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Megan Cato: Standard 3

Standard 3

The M.Ed. candidate is responsible for managing and monitoring student learning.

Element A: Formal/Informal Assessment Strategies

Element B: Assessment Data Used in Lesson Planning

Element D: Assessment Data Records

As an EIP (Early Intervention Placement) teacher, it is my job to review students’ scores, assess them more, and then decide if they should be place in the EIP program. Once they are placed I have to monitor their progress throughout the year to see if the program is helping each child. Some of the tools that I use to place students are their CRCT scores, benchmark tests, Star Literacy tests, classroom grades and tasks, and informal reading inventories. By using this variety of assessment tools, I show that I gather data on student progress in multiple ways. As I stated early, I do use these assessment strategies to place students in EIP. Once students are placed and I am working with them in a group, I use those same results to plan what I am going to teach each group. For instance, in 5th grade I have two reading groups. With one group I spend more time on actual phonics skills, because those students showed through their informal reading inventories that they struggled with calling words. In my other group we put more of an emphasis on comprehension strategies, because they did not struggle with pronouncing words but more with understanding what they read. I believe that by grouping my students in this way, I use assessment results to adjust plans for individuals and small groups.

The artifact I have included for Elements A, B, and D shows the results from a benchmark test given to a group of students. I have taken the test and broken it up by Georgia Performance Standards, so that I could see how each child performed on each standard. Since standards are so important for teaching these days, I believe that my system for scoring is up-to-date, and I have disaggregated the data.

Element C: Evaluation Criteria

As a 5th grade teacher, I learned that my students were capable of reading and understanding a rubric, and I took the opportunity to use this evaluation technique with my students. Using a rubric with my students really showed my students my expectations for whatever task I was asking them complete, and I saw performance levels rise because they knew what I was looking for. Rubrics are very beneficial in the classroom and should be used when possible. As a social studies teacher, I was privileged to be able to teach my students about the Civil War. As a culminating activity for the unit, the students would complete some type of Civil War project. They were given this information at the beginning of the unit so they could be preparing for their project while we were learning. This showing that I gave students evaluation rubrics in advance. As my artifact for Element C, I have included the rubric I sent home with my students for use as their guide for completing the Civil War projects.

Element E: Expectations for Behavior

Element F: Student Behavior Reinforcement

Element G: Student Motivation

To have a successful classroom where students are engaged and learning is taking place, there needs to be an effective classroom behavior plan in place. I feel that it is important to introduce this plan to my students on the first day of school. We spend a majority of the first day discussing the rules, rewards, and consequences of the classroom. I then send home a Beginning of Year Letter to parents including a copy of these rules, consequences, and rewards. The parents must sign and return the letter for me to ensure they understand what will be happening throughout the year. Descriptions of standards of conduct shows evidence that expectations are clear to students, and this is done by informing my students and their parents of my behavior expectations on the first day of school.

I have three basic classroom rules: Respect Yourself, Respect Others, and Respect the School. If a child misbehaves I document it on a behavior chart on my clipboard, and then I speak to that child individually so as not to embarrass him or her. My consequences get progressively more serious in nature starting with just a verbal warning and working up toward an office referral. However, if a student is having significant behavior problems, I establish an individual behavior plan with that student. I sit down with that child and discuss his or her preferences for rewards, and the together we discuss criteria for earning these rewards. Sometimes this plan includes the student having a reward sheet that I mark after a designated period of good behavior. After the reward sheet is full, the student receives the reward. For my students who follow the rules, I also have positive rewards. I often reward them with treats, extra recess, and Bacon Bucks, part of my school’s positive behavior plan. For those who have not gotten in any trouble throughout the week, I have a Friday Fun Club. During lunch on Fridays I have those students come to my classroom during lunch to eat with me. We watch a movie, and I provide them with some kind of dessert. The Friday Fun Club has really been a rewarding plan for both my students and me. These responses to behavior show that I use positive reinforcement and behavior prompts. My overall behavior plan has been beneficial thus far and proves that my response to misbehavior is appropriate, successful, and respects the student’s dignity.