3. What is (are) the academic learning goal(s) for this unit of study?The academic learning goals for this unit of study include further developing counting and quantity identification skills, with a focus onanalyzing visual images for quantities up to 10. Additionally, a learning goal of this unit is to develop computational fluency,specifically, knowing addition combinations up to 10, fluency with the Make 10, Plus 1, and Plus 2 addition combinations, finding twoaddends that make 10, computing a missing addend to make a total of 10, using equations to record work and modeling an equationof two addends and a sum of 10 that demonstrates students' mathematical thinking process.

(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 PlanningIf you are at the beginning of your unit, you will give your students an entry-level assessment. If you are moving through the unit ofstudy, you will use progress-monitoring assessments. If you are at the end of the unit of study, you will use a summativeassessment. (For more information about these three kinds of assessment, see Frameworks for California Public Schools, published bythe 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, oralpresentation, performance task, and the like)

The assessment will be a formative assessment, given in order to inform me how the students have absorbed the information taughtand practiced over the course of three teaching sessions within a unit of study. The assessment will be in written form with fivequestions, taking up a front and back side of a 8.5x11 page paper. The questions will have both closed and open ended questions,including building and filling in models.

(REQUIRED) 7. What will your students need to know and/or be able to do to complete the assessment?The students will need to have knowledge of a ten frame and how to represent a number using a ten frame model. They will need tobe familiar with the rules of the game "Go Fish! 10" and familiarity with primary number cards, as used in the Go Fish, Make 10, andother games practiced during the lessons in this unit of study. Students will need to feel comfortable with the math vocabulary terms"addend," "sum," and "equation," taught and used throughout the lessons in this unit. Students will need to be able to build 10 using2 addends. Students will need to be able to write an equation with two addends and a sum. They will need to know how to modeltheir work using a method that may include symbols, tallies, a tens frame, counting cubes representation, drawing a hand and specificnumber of fingers, a number line, or any other strategy that demonstrates the student's mathematical thinking. These modelingstrategies will have been explicitly taught and modeled for students during the lessons leading up to this assessment. Students willalso need to be able to listen to and/or read the directions for each question in order to accurately discern what is being asked of themfor each problem.

(REQUIRED) 8. What evidence of student learning will you collect?In addition to the evidence of student learning collected through observation, class discussion during instruction, and circulation

around the room during activities over the course of the unit, at the conclusion of this formal assessment, I will collect a 2-sided8.5x11 page written quiz. I will collect additional evidence of student learning and comfort level with the material during theadministering of the assessment through observation and monitoring of students as they work and any questions asked by individualstudents during the assessment period.

(REQUIRED) 9. In what ways will the evidence document student achievement of the academic learning goal(s)?

The evidence collected in the form of the written assessment will document student achievement of the academic learning goalsthrough the carefully constructed assessment design. While there will only be five questions in the written assessment, the variety ofquestions have been intentionally designed to adequately allow students to demonstrate their mastery of the learning goals, mainly,understanding which combination of two single digit numbers make ten, using a variety of strategies to demonstrate theirunderstanding of this concept, along with the other learning goals. The assessment gets progressively more complex, delving intodeeper level thinking. This will allow me to better gear their mastery of the learning goals. A student who has mastered the goalsshould have no problem answering each question with confidence and will have the opportunity to demonstrate that confidencethrough question #4 and #5, where they will form six possible equations that have two addends and a sum of 10. While there will bescaffolding during the administering of the exam to support students who are still growing in their comfort with the math vocabulary(equation, addends, and sum), students who are comfortable with the material will be able to read the directions and automaticallyknow what is being asked of them. I will be able to observe the student response to the vocabulary during the administration of theexam, since I will only offer the scaffolding after first give students the opportunity to answer the question before offering alternativewording for the academic vocabulary words. Question #5 will further reveal depth of understanding by asking students to show HOWthey know what they know (in question #4), by asking them to demonstrate how their brain knew that two numbers added togethermake 10. They will need to be able to model their thinking process. This is a higher order thinking question which will not onlydemonstrate high comfort with the learning goals, but will also be a form of questioning that students will be asked to use regularly inthe future. In conclusion, the gradual progression in difficulty intentionally built into this assessment design will allow me to gaugeeach students individual comfort level with the learning goals, and in the circumstances where students are still mastering the skills, Iwill be able to see where it is that they are in their learning process with these specific skills related to the material taught andpracticed over the course of the three lessons proceeding this assessment.

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

The student assessment evidence will be measured by comparison with an answer key and a predetermined scoring scale. Questionsare weighted according to level of difficulty and complexity and in order to pinpoint specific designated skills that the assessment isdesigned to measure. Questions 1 and 3 are closed questions. There is only one way to answer what is being asked, although somestudents may add additional information in their answer on question #3, by adding the primary number card details that they noticedwhile using the cards during earlier class math game activities or by visually matching the example on the assessment (shown withtallies). This communicated to me an attention to detail and and understanding that sometimes a number may be accompanied by amodel, as is the case with our primary number cards, but this is not a learning goal that is being measured in this assessment. Therefore questions 1 and 3 will be equally weighted with a score of one point each because of the closed nature of the questions.

Question #2 will have a weight of two point because it is asking students to simultaneously model the number four using a ten frameAND to demonstrate their understanding of the order that circles (or chips) are placed on a ten frame model, from left to right, thentop to bottom. There are two skill that are being asked of students, therefore question #2 has a value of two points.

Questions 4 and 5 will have a point value of three each, given their progression of difficulty and their open-ended nature. Question #4will be scored on a scale of .5 point for each of the six equations students are being asked to compose. It is possible for a student toutilize the commutative properties of addition by forming two equations with the same addends in different places (such as 3+7 and7+3). While the points for this question will not reflect any difference between a student who comes up with an equation using morevariety of addends (such as 0+10, 1+9, 2+8, 3+7, 4+6, 5+5), I will be sure to note and record in my records their comfort level withthis question (and concept) by looking at the type of variety they choose to use in creating their six equations.

Question 5 will be worth three points. This is the highest level thinking question, as it asks students to 1) choose one of the equationsfrom question #4, 2) be conscious of their thinking process, how they know what they know in writing that particular equation, and 3)be able to demonstrate their thinking by drawing a model that explains how they compute what they know, when combining twonumbers to make a sum of 10. I will grade question #5 by giving a point for a student who re-writes an equation from question #4 inthe space provided for question #5. If there is no further information, than I will know that this student requires further instructionand practice with modeling their thinking process, but they will receive one point for knowing that they were to choose an equationthat they wrote from question #4. This shows an understanding of the word "equation," and a partial understanding of what is beingasked of them. Students will then have the opportunity to earn one or two additional points based on the the completeness of theirmodeling. They will receive one additional point for drawing a model and two additional points for drawing a model that adequatelycommunicates a thinking process for how they are able to know that one number plus another number makes 10.

11. Think about how you will sequence your implementation of the assessment. Describe your plan forimplementing 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 forcompleting the assessmentStudent activitiesStudent groupingMaterials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

(REQUIRED) Responses

Assessment Implementation Plan Rationale

PREPARATION: The assessment will be give after the students'snack recess and before lunch. When the students return totheir seats following recess, they will find test-taking cardboardfolders already set up at each seat.

INTRODUCTION: I will begin the implementation of theassessment by introducing the purpose of this assessment to thestudents. I will say: "We will be doing an assessment todayduring the first part of our math workshop time. I hope that,based on the enthusiasm you have expressed while playingmany of our math games related to making combinations of 10,that you will find this to be a fun assessment. This assessmentwill show me what you feel really comfortable with and the areasthat we may need to do some more growing together in ourmath skills. I am very interested in having the chance to seeyour individual math thinking based on our lessons this week."

EXPECTATIONS: I will then state clearly my expectations forhonest work. I will say, "Let me be clear. Do not share youranswers, show your answers, or blurt anything out loud. Therewill be severe consequences for your taking away anotherclassmate's chance to show what they know on their own. (Ifnecessary this could include loosing recess, writing an apologyletter, or a phone call to parents). We have set up the privacyfolders to help support you in keeping your focus on your ownwork and math thinking."

ASSESSMENT IMPLEMENTATION: I will orally guide theadministration of the assessment. Students will have the writtenquiz in front of them and will be guided by me to work on onequestion at a time. I will read the first question out loud sincethere are some lower level readers in the room and check forclarity. I will then help hold the silence while students areworking on that first question. We will walk through the rest ofthe quiz in this way. Student will be able to hear the questionread and then given time to work to complete that question. Iwill ask students to raise a quiet "thumbs up" in the air whenthey are done with that question. I will wait until the class hascompleted a question before going on to the next question. Iwill ask students to not work ahead.

IMPLEMENTATION NOTES: I will offer intentional additional cluesfor understanding what each question is asking, but will pausebefore offering those reminders. Each question will be directlyconnected to activities we did in the proceeding three mathlessons. I will offer simple reminders to help build on theirunderstanding of what is being asked, but not clues for theanswers- that's completely on them. On question #4, I will readthe question as it is written and give a solid pause before (if itappears it is needed) reminding students that an equation is anumber sentence and that addends are the numbers that whencombined together equal the sum. Likewise, for question #5, Iwill read the question as is and pause before further clarifyingthat they are to "choose one of their equations that they wroteabove in question #4 and model it below, using their own modelor a drawing like we discussed, such as drawing finger, using atens frame, drawing circles or tallies or counting cubes, or usinga number line. That information will be reserved until after theyhave the opportunity to work on the question as is, without theadditional scaffolding support.

MATERIALS: The privacy folders, the written assessments,pencils, the directing teacher (along with me, the studentteacher).

PREPARATION: I have decided to set up for the individualwritten assessment while the students are out of the room inorder to protect the time that we have together. When theyreturn from the recess, I want to be able to begin right awaywith directions and to already be set up for passing out theassessment. In the five weeks that school has been in session, Ihave observed some students in the class exhibiting anxietyduring written assessments and so it is important to me to tryallow students to get going as quickly as possible once theylearn there will be an assessment in order to minimize any pre-test anxiety.

INTRODUCTION: Since second graders do not have a lot ofexperience with test taking, I believe it is important to doconsistent educating about why a teacher would give anassessment. I believe it is important to impress upon studentsthat not only is it an opportunity for them to show what theyknow, but it is also an opportunity for them to show a teacherwhat it is they are still learning and need more time withlearning. I want students to know that it is a form ofcommunication with a teacher so that a teacher can know howbest to support the in their learning, rather than a chance toprove or disprove intelligence, which unfortunately is an earlymisconception that many students develop early on.

EXPECTATIONS: Again, since this is a critical time to helpsupport the second graders in forming a positive understandingof why we give assessment and since it is important to helpthem understand how to take a written assessment, I will spenda moment to be clear with expectations for honest work. Ibelieve it is important to be explicit with these expectations sothat they do not develop any bad test taking habits and seekanswers beyond their own thinking process. I also will take thetime to state these clear expectations since I will be guidingthem through the quiz orally and want to really impress uponthem the importance of not blurting out answers, since thatwould really defeat the exercise. I want to set a kind, yetserious tone in order to support them in controlling their bodiesand voices during an assessment period. There are severalstudents in the room who have impulse control challenges andas a result, I have had the opportunity to learn the importanceof impressing upon students clear, explicit expectations beforean activity, instructional period, or assessment in order tocreate a respectful and quiet learning environment

ASSESSMENT IMPLEMENTATION: The day of the assessment willbe Day 23 of the school year. I have decided to implement thewritten assessment by walking through one question at a timewith students in order to support all readers in theircomprehension of what is being asked (introductory test takingskills). The directing teacher and I want to encourage studentsto practice taking time on an assessment, being sure to readeach question carefully and to pause after reading a question inorder to make sure they are absolutely clear on what it is askingthem to do. I will be explicit, saying, "This is important topractice." Additionally I have made this choice because I havenoticed during the math workbook time that some students racethrough the questions, feeling very comfortable with their work. But in reality, they are making many mistakes both withaccuracy and with understanding the question. I want to helpstudents to slow down in order to tend to those two problemareas. This is my rationale behind guiding the students inworking on one question at a time as a class, while doing theirown individual work on each question. Students may still workat their own individual pace, but I will be offering a structurewithin which that can take place.

IMPLEMENTATION NOTES: I will offer the quiz administering

support in order to support comprehension and clarity aboutwhat is being asked. I will first pause, through, after readingthe question in order to check for understanding. I will observe,do students seem at all confused about what is being asked ordo they seem to get it off of one reading of the question? Dothey need additional support or not? This will be some of theimportant observation I will be doing during the assessmentsince I am wanting student to learn how to be good test takersas well as have the best opportunity to show me their comfortlevel with this specific material. I will also be able to note who islooking up and seemingly in need of further directions to helpthem know what to do. I will implement this strategy in order tosupport and reinforce students' learning of math academiclanguage so that it can become more and more familiar to all ofthe students in the class. While this will help support the EnglishLanguage Learners in the room, all students are learners ofacademic language and the reinforcement of that vocabularylearning.

MATERIALS: Privacy folders are used to help support eachstudent in doing their own work. They help cut down thetemptation to look at a neighbor's work or to get distracted bywhat others in the room are doing. I will make 24 copies of thewritten assessment, that I hand drew, in order to ensure thatthere are enough copies of the assessment for each student withfour extra copies, just in case there is a need for them. Thedirecting teacher will be in the classroom in order to observe meas a student teacher and to observe students in their mathdevelopment. While the directing teacher is willing to help, I donot anticipate needing any direct support during this assessmentperiod, although her presence is supportive.

(REQUIRED) 12. In what ways will you use the assessment results?

I will use the assessment results to inform my own teaching, since I will have had the opportunity to prepare and teach each ofthe lessons and material that will be covered in this assessment. It will be a wonderful opportunity to check my instructionaleffectiveness. Some students will have previous knowledge of the subject matter, while for others, this will have been newlypresented material, while building on previously mastered skills. Still, I look forward to seeing how they do, fresh off of mymath teaching!

I will use the assessment results to look for patterns of general proficiency among the majority of the class and to look forareas of misunderstanding as an opportunity to reflect on my teaching effectiveness in those specific areas and to identifyareas that may need to be reviewed with the whole class, a small group, or with individuals based on the results. Theassessment results will inform the lesson plans to follow and what concepts need further attention as we move further into theunit.

(REQUIRED) 13. In what ways will you share the assessment results with students, families, and othercolleagues and support personnel, when appropriate?

I will share the assessment results with the directing teacher of the class so that she may also help in guiding the use of theresults to ensure that as we continue through the unit, the concepts can be reviewed as necessary. We will discuss together aplan for following up with small groups of students or individual students who made need targeted support in order to masterthe concepts covered in this assessment. This is especially important since the concepts are so foundational for students intheir math development. The greater the comfort students have with building and breaking down the number 10, the greatertheir comfort will be with more complex concepts and number work. We want to help students build automaticity with theseskills. Since this is a formative assessment, meant to inform instruction, the results of this particular assessment will not bedirectly shared with students, families, or other personnel. We will use the results in order to modify teaching and learningactivities in order to improve student attainment.

(REQUIRED) 14. Is your assessment one that you developed, you adopted, or you adapted from anothersource such as a district, publisher, Internet, or another teacher?

Identify the source:: Developed by me in consultation with my Directing Teacher and by adapting the grade level mathcurriculum (Investigations) activities into assessment questions.

15. Submit a copy of the assessment and, if available, submit the assessment directions, answerkey, rubric, scoring guide, and the like.

Step 2: Learning about Students: Whole Class and Two Focus Students

Directions:An important step in planning assessment is to learn about your students. Provide information about the whole class in theboxes below.

Class Information

(REQUIRED) Age range of students6-9 years old (typically, the youngest age in a 2nd grade classroom would be age 7, based on State of California requirementsfor Kindergarten start age being 5 by the start of school). There are some six year olds because of differences in schoolingsystems in other countries. The younger students in the class did not begin their schooling in the United States.

(REQUIRED) Number of male students13 boys

(REQUIRED) Number of female students10 girls

(REQUIRED) Total number of students23 students

Directions:Select two students from the class you described above. Select one student who is an English learner and one student who hasan 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:

a description of what you learned for each of the studentsan 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 thetarget language may choose another student with a different instructional challenge rather than an English learner.

Student 1: An English Learner

(REQUIRED) Gender

Female

(REQUIRED) Age7 years old

(REQUIRED) 1. Why did you select this student?I selected this student because she is the newest English Language Learner in the class. Since I am working in a school districtthat welcomes many newcomers to the country throughout the year, I am interested in (and invested in) learning effectivestrategies for designing and implementing assessments with students who have recently begun their language acquisitionjourneys. Additionally, I selected this student because her language skills have been a source of anxiety for her. She is anengaged, excited learner, but she appears to have performance anxiety challenges. I have had the opportunity to interact withher since the beginning of the school year, supporting her learning by making a special effort to check in with her whilecirculating around the room. I try to regularly check in with her in order to check for understanding after the Directing Teacherhas given instructions or we have engaged in other learning experiences that involve oral or written communication. She hasbeen receptive of my support and we have developed a nice warm relationship in the classroom. These are the reasons why Iselected this student.

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

I learned that this student was born in Korea. Her family moved to California in July of this year about six weeks before thestart of school. Both of her parents are college educated. Her father is a full time graduate student receiving instruction inEnglish and producing work in English. Mom speaks intermediate English. Korean is spoken at home as every family member'sfirst language, but they also share English as their common second language. I imagine they support each other emotionallyas they navigate this learning curve. At back to school night, parents were invited to write a note to their son or daughter thatwould be left at their child's seat for them to find and read the next morning in their classroom. I observed this students momdoing her best to compose a note to her daughter in English. Her writing was beginning to intermediate level English. Thesubject of her note was to extend compassion to her daughter, writing, "Here I sit in your seat." She went on to express thatshe experiences how hard it is to understand everything being said by the teacher. How brave she must be and to just try her

best and that she loves her. It was a powerful note from a loving mother identifying with her daughter's learning journey in asecond language and expressing compassion and understanding.

This student has no speech or language issues in Korean.

On her first ever CELDT test administered just three weeks ago, (which I witnessed her take, in tears), she was identified as a4 in listening (Early/Advanced), a 1 in speaking (Beginning), a 2 in reading (Early Intermediate), and a 2 in writing (EarlyIntermediate). Having observed her, I was pleasantly surprised by the 4 in listening and was surprised by the 2 in reading. She is able to read fairly fluently in English, but is very low in comprehension.

(REQUIRED) 3. What did you learn about this student's academic language abilities in relation to thisacademic content area?This student's academic language abilities in relation to math are that she knows her numbers. She has first grade levelphonics skills. She can read out loud, but has very basic comprehension. She enjoys reading and will spend lots of time withthe pictures in a book or working to understand math content that involves written text or oral instruction. She is definitelyengaged during math instruction and has strong math skills, which helps to support her language acquisition during math.

(REQUIRED) 4. What did you learn about this student's content knowledge and skills in this subject matter?

This student has strong math skills. She also has grade level find motor skills. She attended Kindergarten in Korea. Sheclearly has received good foundational instruction in math. She has good conceptual knowledge for number sense, addition,subtraction, and some multiplication. She needs to still work on accuracy. She is reluctant to model her thinking that wouldallow her to check her work. She is able to do computations in her head and possibly has not been asked to show her work orto show her mathematical thinking in the past. In the first four weeks of school she was consistently off by 1 or 2 withcounting. I have noticed growth in this area in the past two weeks.

(REQUIRED) 5. What did you learn about this student's physical, social, and emotional development relevantto this academic content area?

PHYSICAL DEVELOPMENT- She has good fine motor skills, able to use a regular sized pencil and able to write numerals, letters,and words in English. She is able to do 1-1 counting with counting cubes. She is able to draw pictures to model her maththinking and is further developing this skill with success.

SOCIAL DEVELOPMENT- She is in the transition period between the Korean social-cultural world she was born and raise in andthis new social world in California. She is very present during class, but does very little speaking in English. We work to helpher feel as comfortable as possible during math, especially since she is able to use her number sense and previous mathknowledge to participate without English proficiency. A couple of times she has been brave enough to be called on and offer ananswer to a math question.

EMOTIONAL DEVELOPMENT- She has tremendous emotional strength and family support for the cultural transition she is in themidst of making. She is still understandably exerting a lot of energy each day trying to take in so much and learn a newlanguage. She exhibits the typical emotional stress of a young person who is making this significant adjustment. There aretimes when she appears emotionally exhausted. There are other times when she exhibits emotional stress and is moved totears out of frustration of pressure that she feels. Although, when I spot her on the playground with a friend who also speaksKorean she is a bubbly, bouncy, smiley, happy, well-adjusted appearing 2nd grader.

We are working to help her feel comfortable working with adults and to help her understand and relax into the Americaneducational system where instruction and learning is not punitive (or judgmental of ability).

(REQUIRED) 6. What did you learn about this student's cultural background, including family and home,relevant to this academic content area?

This student lives in a large community of university apartments that serves as student housing for graduate students withfamilies at the University of California. There are students from all over the world living in this community. Her family is fromKorea and there are other families living in the community from Korea as well. Her father is a full time law student. Her momstays at home and there may be a grandparent living with them as well. Her mom has at least a college education fromstudies in Korea. There is a strong commitment to education in this student's family. One day during a math activity, I noticedher using multiplication, which 2nd graders have typically not been introduced to. When I asked her where she learned to dosubtraction and multiplication she said that she does math workbooks at home. Her family is supporting and encouraging mathskills practice at home.

(REQUIRED) 7. What did you learn about this student's special considerations, including health issuesrelevant to this academic content area?

This student exhibits academic performance anxiety. For example, during the CELDT testing, she was upset and crying, butwould not stop trying, even though several adults told her she could stop. In math, she seems to have the mindset thatdrawing (or modeling her work) is for babies. When doing math work, she uses and eraser often. She will write a number andif she judges it as not neat enough, she will erase it and draw the same number again. I have observed her to repeat thispattern several times for the same number. She wants to do good work. She certainly has an extremely high expectation forhow her work should look.

There are no physical health issues of concern relevant to this academic content area.

(REQUIRED) 8. What did you learn about this student's interests and aspirations relevant to this academiccontent area?I have observed that she has a commitment to do well in math. I asked her what her favorite subject was in school. She saidart, then science, then reading and writing, and finally math. I said, "You don't like math?" She said, "I already know it, so Idon't like it as much." I asked her if she has any ideas about what she wants to do when she is older. It took a while for me tounderstand what she was telling me, but with some great pantomime, I learned that she likes cooking. She said she took acooking class in Korea in school. She added that she plays the piano and violin. About a half hour later she told me that shetook a carpentry class at the library this past August (in the US) and that it was a lot of fun. Learning measurement will beimportant math skills for both cooking and carpentry.

(REQUIRED) 9. Describe other information relevant to the academic content area that you learned about thestudent (e.g., attendance, extracurricular activities, and the like.).This student has excellent attendance. She is punctual and has yet to miss a day of school. She arrives at school ready tolearn and participate in the ways that she is comfortable. She enjoys going to the library. She enjoys movies, art, and playingat the park. She says that her favorite thing to do on the weekends is to play with friends. This is positive information togather from a student experiencing such a huge adjustment in her life right now. I learned that she likes animals. Like somany English Language Learners, she really appreciates lessons with realia. I taught a science lesson that involved doingscientific observation of three live guinea pigs and that is how I learned that she likes animals. She was fully engaged. Shehas asked me about the guinea pigs several times since the lesson.

Student 2: A Student with an Identified Special Need

(REQUIRED) Gender

Male

(REQUIRED) Age7 years old

(REQUIRED) 1. Why did you select this student?I selected this student in part because he is interestingly enough the only student in our class with an IEP who participates inthe general classroom assessments. Another reason I chose this student is because I have had the opportunity to work closelywith him and to work, along with other specialized service providers, at trying to discern strategies for supporting him with hisspecialized learning needs. While he already has an IEP and has been identified as qualifying for speech services sinceKindergarten, there are additional behavioral and academic learning challenges that are emerging this year that were notobserved in the classroom last year. It has been a significant learning experience to work to adapt instructional time,classroom management, activities, and assessments for a student for whom the staff and parents are in the midst of workingto learn of his emerging additional special needs alongside his already identified special need related to speech and auditoryprocessing.

(REQUIRED) 2. How is the instructional challenge that he or she presents different from that of the otherstudent?He needs directions delivered slowly and in smaller chunks than the class as a whole. He requires the use of manipulatives todo and show calculations. He is a non-reader. He often needs the teacher to do the writing for him as he verbalizes. While isis capable of writing, it sometimes causes him stress and agitation, as it requires a lot of focused energy and he tires quickly onwriting tasks, loosing focus after about five minutes of supported effort. He has difficulty focusing his mind and body forlearning during instructional periods. He has been identified as having challenges with auditory processing. An example of thischallenge to him during instruction is when the teacher is giving directions to the whole class as they are sitting on the carpetfor the next activity that they are to do. Every student gets up when dismissed and goes to their desks to begin that activityas directed. This student remains sitting on the carpet and about five seconds later says, "What are we doing?" I haveobserved a dramatic delay in his processing of auditory information.

(REQUIRED) 3. What did you learn about this student's linguistic background?This student was born in the United States. His mother is Latina and his father is a native speaker of Portuguese. Thisstudent's records state that English is the only language spoken at home.

(REQUIRED) 4. What did you learn about this student's academic language abilities in relation to thisacademic content area?He has been enrolled at this public elementary school since the beginning of Kindergarten. I know that his younger sister is inpreschool and therefore it is probable that he also had a preschool experience. He was identified mid-year in Kindergarten asneeded speech services for aural processing, articulation, and social language skills. He has a limited math vocabulary, but isable to show math thinking using manipulatives, and sometimes drawings.

(REQUIRED) 5. What did you learn about this student's content knowledge and skills in this subject matter?He is able to count at least to 30 with counting cubes and speaking the numbers, but he has difficulty dividing into decades. He is still unsure about the relationships between addition and subtraction and basic number sense. On the other hand, he

knows instinctive addition and subtraction skills, but does not know how to write an equation including the function sign. Hedid well with the "Make 10" game, as a part of one of the lead-up lessons to this assessment, when played one-on-one with anadult. This game utilizes primary number cards to come up with two numbers that when combined make ten.

(REQUIRED) 6. What did you learn about this student's physical, social, and emotional development relevantto this academic content area?

PHYSICAL- His fine motor skills need more development. Relevant to this academic content area is the ability to write numberswith confidence and ease and the ability to organize writing so that he is able to line up numbers, write number sentences, anddraw models that show his math thinking. He is receiving occupational therapy services.

SOCIAL & PHYSICAL- He has a limited ability to take turns, share, and ask questions. He has trouble with appropriate physicaland verbal impulse control. He does not consistently respect the typical physical and social boundaries of others that enablepositive social interactions. These challenges impact the consistency with which he is able to participate in the instructionaltime during a math lesson. Sometimes he is able to sit in a seat with an air cushion and listen and sometimes his inappropriateattempts to connect with other students socially or with the class call for his removal from the class discussion duringinstructional time and he will do math activities with an aide one-on-one.

EMOTIONAL- He has difficulty keeping his brain on task. He exhibits a bit of anxiety about getting things right. This shows upwhen he knows it's a test (formal assessment) and in other academic areas such as writing. Today in class students wereinvited to color some pictures in preparation for a word sort activity. He seemed to be a peace with the task until looking atanother student's work. He suddenly became very critical of his work and began erasing the color, saying "Oh no, I'm no good. I messed it up. I forgot how to color a flag." At times he exhibits emotional distress related to being conscious of the fact thathe is not able to control the thoughts in his head, "or the stories in my head," which interfere with focus on this and otheracademic content area instruction.

I observed him after he got hurt in a classroom accident where a chair bumped his fingers. He yelled out loudly and thenbegan crying. The surprise startled him. He then went into a storage closet and said he needed some time alone to cool off. Seconds later he became angry and then began talking about who he was going to blame and that he wanted to throwsomething at another student to "blame them."

The student has experienced some physical and emotional bullying at the hands of some of his classmates this year. This mayhave aggravated some of the emotional distress he has exhibited at school this year.

These deeply felt emotional challenges are relevant to the academic content area in that his mood in any given moment canchange very fast and whatever work he is doing at that moment can get put aside.

(REQUIRED) 7. What did you learn about this student's cultural background, including family and home,relevant to this academic content area?This student lives in the University of California family graduate student housing, which is a community that welcomes familiesfrom all around the world. His father was born in Brazil and his mother is Latina. This student's race is American Indian,Latino, white. His younger sister is four years old and in preschool. His mother stays at home. His father is a graduatestudent.

(REQUIRED) 8. What did you learn about this student's special considerations, including health issuesrelevant to this academic content area?

He has mental health issues that preclude him from focusing for long periods of time, if he is able to engage at all. He isreceiving school therapy, speech, and OT services which occasionally draw him out of the classroom during math instruction, orcause him to return to the classroom after math instruction has begun. He is currently supported during the scheduled mathinstruction time with a one-on-one aide who is in the classroom specifically as his support.

The student has challenges with bedtime and getting an adequate nights sleep due to mental disturbance.

(REQUIRED) 9. What did you learn about this student's interests and aspirations relevant to this academiccontent area?

He wants to be engaged in the activities his classmates are working on, such as a math game, but lacks the social andemotional calm and appropriateness in order to succeed in this goal at this point. He is concerned about standing out asdifferent, and yet, often attempts to fully integrate him in the life of the classroom such as during academic content time suchas math, it is difficult to keep him integrated while ensuring an appropriate learning environment for all of the students.

If there is a word problem for a math practice skill, he is likely to get sidetracked by the story line in the word problem and isnot able to track the mathematical question that is being presented.

It is nice finding ways to interact with him around math, especially math games that he is able to participate with. He enjoysrecognizing and making numbers using a ten frame. He especially enjoys being the one to lead a game. This type of mathinteraction primarily occurs one-on-one with an adult.

(REQUIRED) 10. Describe other information relevant to the academic content area that you learned about thestudent (e.g., attendance, extracurricular activities, and the like).The student is consistently tardy to school by about 25-40 minutes each day. This cuts into his time with the resourcespecialist. My understanding that is part of the reason for his tardiness is related to his challenges with getting enough sleep at

night. He has not yet missed a day of school in this school year. He enjoys telling stories. He likes to play basketball, but thistype of more organized play takes place with other residents in the university housing on weekends and when his father isinvolved. During recess at school he is unable to engage in meaningful, mutual play with peers.

Step 3: Assessment Adaptations for Two Focus StudentsDirections:Consider your plan for assessment in Step 1 and what you learned about the two focus students, and the implications forinstruction 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, an English Language Learner will need to recognize a "ten frame" model and know the order in which the dots gointo a ten frame (left to right, top to bottom). She will need to know the concept of the game Go Fish 10. For questions #4,she will need to have some familiarity with the terms "equation, addends and sum" (with language support as needed) andrecognize how to fill in the support " ___+___=___." She will need to know how to write numbers, express familiarity withcombinations of numbers that make 10, and understand how to model (using symbol to number correspondence).

(REQUIRED) 2. What will Student 2 need to know and be able to do to complete this assessment?

Student 2, a student with an identified special need will need to know that each circle on the ten frame represents a number. He will need to know how the numbers are laid out in a ten frame. He needs to know combinations that make a sum of 10,developing visual images for quantities up to 10, and to be able to name those combinations out loud. He will need to find away to model or demonstrate his thinking (for figuring out the second addend when given the initial addends that togethermake 10), using a simplified drawing or manipulatives.

For the two students, determine what adaptations you will make to this assessment that you haveplanned 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 ofthe plan for assessment, explain that decision. Respond to the prompts below. For each include:

Your decisions about assessment adaptationsA rationale for those decisions

A. Adaptations for Student 1: An English Learner

(REQUIRED) 1. Evidence of student learning you will collect

Decision Rationale

I will collect the key evidence of student learning through thephysical completed assessment, as supported by targetedobservation during the implementation of the assessmentthrough physical proximity.

She has the language skills necessary to complete the physicalwritten assessment if supported by modified verbal instructions. Standing in physical proximity to the student allows me tomonitor and easily check for understand as I read each question,guiding the entire class through the assessment. I will be ableto offer modified verbal instructions only if it appears needed. She will look up at me if she is not understanding. is already our practice.

(REQUIRED) 2. How the student assessment evidence will be measured or scored?

Decision Rationale

Her assessment will be scored the same as the rest of herclassmates who do not have special adaptations.

She has the mathematics and linguistic skills necessary in orderto successfully complete the written assessment and todemonstrate what she know.

3. The implementation of the assessment, including:

Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the procedures forcompleting the assessmentStudent activitiesStudent groupingMaterials, technology, and/or resources, including the use of instructional aides, parents, or other adults in the room

(REQUIRED) Responses

Decision Rationale

For this English Language Learner second grade student, I willnot be adapting the testing content on the physical assessmentitself. The teaching strategies that I plan to utilize will be insupport of her being able to access full academic participation inthe classroom. My focus will be on ensuring that she has theopportunity to understand what is being asked of her in each ofthe math assessment questions.

She will be present for all of the teaching strategies that will beutilized in the implementation of this assessment for the wholeclass. The adaptation made for her will not necessarily benoticed or known by any other students.

I will utilize physical proximity by standing near to herseat during the introduction of the purpose of this assessmentand the presentation of expectations for honest work. As I guidethe class through each question, waiting for each student tocomplete a question before moving to the next one, I will benearby and able to easily monitor her progress and to checkwith her to make sure she understands what the question isasking. This extra support will be focused on language accessthrough modified verbal instructions and not math support.

I will adapt her physical assessment by writing in an equationframe to support the student's understanding of the what isbeing asked in question #4. Question #4 asks students to"Write 6 equations that have two addends and a sum of 10. Theassessment has numbered lines, one through 6 as a part of thequestion. I will change the solid line for the first equation to"___+___=___." This will give her a visual clue to help supportthe written and oral instructions.

The second addition to her assessment paper will be to add thesame equation frame below question #5 in order to clue her tothe instruction to "choose one the equations from #4. I will alsowrite in an additional line in parentheses that reads, "Draw picture toshow work)." This is a written version of modified instructions that shewill receive in order to support her success with being able to access theassessment and show her comfort level with the math skills.

Her assessment will be scored within the scoring criteria for the rest of theclass.

She is fully capable of doing the math, but, because of the stageof language development she is in, it is crucial to she is not barred from showing what she is capable of doingbecause of any difficulty understanding what is being asked inany given question due to language. I work to make anyadaptations to support her oral and written languagecomprehension as discrete as possible so that she maintain as much of a peer comfort level within the classroomas possible. Even at this early age, many ELLs can becomeuncomfortable when other students notice any extra support astudent is receiving, even if it is for language support. They aresusceptible to self-consciousness and the mindset that needinghelp is a sign of academic weakness, even though true, nor intended by the well-intentioned instructor. I learned to keep support as private as possible.

An important strategy for supporting comprehension for ELLs isto provide multiple modes for taking in information. Offingvisual cues to reinforce what is being read and student with comprehension as well as language acquisition. The purpose of the assessment is to better learn students'comfort level with specific math skills and not to test forunderstanding of English, therefore it is important to help makethe written assessment accessible to English Language Learners.

(REQUIRED) 4. Ways you will use the assessment results.

Decision Rationale

Just as with the rest of the class, for my own on-going personaldevelopment, I will use the assessment results to inform my ownteaching, since I will have had the opportunity to prepare andteach each of the lessons and material that will be covered inthis assessment. Since this student has previous knowledge andexperience with the skills of this assessment, her results mightalso inform be on the effectiveness of my having been able toadapt the assessment for her needed language support.

I will look for areas of subject matter related misunderstandingsin order to identify areas that may need to be reviewed with thewhole class, a small group, or with this individuals based on herresults and the results of the whole class. The assessmentresults will inform the lesson plans to follow and what conceptsneed further reinforcement as we move further into the unit.

In reviewing the assessment results for an English LanguageLearner it is important to discern the full scope of informationthat can be garnered from the results. For subject matter that isnot ELD, it important to separate errors based on languagedevelopment or comprehension access and errors based on thesubject matter content. This is why it is crucial to provide thesupports necessary so that a student may participate in theassessment process in a way that allows them to really showtheir learning and knowledge, as much as possible, free from thebarriers that language can present. It is important to helpEnglish Language access their learning in all subject areas.

(REQUIRED) 5. Ways you will share the assessment results with students, families, and othercolleagues and support personnel, when appropriate.

Decision Rationale

I will share the assessment results with my directing teacher forher records. We will have a conversation about what we learnfrom the work she has shown on the assessment and discern,based on the results, if further instruction is needed in math toreinforce the teaching of the goals for this section of the unit, orif further scaffolding is needed to support her language needs.

Since it is still early in the school year, my directing teacher andall of the other grade level teachers have just administered amath assessment based on grade 1 end of year standards inorder to identify students who might qualify for a club where they can receive additional support after school at nocost to families. While I don't anticipate this student falling inthat category, this is an important time to share all data with theteacher to support these types of beginning of the yearassessment and planning.

B. Adaptations for Student 2: A Student with an IdentifiedSpecial Need

(REQUIRED) 1. Evidence of student learning you will collect.

Decision Rationale

I will collect the written assessment. Additional evidencecollected will be the observations, modified verbal instructions asneeded, and problem-solving conversation that will take placeduring the one-one-one implementation of the assessment. Ifthis student demonstrates math knowledge of the skills beingasked for in this assessment and that knowledge isdemonstrated through the use of manipulatives and/or verbally,I will make note of that on his written assessment, to provide arecord of his work based on my observations and interactionswith him.

He is able to write and I will first attempt administering theassessment as a written assessment, but always needing to switch to verbal instructions because he is not able toread and to problem-solving prompting and conversation sincehis writing focus endurance is often very short. The samequestions will be asked of him but the evidence collected forshowing his work may vary from other general Ed. studentsbecause of his individual reading, writing, and auditoryprocessing support needs. He is able to do math calculations,but needs longer processing time.

While his IEP calls for him to be given the same physicalassessment given to the general Ed. student in his class will be done in this case as well), the additional modifications arenecessary since there have been recent significant shifts in hisemotional state that make it almost impossible for him to sitquietly and focus on a written assessment. His IEP is currentlybeing updated and until that is official, I need to give the sameassessment (written), while doing my best to adapt theimplementation based on his most current, immediate needs.

(REQUIRED) 2. How the student assessment evidence will be measured or scored.

Decision Rationale

His assessment will be scored the same, but with lower scoreexpectation, as per his IEP goals.

His learning goals in his IEP call for him to get 50% correct bythe end of the year in all subject areas using the same, physicalassessment given to the general Ed. students in his class.

3. The implementation of the assessment including:

Teaching strategies for communicating the purpose of the assessment, the scoring criteria, and the proceduresfor completing the assessmentStudent activitiesStudent groupingMaterials, technology, and/or resources, including the use of instructional aides, parents, or other adults in theroom

(REQUIRED) Responses

Decision Rationale

This assessment will be given to student 2 in a one-on-onesetting. A shortened and simplified version of the assessmentpurpose will be given to introduce the assessment. I will includethe phrase, "this will be like the math games you have enjoyedplaying" as I attempt to draw his focus to this task.

He will be provided additional time as needed to work on thisassessment.

This student is unable to do the written time and place as the rest of the class because he has difficulty controlling his speaking and body (and may not be ableto) during activities such as quiet testing. This is why theassessment will be given apart from the class and one on one.

He has enjoyed playing some of the previous lessons' mathgames one on one with an adult aide and so this is why

I will begin administering the assessment by handing him apencil, a hard surface to use as a desktop (we will be sittingoutside on a bench along with an aide). I will give him theassessment and ask him to write his name. In the interest ofreserving his best focus for the assessment, I will have alreadywritten in the date. I will observe how far he gets on theassessment on his own. At any time with question #1 and #2he will be shown a Tens Frame paddle board with magnetic chipsin order to do his own modeling in that format if needed. Hemay continue to use the paddle board for #3, #4, and #5 if hechooses. If he does choose to use the board, I will say, "I willhold the paddle board and you may place the chips where youthink they belong or where you need to to solve this problem."

For Questions #5 I will verbally remind him of types of modelinghe has done before and that he may draw one of those types oruse the manipulatives, and that it is his choice.

to tap into that previous enjoyment as I introduce theassessment in order to signal and suggest that he might find thisactivity to be enjoyable.

Additional time will be provided as needed for him to formulatehis thoughts and to process the auditory his individual auditory processing needs.

He will be provided with manipulatives thinking in order to actually touch and build, such aswith primary number cards for question #3 and the tens framepaddle board for questions 1, 2, and 4.

He will be given choice for how he solves the questions in orderfor him to feel in control of what he is doing method is not working, we can make a quick change and another way, so that we keep moving and do not need to pushany one way of doing the assessment. I see my role as beingflexible with method, but clear with content expectations and toprovide ample opportunity for him to process and make choicesas to how he would like to relay and show what he related to these content goals.

(REQUIRED) 4. Ways you will use the assessment results.

Decision Rationale

My directing teacher and I will use the assessment results as away of knowing how better to personalize instruction. We will belooking to learn from not only the results of his math thinking,but also at the results of the effectiveness of my methods ofadaptation and implementation. This is a rich learning time forhoning in on best practices for this student.

We will use the assessment data to demonstrate hisunderstanding of building 10 in a way that he is unable toengage in a written assessment that the general classroom canengage.

He has trouble with reading and visual attention to a task that involves writing and so we will use results of the assessment and the experience to help supporthim in showing what he knows and to learn new strategies forenabling and supporting his further learning.

Measuring his academic performance is now because the teacher and staff are currently in preparation for an IEP revision.

(REQUIRED) 5. Ways you will share the assessment results with students, families, andother colleagues and support personnel, when appropriate.

Decision Rationale

I will share the assessment results with the directing teacher andwith the resource teacher who is also working with the studentand parents (along with other members of his IEP team) toupdate his academic goals.

To help personalize his instruction in order to build on academicstrengths and to better understand instructional and assessmentstrategies that allow him to demonstrate what he knows andoffer insight into his mathematical thinking

Step 4: Giving the Assessment to the Whole Class, IncludingTwo Focus StudentsDirections:Give the assessment to your class. Collect and score all the evidence of student learning from theassessment. Consider all the assessment responses and select three responses of students other thanyour two focus students that represent the range of achievement within the class. Label these responsesas Student 3, Student 4, and Student 5. Label the two focus students’ assessment responses as Student1 and Student 2.

Submit all five assessment responses. Review carefully the evidence of student learning you aresubmitting.

Briefly, explain why you selected each of the following responses to represent the range of responses inthe class:

Note: If the assessment is oral or represents a student performance, provide your description of thestudents’ responses and your written assessment of those responses, including the class as a whole, thethree responses that represent the range of achievement in the class, and the two focus studentresponses.

(REQUIRED) Student 1 (EL focus student)

I chose the English Language Learner that I chose (out of the seven possible English Language Learners)in the 2nd grade classroom in which I am student teaching because she is newest student to arrive in theUnited States. Her family moved to California about 5-6 weeks before the start of the school year. Ichose her, knowing that I would be giving a math assessment, because I was interested in learning howto make math subject content accessible to a student who is at the beginning of their English languageacquisition journey. I many ways, math can be more easily made accessible since it is not dependent ona lot of reading or writing in an of itself as the subject matter. I was interested in seeing how well I couldmake the material accessible to a student for whom math skills are high, while English languagespeaking, reading, and writing skills are low.

I was very pleased with the results of her assessment and felt that the adaptations I designed for hersupported her in successfully accessing the assessment, allowing her to demonstrate her math skills andlearning without assuming English language skills that might otherwise serve as a barrier to her showingwhat she knows. Her results were a 10 out of 10, or 100%. While I am not surprised, because I hadpreviously observed her comfort with generating equations with two addends and a sum of 10 andalready know that she has strong computation skills, I was pleased that she was able to demonstrateskills that she had not previously been taught before the lessons leading up to this assessment. InKorea, she had not used a 10 frame to model numbers, but because of the visual nature of modeling withmanipulatives she was able to pick up the placement pattern and ten frame concept. She had notpreviously played the games we played as a part of the lessons such as "Make 10," and "10s Go Fish,"and yet she answered questions #1, #2, and #3 with confidence. She already possessed thefoundational skills, but she was able to demonstrate mastery of the new forms for representing thosefoundational computations. I was pleased by that! I was pleased that she was able to draw the modelon question #5. This showed me that she was, indeed, fully included in this academic exercise and wasnot excluded from learning because of being early in her English language development.

(REQUIRED) Student 2 (SN focus student)Student 2 is a student with identified special needs in the classroom in which I am student teaching. Icould not predict how successful the assessment implementation would be with this student, since hisfocusing stamina varies throughout the day and we are starting to implement breaks when he begins toblurt out and engage in inapropriate behaviors for school. Administering the assessment outside on abench and in a one-on-one configuration seemed to really help support his willingness to participate inthe assessment. Furthermore, I was pleasantly surprised by his ability to demonstrate proficiency withthe learning goals being tested through this assessment. He scored a ten out of ten, or 100% on hisassessment, with the support of the adaptations which addressed his special learning needs, while notmodifying the assessment on length or on content. Again, I was very pleased! This was very helpfuldata to collect for this student related to his math achievement.

(REQUIRED) Student 3Student 3 represents the top range of math achievement in the class. This student got ten out of tenquestions correct. He demonstrated proficiency and confidence on the assessment, producing fiveadditional equations to the six which were asked for on question #4 and by choosing to model"10+0=10," an equation that presents a modeling challenge in which a student must figure out how torepresent "0" visually. Based on my observations of him through lessons, class work and during theassessment, this student has a high level math confidence and he also demonstrates accuracy. He doesnot rush his work, but he also does not hesitate starting a math problem when it is time to start. He isable to engage his math work right away. It is interesting to note that in question #5, he writes theequation, draws a model, and uses words to describe his thinking. He then erases the words,presumably because he thinks that is not a part of modeling. I will be sure to communicate with him thathis instinct (or previous instruction) to write a description of his thinking process to accompany his modelis a definite strength and a practice to continue (and not erase!). His erased description read, "Ten plusnothing equals ten." I wrote on his quiz next to the erased text, "This was a great description! Leave itnext time."

(REQUIRED) Student 4Student 4 represents the middle of the range of student comfort and math learning in the class. Thisstudent scored 8.5 out of 10 or 85% on the assessment. She was able to show that she understandswhat number the ten frame was representing in question #1, but she was not able to carry over thesame model format for a ten frame from question #1 to question #2. She used numbers, rather than thecircles (representing the magnetic chips we used a manipulatives in the live ten frame modeling that sheparticipated in during two of the proceeding lessons. On question #4, she made a small computationalerror, when she wrote "4+7=10." I did not take away any points on question #5, because she drewthree accurate models for the equation 5+5=10. In her forth model, she made another small error,drawing one additional counting cube in her model, mistakenly representing "5+5=10" with a drawing of5 cubes plus 6 cubes equal 10. She demonstrated strength in her learning and understanding of theconcepts, but is still developing in accuracy and proficiency. The work of Student 4 represents the middlerange of performance on this math assessment.

(REQUIRED) Student 5

I choose Student 5's assessment because he is generally lowest performing math student in the class. When he is able to put his best focus toward math during lessons, workbook work, and activities, hiseffort is encouraging to witness! It is easy to see that he really is trying and wants to do good work. Itis also easy to see that he has very little automaticity in computation as well as using math concepts. He is struggling with foundational issues around place value. He is a student that the directingteacher has identified to recommend for the after school math club program for extra support. Hewas identified as someone who would benefit from additional math support in 1st grade andattended math club last year. He performed low on the grade level benchmark that wasimplemented a week before this assessment. While generally a low performer in this subjectarea, Student 5 ended up being my most pleasant surprise! He scored 10 out of 10 correct, or100%. This result may have yielded the most information instructional information for my directingteacher and I. He may have trouble with learning the way that math is being taught and thatneeds to change. He may benefit from more support with chunking and organizing information. We are forming that conclusion or hypothesis based on the fact that this assessment wasimplemented with a great deal of chunking and visual support through the physical design of theassessment. It was hand written with bold text and visual models. These attributes may havehelped contribute to his successful achievement on this quiz. During the assessmentimplementation I was able to respond to his quietly raised hand and come sit with him for amoment to help clarify some questions he had about what was being asked. While I did not helphim with problem solving, he was able to get one-on-one support with clarification and somereminding of how we did these same activities during the math lessons. The directing teacherpointed out that he received more support during this assessment than during a lesson. Also, theimplementation with the entire class really broke down the quiz, step by step. His brain may getfiddled by too much information at a time.

This assessment, in relation to what Student 5 was able to demonstrate through his work, wassuper informative. If we break the directions down, step by step, he is able to do it. He issomebody for whom open ended exploratory activity may be too difficult right now. He may needmore guidance. He may need some specialized scaffolding during math instruction and activitiesat this stage of his academic development.

Step 5: Analyzing Evidence of Student Academic Learningand the AssessmentDirections: Consider your responses in Steps 1 through 4. Think about the evidence of student academic learningfrom 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 includesresponses from the two focus students and from the three students you selected to represent the rangeof achievement with the class).

A. For the Class as a Whole

(REQUIRED) 1. What did you learn overall about the students' progress towardachievement of the academic learning goal(s) for this part of the unit?Overall I learned that as a class, the students are progressing very well in their achievement of theacademic learning goals for this part of the unit. Many have achieved proficiency and everyone else isapproaching proficiency. They are moving in the right direction. As a class, they could all still benefitfrom more opportunities to practice accurate and clear modeling. A lesson explicitly covering the stepsfor modeling and continued opportunities to practice will be helpful since this is a skill that will be askedof them for the rest of their elementary and into middle and high school math experiences. They didgreat with their modeling, considering it is still a newer skill (even though it was introduced in 1st grade). Another overall learning is that the class could benefit from continued practice with reading directionsclosely (part of my rationale for implementing the assessment in such slowly chunked parts and readingthe questions out loud for the whole class, one at a time). They need continued practice with carefullyfollowing through on exactly what is being asked in each, distinct question. For example, three of thegenerally higher performing students in math scored the lowest on this assessment because theyanswered accurately in their math computation, but did so not doing exactly what was being asked. Twoof those students used subtraction in their equations that equaled 10, when the question clearly statesthat they were to write "two addends and a sum of 10." This is not an issue of ability or math skill, butwith assessment-taking skill development. Another student who is capable of drawing a model to showhis work wrote "I did it in my head" for his response to question #5, even though I was clear duringinstruction that that answer was not an example of modeling an equation. It's shows automaticity, butnot careful, complete work. This is important teacher information, since we know that in the new state

assessments, following the instructions and providing complete answers that carefully demonstrate thestudent's math thinking is an important high value skill that will be built and expanded upon as theyprogress in their academic journey.

(REQUIRED) 2. Describe the extent to which the assessment that you planned allowedstudents to demonstrate achievement of the academic learning goal(s) for this part of theunit.

The assessment was designed with careful consideration for EACH learning goal within this part of theunit and HOW those goals were taught. It was important to me that the assessment reflect the methodsfor teaching variations of two, single-digit numbers that make 10. This was intentional in order topinpoint and assess my own instructional teaching skills as a part of what I wanted to learn from theirperformance on the assessment. I believe that the assessment that I planned was thorough in allowingstudents to demonstrate achievement of the academic learning goals and that the assessment providedseveral different modes for demonstrating their comfort with the core learning goals for this specific partof the unit. I know this by looking at the collective class scores, as follows:

10 students- 100%, 2 students- 95%, 4 students 90%, 1 student 85%, 2 students 80%, and 2 students-70%

The two lowest scores related to a modeling challenge and not following the directions. The loss of threepoints on the ten point quiz for those students was NOT due to computational error. Therefore the entireclass is at 80% or better at mastering the goals of this part of the unit. The trend is that all students areproficient or near proficiency. There is not a need to back up in instruction, but rather to be clear with allstudents about HOW to do modeling, while moving forward. That said, the students actually did reallywell with this initial assessment on their modeling skills. This data provides hard evidence that theassessment I planned allowed students to demonstrate achievement of the academic learning goals forthis part of the unit.

(REQUIRED) 3. Would you make any changes to the directions or to the format of theassessment? Why?I would not make any changes to the written directions within each question. I would make one addition,though. I would add the equation frame "____+____=___" just below the text on questions #5 tosignal to students to identify which equation they have chosen to model from question #4. I added thisscaffolding support to the physical assessment given to the English Language Learner focus student. Inow realize that the entire class could benefit from that same scaffolding at this point in theirdevelopment of learning how to model their mathematical thinking. Once they have received furtherinstruction and practice, that scaffolding could be removed. I recall that when I was designing theassessment format I debated whether to include it or not. Since it is still so early in the school year Idecided to leave it off in order to see if they would include the equation on their own. I see the value ineither decision, but might make that change now that I am clearer on next steps for helping them furtherpractice this skill.

(REQUIRED) 4. Would you collect different or more evidence if you were to do thisassessment again? Why?I would not collect different or more evidence at this time. This assessment thoroughly tested the skillsthat has been taught for this part of the unit. I could add additional questions in order to see who couldmake a double 10 chart, or addends that make 20, or other skills that have not yet been taught in orderto discover which students are able to make that leap on their own, based on the depth of their mathskills, but I feel that this method is not really fair to students who are still approaching proficiency withthe target skills. I believe it is more fair to test what has been taught and to offer additional challengequestions for students who are interested on a more voluntary basis, such as setting up a folder of mathchallenges that students could access during a free choice time. We have really just begun the mathinstruction this year since the math curriculum (Investigations) is structured so that the first fourteendays are really focused on familiarizing students with the classroom manipulatives. It provides somewhatof a slow entry into the year's math learning goals.

(REQUIRED) 5. Was the implementation and timing of this assessment appropriate for thisclass? Why?The timing felt appropriate. It could have been implemented a day earlier, as was the original plan, butthe directing teacher ended up home sick that day and since I really wanted her to be able to observe theprocess, I chose to wait one more day to do it. That actually allowed us an additional day of practice withthe math games. The implementation was appropriate for the class. The timing of when the assessmentwas given within the unit was appropriate. The timing of the actual implementation was appropriate,although I would work harder to make the introduction even more concise (part of my own instructionallearning goals).

(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 theirachievement of the academic learning goal(s) for this unit?

I believe that the ideal type of assessment is a one-on-one series of performance tasks with the teacher. This allows the teacher to learn so much through observation and to immediately ask questions to learnmore about a student's thinking. This is so valuable and important to carve out the time to do regularlythroughout the school year. It allows a unique lens into each students individual development and allowsan assessment environment where everyone benefits from individual customization, or adaptation. Thistype of assessment setting allows a teacher to offer progression of difficulty for students who are readyfor greater challenge, and like a running record in reading, can really more accurately assess what astudent is capable of doing (within the learning goals of this unit as well as the next level of mathematicalthinking).

And yet, for assessing achievement in these particular learning goals within this unit, the material thatwe covered really leaded itself to a visual, physical paper written assessment format. This formatallowed the flexibility to design ten frames, represent primary number cards, formation of equations, andspace for showing modeling skills which in this case was a pencil to paper task.

B. For Student 1: An English Learner

(REQUIRED) 1. To what extent were the assessment directions and format clear and easy tofollow for the student? How do you know?

With the English Language Learner that I focused on for the assessment adaptions, because I have hadthe chance to practice checking for understanding with her over the past five weeks of school, we havedeveloped a sign for her to use when I check in and she does, indeed understand what has just beensaid/explained/taught, etc. I give her direct eye contact and nod. If she is comfortable with herunderstanding, than she gives me a nod back. If not, she motions with her hand for me to come nearand explain again, one-on-one (and I utilize SADIE methods). Having this tool for checking andconfirming with this student allows me the reassurance that she will, indeed let me know if she is notconfident in her comprehension. It took some work to reassure her that I am committed to herunderstanding what is going on and to teach her how she can let me know.

This was very helpful frontloading to have in place for this assessment period. By choosing to implementthe assessment introduction and directions from the side of the room where she sits, I was able to utilizeour system of eye to eye contact and nodding. I could also observe her working and be ready to check-inif I noticed her hesitate or get stuck on a question. Twice during the assessment she motioned for me tolean down to offer the one-on-one modified verbal instructions, that were a part of my adaptation planbeforehand. I would not adapt the assessment content (offer any math help), but would be ready toensure that she had verbal language support since she cannot yet fully comprehend what she is able toread. The adaptations I made specifically for her and another beginner ELD student's quiz paper (addingthe equation frame to the first line of question #4 and below questions #5) seemed to be helpful to her. She even pointed to the equation frame and looked up as if to say, "fill this in?" Having the frameincluded on her copy of the assessment offered her a visual cue for what the written instructions wereasking. I feel pleased about the design and how my small adaptations seemed to support her during thisassessment. As a student who I have observed suffering from test-taking anxiety and strong internalpressure, I was pleased and relieved to observe that she did not exhibit signs of emotional stress duringthis assessment. My own physical placement in the room may have helped contribute to that support. The fact that she scored 100% on the assessment is tangible form of data backing up the claim that thedirections and format were clear and easy to follow for this student.

(REQUIRED) 2. To what extent did the student achieve the academic learning goals for thispart of the unit?The student achieved the academic learning goals for this part of the unit to the full extent. Withoutlanguage compression supports, close monitoring, teacher support availability (for languagecomprehension), and the equation sentences , I do not believe she would have been able to fullydemonstrate her academic learning.

(REQUIRED) 3. How well did the student's assessment response correspond to the workthe student does on a daily basis?(Was the response that you expected from the student?)The student's assessment response corresponded well to the work the student does on a daily basis,although, in some ways it provided the context for her to do even better. In the daily work, while shereceived support when she asks for it, and when I am able to check in with her, I am not able to monitorher progress and work as closely as I did during the assessment. The assessment was a much morecontrolled environment than the more busy activity taking place in a classroom during math games orinstruction for the whole class.

(REQUIRED) 4. What different or additional type of evidence might you need to collect forthe student?This question actually got me thinking about how it could be helpful and even empowering to the student

to follow up directly with the student privately, asking her how it was taking the assessment and if thereis any way she could better be supported in her academic learning. Even though speaking takes greateffort on her part, every time I ask her a direct question, I learn something more about her. Sheresponds well to my taking an interest in her. Sometimes I will ask her a question and an hour or twolater, she will come back to me with an additional response. It would simultaneously support herspeaking development to begin engaging her directly about her learning need and aspirations. But thiswould be additional evidence related to the effectiveness of the instruction and implementation of theassessment in support of future planning. I don't believe additional evidence is needed to show thisparticular student's achievement toward the learning goals of this part of the unit, that would benecessary or different from additional evidence collected about other students in the class. Thisassessment satisfies the needs of testing for understanding of the concepts of these unit goals.

(REQUIRED) 5. What does the student's response tell you about his or her academicstrengths and/or needs?

The student's response reaffirmed that she has strong math skills, computationally and with problemsolving. Her work on this assessment demonstrated academic strength. It also demonstrated that she isdoing a great job adjusting to new ways of "doing and showing" math (thinking) within a new culturaland language context. I am continually inspired by all of our young English Language Learners. Hercomputation skills are on the right track. Her biggest need is to continue growing in her languagecomprehension skills, so that she may build confidence in knowing what is being asked and therefor ableto initiate work with greater independence in all academic subject areas.

(REQUIRED) 6. Based on the student's response, describe next steps you would take withthe student to further his or her academic achievement in the content area?The student did careful and thorough work on this assessment. Her computations were 100% accurateand she demonstrated full understanding of what was being asked and she was able to show her work. The next steps in supporting her academic achievement are to continue instruction and languagesupports so that she may continue to access content and demonstrate skills and subject matterunderstanding.

(REQUIRED) 7. Describe the ways in which specific adaptations you made to yourassessment plan did or did not work.

I observed evidence that the insertion of the equation frame as an adaptation support worked wellbecause I could point to it to "show" and confirm her questioning rather than needing to use dependsolely on modified verbal instruction, which might not fully satisfy her need for clarification. The physicalproximity to the student also seemed to communicate the intentionality on my part that she know thereis help nearby. I had evidence of that by the way in which she occasionally utilized or checking-inagreement or direct eye contact and nodding to communicate understanding.

While these specific adaptations that I made for this particular English Language Learner seemed to workwell, one down-side is that her needs were prioritized over other intermediate English Language Learnersin the room. I was not able to give them the same quality of attention, even though I was carefullyscanning throughout the room and throughout the assessment period. It was not possible to follow alongas closely in my observation of their work on each question and to check for understanding, unless theydirectly asked for it. While less attention was give to others, I believe the level of attention given to theother ELLs was still appropriate because they are at a higher level of English proficiency, and they have agreater comfort with asking for help if needed.

(REQUIRED) 8. In what ways did the assessment support this student's language abilities?The assessment supported her language abilities by giving her autonomy to decide on her own if andwhen she could use the support of modified instructions or other communication with the teacher, basedon language support needs. While it is important to be ready to offer language support, I believe it isalso important to simultaneously teach students to initiate their own language learning needs especiallyin assessment situations. Waiting and seeing what support a student seeks out can be as equallypowerful for information gathering about a student's language abilities as having a plan for adaptationalready in place as an automatically provided support. In this assessment I do both and I observed bothbeing utilized.

(REQUIRED) 9. If you were to give the assessment to the student again, what changes, ifany, would you make? Why?I have been critically reflective on how this assessment and implementation went and with respect to myfocus English Language Learner, I would not make any changes. I would not make any changes with herassessment experience because I believe she was able to successfully and accurately demonstrate herknowledge of the goals of this part of the math unit. I would only add the follow-up question once thetest is over, asking her if she had any reflections about the experience and if there is anything that couldbe done to better support her academic development in math.

(REQUIRED) 10. What would be your next steps in planning to facilitate this student'sEnglish Language Development?

As we begin the next part of the unit, (which includes story problems), I would continue to scaffoldinstruction and assessment to help support her language comprehension. I would make anchor chartsfor posting on the board and keep up in the room to provide her with visual reference and reinforcement. I would provide one-on-one check-ins to ensure that she is continuing to develop her modelingstrategies. I would facilitate her English Language Development within the math subject area throughteaching strategies for working through word/story problems, highlighting with the whole class how tobreak down the problem- (help her) look for numbers and corresponding words to know what is beingasked. I would create an anchor chart for the "How to solve" instruction so she doesn't get hung upfeeling like she needs to read and understand all of the words. This strategy would be in support of hercontinuing to access the math practice. In support of her English Language Development during math, Iwould build in partner practice exercises, where students take turns reading the story problem out loudto one another and then working together to draw out the keep math information. Having theopportunity to read out loud and speak in partner group is a great support for 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 tofollow for the student? How do you know?

With this student, it is the best affirmation that assessment directions and format were clear and easy forhim to follow, because he did follow and he did complete what was being asked of him. Directions weredelivered in very small chunks and my delivery was slowed down greatly and extremely simplified inorder to meet his slower processing challenges. I did not offer the same introduction that was offered tothe class in order to conserve his processing energy which is limited. Having assessment questions thatclosely resembled activities he and an aide worked on together as a part of the proceeding lessons helpedto signal to him what to do. With this student the best confirmation that directions and format were clearand easy to follow is when he is actually does the work. I believe the assessment directions and formatwere clear and "easy" for him to follow and building in flexibility as a part of the design was an additionalsuccessful adaptation which supported his being able to follow and stay in the process.

(REQUIRED) 2. To what extent did the student achieve the academic learning goals for thispart of the unit?He did a great job, with the implementation supports and adaptations, fulfilling the expectations of theassessment. He showed me that he has fulfilled the academic learning goals for this part of the unit. Wedid not require him to complete the assessment as an individual, written assessment, so his process forshowing what he understood was different, but his performance of demonstrating skills and computationsexceeded expectations and he received a ten out of ten, or 100%.

(REQUIRED) 3. How well did the student's assessment response correspond to the workthe student does on a daily basis?(Was the response that you expected from the student?)His assessment response was slightly better than the work he displays on a daily basis but he alsoreceived more adaptations than he receives on a daily basis. He was given oral directions in very smallchunks which were supported with visuals. They were all activities he had done before in the recentlessons, so there was familiarity, and less need for directions. He received writing support to record hisoral answers with his math thinking. This assessment was given in a pull-out situation. He generallygets push-in for math instruction. I was very pleased to be able to be with him in this one-on-onesituation in order for him to receive full focus and in order for him to only have to focus on one person.

(REQUIRED) 4. What different or additional type of evidence might you need to collect forthe student?I would not collect any additional information on this test. I feel that I was able to record the informationneeded to provide accurate evidence of his mastery of the academic goals of this part of the unit. I willcertainly continue to monitor his progress and to collect future evidence.

(REQUIRED) 5. What does the student's response tell you about his or her academicstrengths and/or needs?

STRENGTHS: He possesses good, solid calculation skills when given manipulatives. He needs somethingto touch or look at and manipulate. He has automaticity with the ten frame and has a strong beginningsense of how do model his work.

NEEDS: He needs to build on his ability to write the numbers and models for himself. He has the skillsto do the math. He now needs to (we hope he will be able to) develop the skills for independently writinghis own answers.

(REQUIRED) 6. Based on the student's response, describe next steps you would take withthe student to further his or her academic achievement in the content area?

For next steps, I would continue having him practice reading and using ten frames to build automaticityand build on that to double ten frames. I would have him work with manipulatives to use more than twonumbers to make a sum of 10, and then 20. Of great need is continued work with him on helping himbuild the fine motor skills he needs to develop in order to write on his own with greater endurance.

(REQUIRED) 7. Describe the ways in which specific adaptations you made to yourassessment plan did or did not work.

The adaptations worked! (That's a great feeling.) Adaptations to the delivery of directions in very smallchunks and at a very slow speed supported his taking in of the information despite his processingchallenges. The assessment adaptation plan also allowed for quick adjustment in response to hisendurance. I began by inviting him to write his name and essentially take the assessment as the otherstudents did, filling it out as a written assessment (while in a sheltered environment, outside of theclassroom and other students). Even though he utilized the ten frame manipulative for questions #1 and#2, he was willing to write in his answer for question #1. That is as long as his writing endurance lasted(name and one answer), but the flexibility to shift mid-stream was supportive of his special needs. I wasable to provide writing support and we continued the assessment in this way until the last question,where he was willing to draw his own equation model. I believe the assessment directions and formatwere clear and "easy" for him to follow and building in flexibility as a part of the design was an additionalsuccessful adaptation which supported his being able to follow and stay in the process.

The adaptations allowed him to fee confident during the test taking. The adaptations relieved him fromwriting which is often the activity that causes him to begin breaking down. The plan for flexibility, tobegin with writing and then bring in the scaffolding as we saw that he was needing it emotionally, gavehim the needed boost to keep going and be able to achieve the academic goals set forth in thisassessment.

(REQUIRED) 8. In what ways did the assessment support this student's language abilities?The assessment, as adapted, supported his language abilities by ensuring that he would have a quietenvironment during the administration of the assessment. This allowed him to think and formulatelanguage without distraction. I was able to offer scaffolding support to his written language skills byhelping to record his answers that were given orally.

(REQUIRED) 9. If you were to give the assessment to the student again, what changes, ifany, would you make? Why?Actually, I was so pleased with how this assessment time went with this student that I would not makeany changes. The directing teacher was very pleased and complimentary about the thoughtfulness thatwent in to planning an assessment that could quickly adapt to his needs, even if those needs changedmid-stream, and yet that flexibility did not compromise what was being asked of him and the assessmentinformation goals that we were hoping to test. It was a rare, positive moment where we were able to getto the completion of a task with him. The brevity of the assessment was important. Even then, I wasactually able to ask him additional questions not on the assessment to extend my information gathering. If he seemed to enjoy a process, such as with the tens frame and the primary number cards I extendedthe activity in order to help him stay engaged.

Step 6: Reflection on Assessment Implementation andStudent LearningDirections:Read your response for Steps 1 to 5. Consider what you have learned through the Assessing Learningtask about your students, what you wanted them to learn, their responses to the assessment, and youranalysis 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 given the opportunity to use this assessment again, I would generally keep it as is. It genuinelyfelt like it was a positive experience for the students, allowing them to demonstrate their learning, theirgeneral comprehension of the concepts, and to continue to practice computations. By customizing anassessment for the students based on the three lessons I taught leading up to the assessment, I wasable to really design it in a way that targeted and cued them to earlier math conversations and activitieswe did together. By drawing a tens frame for question #1, that signaled to students to remember our funten frame game that we used to start off each lesson, where I challenged them to "see" a number basedon the number of chips in a ten frame versus counting the chips. We challenged each other to try to seethe number with fewer and fewer seconds looking at the frame. This is an activity the students reallyenjoy and placing that first on the assessment was intentional to help ground them in the knowledgethat, yes, this material will be familiar. The second question builds on that, adding just the smallchallenge or reversing the exercise. This allowed me to check for the next level of understanding for theten frame concept, having them demonstrate the modeling for a number. Question #3 also pointed to a

fun game we played, "Tens Go Fish" at table groups during math activity time using the primary numbercards. Many of the students showed me a level of detail not required on the assessment, by adding indetails about the primary number cards. Question #4 allowed them the chance to show that theyunderstood the new academic math vocabulary and to create equations in the same format that theyhave had a lot of practice with. Question #5, gave them the opportunity to model an equation. Theseare all skills that had just been directly taught or reviewed in the previous week. I would generally keepthe assessment as is because of the evidence of learning that this assessment successfully showed andbecause this week (a week after the assessment), several students asked me if I would be giving anotherone. When I asked them why, they said, "It was fun." Another student wrote in a card to me that I"make math learning fun." Now, I was following the grade level math curriculum, so it's not that I'mclaiming total innovation here, but it's a great additional assessment source to hear from students thatthe assessment was fun.

One small addition I would make to the physical assessment itself would be to add an equation frame(____+____=____) below the wording on question #5, in order to cue students to show which equationthey were choosing to model. I would not add the equation frame to question #4, as I had done on theassessment for the English Learner, since that question was partly a targeted assessment of vocabularyunderstanding (addend, sum, equation).

Another change to the physical assessment would be to use slightly smaller handwriting on question #2in order to fit the number "4" on the same line as the rest of the wording. It didn't seem to confuseanyone, but just in case, it would be clearer I think to have all of the wording on one line.

(REQUIRED) 2. If you were given an opportunity to implement the assessment again, whatwould you do the same and what would you do differently? Why?If I was given the opportunity to implement the assessment again, I would set up the classroom in thesame way with the privacy folders and I would have the same implementation plan, with an introduction,expectations for honest work, and then walking through each question as a class and providingstructured answering work time before going to the next question as a class. I would keep this structureto help support students in developing positive test taking strategies, especially in my encouragementthat they carefully read each question fully before answering and stopping to check that they are clear onexactly what is being asked. Modeling taking the time to sit and digest each question seems veryimportant to do for students at this stage in their development where taking written quizzes or test is stilla new skill. The part I would do differently is to work even harder to make the instructions andexpectations more concise. This is an area I am intentionally working on. Even though I wrote thewords out ahead of time, I believe I could have shortened it even more. I am learning what an art it is tospeak with younger elementary students (and really all students) with concise language. Rather than, "Ihope that, based on the enthusiasm you have expressed while playing many of our math games relatedto making combinations of 10..." (as an example from my introduction), the concisely speaking instructormight simply say, "You enjoyed the math activities that this test is on." Rather than "We would like youto practice taking your time..." (from my assessment implementation notes), the concisely speakinginstructor might say, "Take time to do careful work." I would stick to the same message, just make itmore concise. The introduction could be rewritten to simply state, "We want to see if you areunderstanding the things we have been learning in math." That's three long sentences put into onecomplete, concise thought. This is a skill I want to get better at in my writing and in my instruction skills.

(REQUIRED) 3. What additional information about your students did you learn as a result ofthis assessment experience?

I learned that some of the students are more capable in their math skills and abilities than I had thoughtor expected them to be. Several of our lower performing students showed on the assessment that theyare better at modeling and calculating than I anticipated. This is the best mistake to make as a teacherand the best surprise to have to self reflect about. In conversation with my directing teacher, we spent agreat deal of time looking closely at the assessments that were pleasant surprises. We looked at thewhole assessment experience and were able to explore the possibility that the assessment experiencesomehow supported those students in a way that they have not been supported in the past, both duringinstruction and during assessments. How great is the opportunity to adapt future instructional andassessment strategies based on unexpected successess! We also learned helpful information about theextent to which the student with identified special needs benefits from the degree of support he wasgiven in this assessment. Providing a sheltered environment without distraction and the chance ofnegative self-consciousness so that he could show his best work, was very helpful information. Additionally, I noticed students demonstrating greater comfort with using a variety of models followingthe lessons and assessment. It was nice to be able to observe and be a part of instruction over the weekfollowing the assessment in order to see the more lasting results of the learning. Demonstration oflearning doesn't begin or end with assessments!

(REQUIRED) 4. How will you use what you have learned from this assessment experiencewhen you plan instruction and assessment in the future?

I will hold with gratitude the experience of pleasant surprises. This experience went well and the entireclass, including students with identified special needs and English Language Learners, all demonstrated

positive progress toward full competency with the learning goals of this part of the unit. The entire classscored 70% and higher, with only five students out of 21 below 90%. The two students who scored 7 outof 10 made errors related to following the instructions and not related to math computation. I was veryplease with the assessment results, demonstrating that all of the students are proficient or nearproficiency. This feels especially important since the learning goals of this part of the unit are sofoundational for the math that they will be doing the rest of the year and throughout their math careers. Understanding the relationship between two numbers that make ten is foundational for supportinglearning and computing subtraction, division and the beginnings of algebra (an equation with a variableremoved). I will hold as valuable the learning and chance to observe that students who are lowerperforming in math may be struggling with more than one obstacle to their success. They may, indeed,need one-on-one support to re-teach and review previous skills. They may need more practice to worktoward proficiency. They may have math learning disabilities that have yet to be identified. And, theymay also have support needs that do not have to do with their math abilities. The unexpected resultsamong some of the students in the class showed me that testing environment, help with readingproblems out loud, chunking, and working without time pressure may have a bigger impact on successfor students than is originally assumed based on day to day math performance during class mathinstruction and activity. This was a precious learning that I take from this experience. Seeing the wholechild and a wider breadth of possibilities for ways to support achievement is at the heart of adaptation. Having more assessment experiences with the same group of students will reveal even more about eachstudent's individual needs.

Since I am early in my own personal development of planning, preparing, implementing, and evaluatingassessments I have also learned that in math, having a better sense of the trajectory of learning goalsover the years will help when planning and assessing each small goal along the way. I realize that in mylesson planning and assessment planning at the beginning of a second grade class school year, I wasstepping into what is already a moving stream. I found myself curious to know what they learned inkindergarten and the benchmarks for 1st grade. I had great conversations with my directing teacherabout which of the skills in this unit they were already introduced to in first grade and which skills werenew. This is additional information that can enhances lesson planning and assessment design. Knowingwhat the lessons are for the coming year and into 3rd grade as well as having a bigger picture for theelementary math standards across all of the grades will help me better interpret the results and discernwhich skills to emphasize and push for proficiency and when. If a skill comes up again, than remediationmay not be immediately necessary. If a skill, such as the ones in my lessons, are absolutely foundationalfor skills to come, than ensuring that every student is supported toward proficiency is immediatelynecessary. This knowledge will come with experience and I look forward to the time when I will have thegift of that more long-term perspective. In the future instruction and assessment, I will want to do theextra work it takes to learn about the fuller picture. Of a learning goal, I will explore the following: isthis a lesson that overlaps with information previously taught? Is this lesson's purpose to bring studentsto mastery, or is this lesson's purpose to offer initial exposure. Clarity about the larger learning goalwithin the context of their math trajectory over the years and within that grade level will be invaluable forinforming instruction and assessment.

(REQUIRED) 5. What are your goals for increasing your knowledge and skill inassessment? How will achieving these goals help you become a more effective teacher?My goal is to continue my own development in growing familiar with the standards and how they developover the years. I wish to continue to develop my skills for planning and creating developmentallyappropriate assessments that have multiple entry points for all students, including making adaptationsthat appropriately match the need of English Learners and students with identified special needs. I wishto increase my knowledge and skill in interpreting assessment data and to, based on the data, knowautomatically what is next needed in order to help individual students develop the needed skill. TPA3 hasbeen a worthy exercise and I have appreciated greatly how this assignment was rooted in teaching andassessing students in a real context. It was empowering to get to teach a series of lessons and then tocreate an assessment off of the freshness of teaching those lessons. It was exciting to "grade" theassessments, seeing how well students were able to show their comfort level with the material. It was apositive challenge to interpret the results, collect the data, and conference with the directing teacherabout what is to be learned from the experience. It was a positive learning experience for me and anextra joy to hear from students that their math lessons were fun, including the assessment.