Reflection Of Math And Learning At Hopewell Junior School

1525 Words 6 Pages
Context
Over the course of the semester, I have been placed in Hopewell Junior School. I worked with an intervention specialist, Gina Ottlinger. Mrs. Ottlinger works with both seventh and eighth grade students, specializing in math and reading intervention, and inclusion in all content. I was used as assistance in the classroom, and worked with Mrs. Ottlinger to create accommodations on assessments. I also worked with her to create informal assessments, using observations to gage where students’ learning is. Mrs. Ottlinger had 9 students on her IEP caseload, of these students, 5 were boys and 4 were girls. On Tuesdays and Thursdays, she had two periods where she engaged in one-on-one reading intervention with two male students, both students
…show more content…
Ottlinger’s assessments were informal and formative. However, I was able to give a formal writing assessment. Based on my assessment plan, the main assessment that I was able to create and implement was a formative and summative assessment, used at the end of a lesson to evaluate student knowledge, on writing a 5-paragraph essay. It is summative because it shows what students know at the end of the lesson, and formative because it also informs students of what they might need to do next to improve and build upon their learning. This assessment was used to prepare students for the AIRS test, and therefore the intervention specialist provided the same accommodations that would be provided on the test during practice. This means that students would receive no prompting, students would have to indicate where to put a comma, period, quotations, and new paragraph, as well as decide whether his/her thoughts were …show more content…
Students’ work was assessed using a rubric, and the teacher used comments to give students direct feedback on their work and how they can improve it next time. It was also used to assess the teacher’s teaching, to make sure that what is being taught is being absorbed by the students. If there is a gap in learning, or accommodations need to be made for students who are on an IEP the teacher and/or intervention specialist can go back and create a lesson that addresses this area of concern. The students are aware of where they are in their learning and how to improve it in the future. The rubrics allowed the teachers to measure student learning and keep track of it on a long-term scale, as well as compare the results to where grade level learning is expected to be as established by the

Related Documents