Clinical Field Experience C: Adjusting Instruction to Address State and District Test Results

Allocate at least 3 hours in the field to support this assignment. (Just use the example below and make your own - make it up)
Observe and collaborate with your mentor teacher about the following aspects of assessment, testing, and differentiated instruction:
How is instruction adjusted according to state and district test results? How is professional development adjusted according to state and district test results?
Explain how instruction is differentiated based on state and district test results.
How is technology integrated to administer the tests?
How are test results delivered to families?
Considering laws of assessments in respect to IEPs etc., how are accommodations provided, delivered, and included in the analysis of state and district test results?
What types of assessments/strategies are used to prepare for state and district tests?
Using any remaining field experience hours, assist the teacher in providing instruction and support to the class.
Consider your discussion and collaboration with your mentor teacher. Write a 250-500 word reflection describing how your mentor teacher analyzes and adapts instruction based on assessment results. Why is this practice vital in meeting the needs of all students? Be sure to reflect upon how you will use these findings in your future professional practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite
Clinical Field Experience C: Adjusting Instruction to Address State and District Test Results - Rubric
No of Criteria: 8 Achievement Levels: 5
Criteria
Achievement Levels
DescriptionPercentage
No Submission
0.00 %
Insufficient
69.00 %
Approaching
74.00 %
Acceptable
87.00 %
Target
100.00 %
Criteria
100.0
Adjusting Instructing and Professional Development
15.0
Not addressed.
Reflection does not describe how instruction and professional development are adjusted according to state and district test results.
Reflection inadequately describes how instruction and professional development are adjusted according to state and district test results.
Reflection clearly describes how instruction and professional development are adjusted according to state and district test results.
Reflection skillfully and concisely describes how instruction and professional development are adjusted according to state and district test results.
Differentiated Instruction Based on Results
15.0
Not addressed.
Reflection does not explain how instruction is differentiated based on test results.
Reflection inadequately explains how instruction is differentiated based on test results.
Reflection clearly explains how instruction is differentiated based on test results.
Reflection skillfully and concisely explains how instruction is differentiated based on test results.
Technology Integrated to Prepare and Administer Results
15.0
Not addressed.
Reflection does explain how technology is integrated to prepare and administer results.
Reflection inadequately explains how technology is integrated to prepare and administer results.
Reflection clearly explains how technology is integrated to prepare and administer results.
Reflection skillfully and concisely explains how technology is integrated to prepare and administer results.
Test Results Delivered to Families
15.0
Not addressed.
Reflection does describe how test results are delivered to families.
Reflection inadequately describes how test results are delivered to families.
Reflection clearly describes how test results are delivered to families.
Reflection skillfully and concisely describes how test results are delivered to families.
Accommodations Provided, Delivered, and Included in Results Analysis
15.0
Not addressed.
Reflection does not explain how accommodations are provided, delivered, and included in results analysis.
Reflection inadequately explains how accommodations are provided, delivered, and included in results analysis.
Reflection clearly explains how accommodations are provided, delivered, and included in results analysis.
Reflection skillfully and concisely explains how accommodations are provided, delivered, and included in results analysis.
Types of Assessments and Strategies
10.0
Not addressed.
Reflection does not discuss types of assessments and strategies used to prepare for state and district tests.
Reflection inadequately discusses types of assessments and strategies used to prepare for state and district tests.
Reflection clearly discusses types of assessments and strategies used to prepare for state and district tests.
Reflection skillfully and concisely discusses types of assessments and strategies used to prepare for state and district tests.
Conclusion
10.0
Not addressed.
Reflection does not address why it is vital to adapt instruction based on assessment results. Conclusion does not reflect upon how this information will be used in future professional practice.
Reflection inadequately addresses why it is vital to adapt instruction based on assessment results. Conclusion weakly reflects upon how this information will be used in future professional practice.
Reflection clearly addresses why it is vital to adapt instruction based on assessment results. Conclusion strongly reflects upon how this information will be used in future professional practice.
Reflection thoroughly addressees why it is vital to adapt instruction based on assessment results. Conclusion skillfully and concisely reflects upon how this information will be used in future professional practice.
Mechanics
5.0
Not addressed.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech, as well as some practice and content-related language.
Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Percentage 100
Clinical Field Experience C: Adjusting Instruction to Address State and District Test Results
RIDE
Jeily Carreras
Grand Canyon University: SEC - 515
September 15, 2019
In order to adjust instruction and address the results of state and district tests it can sometimes be difficult, but at the beginning of the year the Rhode Island School Department coordinates with the principal, counselors and teachers and is given training because it is not desired. make a mistake. The teacher must take into account all students in the classroom including IEPs because it is possible that not all students in the class receive the same test results, so the teacher should also keep in mind that their instruction could work for one person, but not for the other. The results that give this test will help the teacher with this type of problem because they can be used as a guide for their instruction.
Interview and observation of mentor Ms Eze.
I was doing my interview and my observation hours to have my clinical experience field with Ms. Eze.
I asked her how she analyzes and adapts her instruction based on the assessments she makes and how she connects them with the assessments the district does. When the students take the District exams they later, a couple of weeks later, the bone teacher “the mentor” receives the results of how the students in her class have done. So the teacher can have a notion of how to reinforce learning. Ms Eze tells me that sometimes it is a little difficult for him to change the lesson planning but that with the program we use Summit Learn we can adapt it to a 1: 1 learning plan so that it can meet the student's needs.
Ms Eze told me: Normally when a lesson plan does not provide enough help we meet with other teachers to improve it, at Evolution HS have Administrative periods where the teachers in charge of a specific class discuss and agree that advantages and disadvantages have a lesson, also the school helps with additional resources, we also have professional development days to help create a plan to help students for 2 on the week hour. In addition, the school and the District of School departments have “COACH” people who will observe the class and provide the teacher with comments to help them with their instruction.
When Ms. Eze sees the assessment data that the coach gives her, this assessment shows the teacher multiple things about the students as well. It shows her how strong the students are and what they need more work for and also can monitor the progress of the students. They are doing with their learning. When reviewing the data in the data, she realizes the problems that the students have faced in the exam. For example, if you see more than 10 students or even if the class seems to be struggling with similar problems, try to arrange your lesson plans to meet the needs of the students. Either adjust the lesson plan you already have to cover more problems or create a 1: 1 teaching the lesson plan that further complements what they have learned to help students better understand the material.
In the future I plan to use what Ms Eze has taught me. When making my lesson plans, I need to take into account the data provided by the students through the class. For example, if my class has conducted a state assessment and I have finally received the results. Looking at the results, I see that most of the students had difficulties with the writing material. I will guide you in my lesson plan to help you learn and achieve better points in the next assessments. This is important because it will allow me to see how I can reinforce and have more vision and weaknesses of my students.
As I said earlier in my comments each student learns differently and each student has different needs. I will also provide students with separate assessments to ensure that students understand and retain the information they are taught. This can be done by having a practice test in class on the subject they learned in the week before my own assessments found in the Summit Learning Focus Areas and the RIDE state assessments.
Conclusion
With all this information that the teacher gave me, I think we have to do before the state exams, we should take review practice exams and practice a lot with the students about what they learn because well designed practice exams support learning, they serve as a review and develop student skills. take exams In addition, periodic benchmark assessments can be a good predictor of student performance on state assessments.
However, there are several ways you can help prepare your students to take standardized tests, which include: Line up your teaching, Incorporate similar activities, Teach strategies to take exams because this reduces the stress of the students, complete practice tests.
this was example, it is way over 1 page, but should not follow this closely; do the rubric, follow the sample, but no need to go over 1 page.