Focus Student 1
a. Focus student 1 approved their performance from a 1 to a 2, which is on average, about were their classmates. It is important to note that this student struggles with motor skills, and while they have the ability to write, it does appear that this student writes the least amount possible, and takes some shortcuts. This is evident in the students’ work sample (ARTIFACT Student 1 page 3). In the students data table, they wrote “t1, t2, t3” rather than writing out trial for each one. In the graph, this student shorthanded their labels by writing, “c, f, rt” rather than writing out carpet, tiles, rough tile.
b. Analyzing the data, I believe the extra time assisted this student; however, I do not think that it was enough. While this student’s score improved, I do not think that it improved as much as it could have. This student’s score improved by 1 degree, and this is on trend with their classmates, and is where we want students to be at this point. With that said, …show more content…
Focus student 2, improved dramatically from their baseline score to their mid assessment. This student was able to improve from a 1 to a 3. This score is greater than their class average of 2.62. The one area this student did seem to second-guess themselves and struggle with was in their procedures (ARTIFACT Student 2). This was a difficult task and the mistakes were common among the students in this area.
b. Based on the level of improvement, it appears clear that this student was positively impacted by the provided accommodations. During the baseline assessment, this student seemed very frantic to finish, and was not trusting in their responses. During the mid-assessment, this student did take advantage of getting a drink once, and conferenced with me during the period, to ease some of their anxiety. By giving this student the opportunity to say their questions aloud, and be reassured that they were not going to fail, this student was able to get back on track and continue
a. Focus student 1 approved their performance from a 1 to a 2, which is on average, about were their classmates. It is important to note that this student struggles with motor skills, and while they have the ability to write, it does appear that this student writes the least amount possible, and takes some shortcuts. This is evident in the students’ work sample (ARTIFACT Student 1 page 3). In the students data table, they wrote “t1, t2, t3” rather than writing out trial for each one. In the graph, this student shorthanded their labels by writing, “c, f, rt” rather than writing out carpet, tiles, rough tile.
b. Analyzing the data, I believe the extra time assisted this student; however, I do not think that it was enough. While this student’s score improved, I do not think that it improved as much as it could have. This student’s score improved by 1 degree, and this is on trend with their classmates, and is where we want students to be at this point. With that said, …show more content…
Focus student 2, improved dramatically from their baseline score to their mid assessment. This student was able to improve from a 1 to a 3. This score is greater than their class average of 2.62. The one area this student did seem to second-guess themselves and struggle with was in their procedures (ARTIFACT Student 2). This was a difficult task and the mistakes were common among the students in this area.
b. Based on the level of improvement, it appears clear that this student was positively impacted by the provided accommodations. During the baseline assessment, this student seemed very frantic to finish, and was not trusting in their responses. During the mid-assessment, this student did take advantage of getting a drink once, and conferenced with me during the period, to ease some of their anxiety. By giving this student the opportunity to say their questions aloud, and be reassured that they were not going to fail, this student was able to get back on track and continue