Blog #5

I have two special need students in my class.  I teach 4th grade. The first one is a boy who can only read at a 1st grade level.  I have tutored him phonics and have gotten him to read 21 WPM  from 12 WPM. He also is in the process of reading a 2nd grade level book.  He is doing very well.  He does have an IEP.  He goes to see the reading specialist every day.  I meet with her to discuss him often.  We are also working on his handwriting. I will make adjustments to his work, but at the same time I have been told to not do too much.  I will have him read to me questions during tests and help him if he needs it.  If there are any writing components, I will have him try to write his answer down and then verbally tell me the answer.  This is how I can best check for comprehension.

I also have another student who has cerebral palsy.  She uses a computer to write out all her answers to everything done in class.  I will also ask her questions so she can give me a verbal answer.  This also helps me check for her comprehension.  She is a good reader, so I know she can read the questions.  She does not have an IEP as of right now, however, she is in the process of being evaluated to see if she qualifies for services.  We, as a school team, cannot tell if she is really stubborn with not doing her work or if she is having some neurological issues.  I feel if she is interested in a topic, she cooperates great!  Otherwise, she claims she doesn't understand and won't do her work.

Blog #4

Out of a scale of 1-10 on my use of using assessments in the classroom, I give myself an 8.  I feel I am high on this scale because of my use of assessments. First, my team and I administered assessments at the beginning of the year in reading fluency, comprehension and math.  We also do quarterly assessments in reading fluency and comprehension.  At the end of the year, we will do the same assessments administered at the beginning of the year in reading fluency, comprehension and math.

I give myself an "8" because I have been wanting to do pre-test assessments in math for the chapter we will be going into.  I want to be able to compare the pre-test scores to the final assessment score in order to see what they have learned.  I have done this once with my homeroom class.  I have not done this yet with my flex class.  I haven't had time to set the pre-tests up yet.  I am hoping by the next chapter, I will be able to give them a pre-test that will coincide with the actual test so I can see what they have learned.

We have used the assessments we have already conducted to create "flex" classes. We are differentiating the whole 4th grade class.  The higher students go to one classroom, I have the "average" 4th grade students and my other teacher gets the students who need more attention.  These classes are fluid and we will be using our 2nd quarter assessments and class tests to re-evaluate.  I already have a couple students who I think should be moved up.  That is great news!